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Student Teaching

Hello Blackboard (Lg.)

Student Teaching Rationale

Context: All of the lessons for student teaching were created for Mrs. Roten's 5th Grade class at Hardin Park, spring 2008. Each lesson fit with the North Carolina Standard Course of Study. The units I mainly covered were Geometry, Poetry, and Weather.

Impact: During the units taught the students learned all of the requirements for Geometry including shapes, diagonals, and interior angles. Then in science they learned all about the different elements that create weather like air pressure, clouds, the water cycle, and temperature. Finally, in reading they were taught many forms or poetry and wrote their own book. Each lesson was made to prepare them for the EOG's.

Alignment: Each individual lesson met multiple Standards.

NETS-T A: This was met by using the Roving Cart for their Rube Goldberg project. The Roving Cart (computer/projecter combination) was used to show examples of inventions made and describe the real Goldberg competition.

NETS-B: This standard was met by using different pieces of technology to communicate the lessons. The technology ranged from overhead, dry-erase, stereo, roving cart and games.

NETS-C: The students were required to use the technology to teach other students. During multiple math lessons the students taught using the overhead and board.

NETS-D: This was met by taking the students to the computer lab to type up their work on the computer. They had to stay in Microsoft and illustrate their work.
NC- (2008) North Carolina Standard Course of Study
Subject: Science (implemented in the 2005-2006 school year)
Grade: Grade 5
Subject Area:
Fifth grade students focus on evidence, models, and scientific explanations. Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows students to predict changes in natural and designed systems. Models are tentative schemes or structures that represent real objects. Models help students understand how things work. Explanations incorporate prior scientific knowledge and new evidence from observations, experiments, or models into consistent, logical statements. As students understand more science concepts and processes, their explanations should become more accurate and logical. Guide student learning to continue to emphasize the unifying concepts previously introduced as well as the introduction at grade five of models. The strands provide a context for teaching the content throughout all goals.
Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.
Standard 3.01 : Investigate the water cycle including the processes of:
Benchmark or Practice: Evaporation.
Benchmark or Practice: Condensation.
Benchmark or Practice: Precipitation.
Benchmark or Practice: Run-off.
Standard 3.02 : Discuss and determine how the following are affected by predictable patterns of weather:
Benchmark or Practice: Temperature.
Benchmark or Practice: Wind direction and speed.
Benchmark or Practice: Precipitation.
Benchmark or Practice: Cloud cover.
Benchmark or Practice: Air pressure.
Standard 3.03 : Describe and analyze the formation of various types of clouds and discuss their relation to weather systems.
Standard 3.04 : Explain how global atmospheric movement patterns affect local weather.
Standard 3.06 : Discuss and determine the influence of geography on weather and climate:
Benchmark or Practice: Sea breezes
Subject: Mathematics (6-12)
Grade/Topic: Grade 5
Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement.
Objective 2.01 : Estimate the measure of an object in one system given the measure of that object in another system.
Objective 2.02 : Identify, estimate, and measure the angles of plane figures using appropriate tools.
Competency Goal 3: The learner will understand and use properties and relationships of plane figures.
Objective 3.01 : Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons.
Objective 3.02 : Make and test conjectures about polygons involving:
Example: a) Sum of the measures of interior angles.
Example: b) Lengths of sides and diagonals.
Example: c) Parallelism and perpendicularity of sides and diagonals.
Objective 3.03: Classify plane figures according to types of symmetry (line, rotational).
Objective 3.04 : Solve problems involving the properties of triangles, quadrilaterals, and other polygons.
Example: a) Sum of the measures of interior angles.
Example: b) Lengths of sides and diagonals.
Example: c) Parallelism and perpendicularity of sides and diagonals.
Author: Charlene Leonard
Last modified: 4/14/2008 1:41 PM (EST)