Geo-Diary
![Picture](/uploads/8/9/4/2/8942504/5926805.jpg?117)
My Geo-Diary lists 12 different events and places relevant to my life and to the five themes of geography in a brochure format. A Geo-Diary must also include visual representations, time of visual representation, date, direction, caption, and the appropriate geography themes presented by each visual representation. The purpose of having students create a Geo-Diary is to have them focus on the five themes of geography: location, place, region, movement, and human/environment interaction.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
My Geo-Diary | |
File Size: | 942 kb |
File Type: | docx |
CDVs in the News
![Picture](/uploads/8/9/4/2/8942504/9051779.jpg?154)
I explored the Core Democratic Values by finding an article in the news that demonstrates a public policy issue. I included a link to the article, a summary of the article, the Core Democratic Values pertaining to this issue and why I believe so, and the level of government with jurisdiction. The purpose of having students look at different articles in the news is to get them familiar with the different events/issues that demonstrate how the Core Democratic Values take place every day and for them to explore how important the Core Democratic Values are in relation to their lives.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
CDVs in the News | |
File Size: | 14 kb |
File Type: | docx |
Economic Mystery
![Picture](/uploads/8/9/4/2/8942504/5540344.jpg?253)
When introducing economic concepts and principles to students it is helpful to start with the Handy Dandy Guide:
1. People choose to do the things they think are best for them.
2. People's choices have costs.
3. People choose to do things for which they are rewarded.
4. People create rules that affect our choices and how we act.
5. People gain when they freely decide to trade with one another.
6. People's choices today have future results.
These six core economic principles will help children use economic reasoning when trying to describe and explain human choices and behavior rather than just making assumptions. Students will read an economic mystery, answer the true and false clues, and then write the answer to the economic question. Students can also create their own economic mysteries by describing a problem, writing a focus question, creating true and false clues, and then explaining the mystery using the Handy Dandy Guide (students can then share their mysteries with the rest of the class). The purpose of having students solve and create mysteries from everyday life is to introduce them to the economic way of thinking. I have included an example of an economic mystery that I have created and explained.
1. People choose to do the things they think are best for them.
2. People's choices have costs.
3. People choose to do things for which they are rewarded.
4. People create rules that affect our choices and how we act.
5. People gain when they freely decide to trade with one another.
6. People's choices today have future results.
These six core economic principles will help children use economic reasoning when trying to describe and explain human choices and behavior rather than just making assumptions. Students will read an economic mystery, answer the true and false clues, and then write the answer to the economic question. Students can also create their own economic mysteries by describing a problem, writing a focus question, creating true and false clues, and then explaining the mystery using the Handy Dandy Guide (students can then share their mysteries with the rest of the class). The purpose of having students solve and create mysteries from everyday life is to introduce them to the economic way of thinking. I have included an example of an economic mystery that I have created and explained.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
My Economic Mystery | |
File Size: | 16 kb |
File Type: | docx |
Unit Plan for Second Grade, Geography
![Picture](/uploads/8/9/4/2/8942504/2145391.gif?167)
By the end of this unit students will understand that symbols, labels, and legends are used to show different characteristics of a place on a map. Students will understand that through the use of distance, direction, and scale one can find a location relative to other locations on a map. Students will understand that the community in which they live is made up of physical and human characteristics that can be similar to and/or different than those of another community. Students will understand that there are much larger regions or areas that make up the community in which they live. Students will also understand that human activities help shape the Earth's surface. After this lesson is complete, the students will have a better idea of their community in relation to the rest of the world, and will see the importance and benefits of using maps. This is important for children to understand because these concepts occupy our every day lives by having to use directions to get places, encountering interactions with people and resources in one's community, etc.
Integrated Literacy Assignment for Fourth Grade, Civics
![Picture](/uploads/8/9/4/2/8942504/2302248.jpg?220)
This assignment is very helpful for teachers when performing a lesson related to this specific content standard. I have created a power point that gives different possibilities for integrated items that directly align to at least this one Grade Level Content Expectation. I gave a variety of different picture books, music, movie clips, games, activities, etc. that can be used when teaching a lesson related to the GLCE: 4-C1-0.3: Describe the purposes of government as identified in the Preamble of the Constitution.
My ILA
My ILA