Ann+Schmitz

Lesson #1 5th Grade Social Studies - American Revolutionary War

Objective: Students will be able to describe main characteristics of a Continental and British soldier and then decide if the characteristic is an advantage or a disadvantage.

Procedure: 1. Read chapters 7 and 8 of Unit 4 in the social studies text book. 2. Take notes and discuss the characteristics of each army, Continental and British. 3. The next day, I would use the smartboard lesson to review points discussed the previous day. 4. Make sure all parts of the smartboard is up and running. 5. Present smartboard lesson having students move and discuss each move. 6. When completed, make copies for each student of the final product.

Assessment and/or Extension: Write an essay comparing and contrasting the Continental soldier with the British soldier. Evaluation: Using the Smartboard for this lesson allowed much more focus because everyone participated. There also seemed to be an air of risk-free actions during the lessons. The students realized they could make a mistake and fix it easily. Everyone was working together!

Lesson #2 Objective: Students will be able to identify the three major parts of an atom, explain its electrical charge and why it has the atomic mass that it has.

In the Gallery files, I found two great "pages" I used in my Matter Unit for science. We had been investigating what matter is made of. This page allowed students to create their own atoms. It emphasised what the atom is made of and what the atomic mass would be for each molecule created. After looking at some basic, real atoms, I had student groups of three take turns creating their own atom. They drew a copy of the atom created and wrote profiles of significant characteristics. Characteristics included name, # of protons, neutrons and electrons, atomic mass, and electrical charge. The students then presented their new atoms(elements) to the class.

Evaluation: Presenting atoms in this fashion just brought the concept alive! the students were all engaged and excited to create. Since they created their own atom, they took ownership of knowing what they had created. Everyone could explain the parts and characteristics of their atom.

Lesson #3 Objective: Students will be able to explain how to read a Periodic Table of Elements

Again, in the Gallery, I found a model of the periodic table. I used the shade and spotlight pen to explain how to read the table. I used the horizontal shade to show only one level at a time. I explained what each level contained. I also used the side shade to show how the table was broken into metals, nonmetals, and metaliods. Then I spotted only one element "square" to explain how to read the information in the square. We then practiced as I spotted a different element. Then I gave some students the opportunity to spot their own element and give information. The class worked together to learn.

Assessment: The student groups from Lesson #2 created an element square for their created atom(element) using the characteristics from the profile they wrote.

Evaluation: This has always been difficult in the past because the periodic table is so busy to look at, much less understand where references are on the table. By using the Smartboard, I could limit what the students looked at on the Periodic table. In the past, each student was given a periodic table to look at during the explanation. It was always difficult to get the students to focus on what you were explaining at the time. The students also had fun with the spotlight. Lesson #4 Objective: Students will practice and check their division strategies. On the board, I presented a page that had two division problems on it. The students were instructed to solve each problem using a different strategy. I had them use their own wipe off boards. When students were mostly finished, I selected several students to show how they solved the problem using the smartboard area and regular board areas. Then, they could move a shape to display the hidden solution with explanation and compare their solutions. Discussion ensued. Assessment: I walked around the room to see how students were solving the problems. Evaluation: This is a twist on practice. The students were focused and motivated. I extended the lesson with more problems for the students to solve. Most wanted to use the Smartboard, so this lesson was a success.