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ReadWriteThink: Flip-a-Chip
ReadWriteThink: Student Materials: Flip-a-Chip
Phonological Awareness: cat, cup, dog, nose, mop, van, fish, foot, pen, moon, nut, bed
Whole Class Length: 10 minutes Materials: Three-plus blank chips per student Goal: Given a spoken word, the student can say the beginning, middle, or last sound of the word ( "mat", middle sound? -> /a/ ). Items: 12 picture cards (make sure only the picture is visible on each car...
Aunt Chip and the Triple Creek Dam Affair by Patricia Pollaco
selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html. This lesson provided by: Author:Andrea Nordan System:Choctaw County School:Southern Choctaw Elementary School Lesson Plan ID:22162 Title: Aunt Chip and...
Phonological Awareness: cat, cup, dog, nose, mop, van, fish, foot, pen, moon, nut, bed
Length: 10 minutes Materials: Three-plus blank chips per student Goal: Given a spoken word, the student can say whether a given sound is at the beginning, middle, or end of the word ( "mat", where is /m/? -> "beginning" ). Items: 12 picture cards (make sure only the picture is...
 Animal Behavior and Training (K-3)
Chance Cards” ahead of time by writing each of the following statements on a separate index card: � You are caught in a storm. Do all of the challenges twice. � You become a snack for a killer whale. You are out. � A shark is chasing you! Keep an eye out for it&m...
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Chance Cards” ahead of time by writing each of the following statements on a separate index card: � You are caught in a storm. Do all of the challenges twice. � You become a snack for a killer whale. You are out. � A shark is chasing you! Keep an eye out for it—walk backward through each challenge. � The SeaWorld Animal Rescue Team cuts you loose from a net. Go directly to the haul-out (jump) challenge. � You feast on a large school of slow-moving fish. Skip the food (game chip) challenge. � You
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http://www.seaworld.org/just-for-teachers/guides/pdf/b&t-k-3.pdf#page=24
www.seaworld.org/just-for-teachers/guides/pdf/b&t-k-3.pdf#page=24
Chance Cards” ahead of time by writing each of the following statements <span class="highlight">on</span> a separate index card: � You are caught in a storm. Do all of the challenges twice. � You become a snack for a killer whale. You are out. � A shark is chasing you! Keep an eye out for it—walk backward through each challenge. � The SeaWorld Animal Rescue Team cuts you loose from a net. Go directly to the haul-out (jump) challenge. � You feast <span class="highlight">on</span> a large school of slow-moving fish. Skip the food (game <span class="highlight">chip</span>) challenge. � You
What Is the Best Chip?
and why. Divide the students into groups of three, and ask them to read their responses to their groups. Ask a representative from each group to report on the group's discussion. On chart paper or the board, record the criteria that the students used to determine the best chip...
Using an Expanded Keyboard to Help Students with Autism Learn to Write
Expanded Keyboard/ Students with Autism Collection: Early Childhood Using an Expanded Keyboard to Help Students with Autism Learn to Write The following vignette is an expanded version of the sidebar, "Expanded Keyboard Helps Students with Autism Write," from the print profile Prescho...
Simple Machines
ACTIVITY s Let’s Get Even Objective The student finds the average of three given numbers. Materials For each student or student pair: one trading chip board with 20 - 30 chips; one game chart; Cuisenaire rods — 10 orange, 20 white, five yellow (or some other manipulative to use in...
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ACTIVITY s Let’s Get Even Objective The student finds the average of three given numbers. Materials For each student or student pair: one trading chip board with 20 - 30 chips; one game chart; Cuisenaire rods — 10 orange, 20 white, five yellow (or some other manipulative to use in frac- tion form) Procedures The teacher shows students the trading chip board and the chips. Place two stacks of chips on the board. The teacher tells the students that these two stacks are not even or level. Then the teacher
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http://www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=34
www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=34
ACTIVITY s Let’s Get Even Objective The student finds the average of three given numbers. Materials For each student or student pair: one trading <span class="highlight">chip</span> board with 20 - 30 chips; one game chart; Cuisenaire rods — 10 orange, 20 white, five yellow (or some other manipulative to use in frac- tion form) Procedures The teacher shows students the trading <span class="highlight">chip</span> board and the chips. Place two stacks of chips <span class="highlight">on</span> the board. The teacher tells the students that these two stacks are not even or level. Then the teacher
ReadWriteThink: Flip-a-Chip
Flip-a-Chip - ReadWriteThink http://www.readwritethink.org/classroom-resources/student-interactives/flip-chip-30031.html Print This Page Contribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us Lesson Plans Student Interactives Mobile Apps Calendar Activities P...
A Guide to Teaching with Modules
Earth, Wind and Fire: What Is Needed To Make an Effective Air-Bag System? Session 1: What is needed to make an effective air-bag system? Students watch a video showing what happens to dummies in car crashes and are asked to brainstorm requirements for an effective air-bag system...
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Earth, Wind and Fire: What Is Needed To Make an Effective Air-Bag System? Session 1: What is needed to make an effective air-bag system? Students watch a video showing what happens to dummies in car crashes and are asked to brainstorm requirements for an effective air-bag system. Students then develop a plan to study how air-bags are inflated by using resources from the virtual company Air-Bags 'R' Us provided on the CD-ROM. Middle Sessions: The Inquiry The middle sessions are the heart of the module. They
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http://chemistry.beloit.edu/Guide/SuperIM.pdf#page=10
chemistry.beloit.edu/Guide/SuperIM.pdf#page=10
Earth, Wind and Fire: What Is Needed To Make an Effective Air-Bag <span class="highlight">System</span>? Session 1: What is needed to make an effective air-bag <span class="highlight">system</span>? Students watch a video showing what happens to dummies in car crashes and are asked to brainstorm requirements for an effective air-bag <span class="highlight">system</span>. Students then develop a plan to study how air-bags are inflated by using resources from the virtual company Air-Bags 'R' Us provided <span class="highlight">on</span> the CD-ROM. Middle Sessions: The Inquiry The middle sessions are the heart of the module. They
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http://chemistry.beloit.edu/Guide/SuperIM.pdf#page=22
chemistry.beloit.edu/Guide/SuperIM.pdf#page=22
adaptable to this <span class="highlight">approach</span>. Students meet with an expert group in order to read materials, research further sources, discuss uncertainties, and prepare presentation strategies. Students reassemble into base groups composed of one student from each expert group. Each expert presents to the base group until all subtopics have been covered in each base group. All students are held responsible for the information presented <span class="highlight">on</span> each subtopic. A good example of jigsaw work can be found in the module: Why Does The
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