Discussion in 'General Education' started by pwhatley, Jul 16, 2007.
Jul 16, 2007
According to the illustrious and all-knowing Dr. Seuss it is! Just ask the Grinch!
i wonder if the word you were looking for was "stunk". hahaha
Bandnerdtx, I too play the flute in a community band--once a band nerd, always a band nerd!
I'm loving this white board idea. I'm just starting my credential program in secondary science education and none of my teachers ever did anything like this when I was in school. I can't wait to try it in my own classroom!
I think stunk would be used with a helping verb.
Stink, stank, stunk.
Like: Sing, sang, sung
He stank yesterday.
He sang yesterday.
He has stunk previously.
He has sung previously.
I went to Staples today and got a whiteboard easel pad. Too bad I don't have an easel. That's another problem. But, there are several sheets of 'white board' and it looks like a regular chart pad. It swears that it erases easily. We'll see. It was $24.99.
Has anyone used one of the Post it re-stickable easel pads?
I have, but only when I haven't had to pay for them with my share of the budget money. They seem very expensive just to be able to move them to a different spot.
I use my whiteboards for reveiw games of many types to include one I called speed essay. I gave the students the essay question and htey had to brainstorm all the info they could that they would use to answer that question. If they came up with something too general or just wrong I would challenge them, if they were challenged they had to write an essay of several sentences to one paragraph on the spot using only the info they brainstormed. If they couldn't do it, no points. The teams that reached a certain level of points got a bonus on their test. It is a great way to get kids to think more in depth on a topic and prepare for the time constraints of state mandated essay responses.
Nice idea, wldywall! What grade do you teach? I seem to have forgotten, lol.
I taught 9th last year and this year I will teach 6, 7th and 8th grade social studies and US history. Works really well for them
I would think it would for 5th as well. If you have any really cool ideas for US history projects that can be redeveloped to a 5th grade level, I would LOVE to see them! (Hint, Hint, no pressure here, nope, no way!)
How about you see my thread on SS/US history teachers, and look at my activity for recreating the okalahoma land rush, I did it in a college ed class they loved it, did it with 9th graders and they loved it, I am sure that 5th graders will love it. (they have to run and try to steal claims, commmon you know they will love it)
Before I give you more ideas, what are you required to teach in 5th grade there, it is different in every state, tell me and I will flood you with ideas.....promise. My principal last year said I "have an uncanny talent for coming up with curriculum!"
Warning: VERY LONG!
I saw that one! (Didn't remember where, though, lol) I thought it was fabulous! I have also thought of assigning roles as the founders, and have them reenact the drafting of the Declaration of Independence and/or Constitution, including the development of governmental agencies (like the treasury). Probably too involved, huh?
The largest portion is US history from the indigenous cultures (pre colonization including Mayans, Aztecs, and "Native American") through colonization, the development of and beginnings of the country (i.e., Declaration of Independence, Stamp Act, Revolutionary War, the aftermath, etc.); trade between Europe, Africa, and the US and its ramifications (slavery); the influence and effects of Spanish colonization in Florida, Louisiana, and the Southwest and Mexico
We have to cover map reading and usage -- Love that one -- my hubby and I were girl & boy scout leaders!
US Geography and Settlement patterns (land use, etc.)
Reasons behind colonization and why the colonists settled where they did
Impacts humans have physically had on US land
Compare aspects of American colonial government (e.g., local, colonial governors, role of the British parliament and Crown) to present-day U.S. local, state, and national government
Describe economic activities within and among American Indian cultures prior to contact with Europeans
Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas
Construct a timeline of key events in American history (beginnings to 1763)
Demonstrate an understanding of relative and absolute chronology by interpreting data presented in a timeline
Identify different points of view about key events in early American history
Identify the causes, effects, or impact of a given event in early American history
Use both a primary and secondary source to describe key events or issues in early American history
Identify historical issues or problems in early America and explain how they were addressed
Conduct historical research using a variety of resources to answer historical questions related to early American history
Whew, that's it in a nutshell! Hope I didn't overstay my welcome, lol!
Separate names with a comma.