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NYS Learning Standards. Writing, Reading, Science. Reading. ELA1.09.RE1 – Students will read, write, listen, and speak for information and understanding Performance Indicator ELA1.09.RE1.01 – Students locate and use school and public library sources for information and research

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nys learning standards

NYS Learning Standards

Writing, Reading, Science

reading
Reading
  • ELA1.09.RE1 – Students will read, write, listen, and speak for information and understanding
  • Performance Indicator ELA1.09.RE1.01 – Students locate and use school and public library sources for information and research
  • Define a purpose for reading by asking questions about what they need to know for their research
writing
Writing
  • Standard ELA1.09.WR2: Language for Information and Understanding Students will read, write, listen, and speak for information and understanding.
  • Performance Indicator  ELA1.09.WR2.04: Students take notes from written and oral texts, such as lectures and interviews.
  • Performance Indicator  ELA1.09.WR2.11: Students use charts, graphs, or diagrams to illustrate informational text.
science
Science
  • Standard MST4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
  • Performance Indicator MST4.alt.PS1A -Students recognize patterns of daily, monthly and seasonal changes in their environment
the students
The Students
  • Chi Chi
  • Faiz
  • Mike
chi chi
Chi Chi
  • Chi Chi is a student who relates well to her peers and is very outgoing. She enjoys interacting with her friends and likes when she is put into groups to do work. She is currently diagnosed with Cerebral Palsy and has the following limitations: limited to her wheel chair which is battery powered, she has minimal use of her hands and cannot use any other parts of her body, her speech is slow and sometimes she finds it hard to get her words out, even if she knows what she wants to say, there are some cognitive delays and does not do well when the lesson is solely taught by lecture.
slide7
Mike
  • Mike is a 17 year old child with a diagnosis of autism. He functions below grade level. He has difficulty with fine motor movement, which greatly limits his writing. He is also relatively non-verbal and requires the use of a text to speech device to communicate, although he does use basic sign language for simple requests. His strengths include gross motor functions, as well as staying focused. Weaknesses include communication. He is limited to his text to speech device and simple sign language. He also functions far below grade level in reading.
slide8
Faiz
  • Faiz is a 13 year old boy who is diagnosed with Cerebral Palsy. Weaknesses include, limited mobility and fine and gross motor skills as well as communication. He uses a battery operated wheel chair and a computer device to communicate. He has limited use of his hands, he uses his knees to manipulate his keyboard. He is an intelligent boy but it takes him awhile to get his ideas across.
accommodations
Accommodations
  • A scribe for Mike and Chi Chi
  • Faiz uses his computer for completing the vocabulary
  • Students will be working with partners
  • Wheelchairs for Chi Chi and Faiz
the water cycle objectives
The Water Cycle - Objectives
  • Students will read given information on the water cycle
  • Students will define vocabulary words
  • Students will label water cycle chart
  • Students will complete terrarium project with a partner
  • Complete quiz in computer lab
materials
Materials
  • Water cycle chart
  • Vocabulary words
  • Items to build terrarium
  • Water cycle song and video
  • Computer lab
lesson plan outline
Lesson Plan Outline
  • Show water cycle video
  • Show chart and play song
  • Define vocabulary words
  • Fill out chart with a partner
  • Build and label terrarium with group
  • Take online quiz
prior knowledge
Prior Knowledge
  • Complete a water cycle web on the board as a class.
  • Ask students what they know about the water cycle
  • Put their ideas on the board
anticipatory set
Anticipatory Set
  • Students will watch video on the water cycle
  • Questions:
  • How many parts are there of the water cycle?
  • Name some forms of precipitation.
  • How is precipitation formed?
  • Where does precipitation flow into?
  • What is evaporation?
vocabulary words
Vocabulary Words
  • Water Cycle
  • Condensation
  • evaporation
  • precipitation
  • Runoff
  • transpiration
  • surface water
  • groundwater
how to build a terrarium
How to build a terrarium
  • Terrarium
  • Click on link and follow directions on making the terrarium
  • Make sure to label parts
  • Answer questions about terrarium
terrarium assessment questions
Terrarium Assessment Questions
  • You only watered the terrarium once, so how did water get on the lid and sides?
  • Take off the lid and feel the soil. Why is the soil still wet?
  • Did it ever rain in your terrarium?
  • Water collects on the lid of the terrarium, water also collects in the sky as clouds. Where does water in the clouds come from?
  • How is this an example of the water cycle?
  • If we were to remove the lid what would happen?
  • If the terrarium is a model of the real world, what do you see outside that reminds you of the plant in your terrarium? What reminds you of the soil? What reminds you of the small droplets of water on the lid?
assessment
Assessment
  • Vocabulary Quiz
  • Interactive water cycle quiz
  • Completion of terrarium