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Subject: Did You See That? |
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1. Topic-
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2. Content-
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| Halloween, Day of the Dead, skeleton, symbol |
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3. Goals: Aims/Outcomes-
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| Build Background Knowledge: Students will determine how society
typically views skeletons. |
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4. Objectives-
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TLW identify selected personalities associated with major holidays
and culturally celebrations (SS 1.06).
TLW identify the skeleton as a system of the human body (SCI 4.01) |
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5. Materials and Aids-
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| content books on Halloween and Day of the Dead, computers with Internet,
teacher created topic sheets, large blank paper, pencils |
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6. Procedures/Methods-
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A. Introduction-
| The teacher will begin with essential questions: Is a skeleton good
or bad? When do you normally see a skeleton? The teacher will lead
the students in creating a circle map. The teacher will record their
statements. |
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B. Development-
| The students will pair off. Each pair will be randomly assigned
a holiday and topic to research. Topics include: When/Time Frame/Where,
History/Purpose, Decorations, Activities, Food, and Symbols. The students
may use the Internet and books to gather information about their topic. |
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C. Practice-
| Each pair will write down their findings on the provided topic sheet.
The teacher will monitor the writing's content and originality. |
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D. Independent Practice-
| Once groups are finished with their research, the class will come
together. The Halloween group will present their findings first and
they Day of the Dead group will follow. |
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E. Accommodations (Differentiated Instruction)-
| Some students may prefer to work independently and some students
may need to be placed with someone that is academically stronger. |
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F. Checking for understanding-
| The teacher will facilitate as the class creates a double bubble
map (on the large blank paper) comparing and contrasting both holidays.
The content on the map will be based upon their completed research.
Students will then write in their science journals independently.
Each student will write what holiday they think is better and why.
Students will also need to write about why they think skeletons are
associated with both holidays (this ties back to the essential question). |
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G. Closure-
| The teacher will allow a few students to share their journal writing.
The teacher will then tell the students that tomorrow they will learn
about the true purpose of a skeleton and how it is a good thing to
have and not a bad/scary thing. |
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7. Evaluation-
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| A rubric will be used to give points for each of the following,
participation, topic sheet, double bubble map, and journal writing. |
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