Lesson+Ideas



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= = =**Implementation Ideas for Elementary School Classrooms**= The following are implementation ideas for the use of blogs in the classroom = = =**Kindergarten, First, and Second Grade Ideas:**=
 * ** Subject ** || ** Blogging idea ** || ** Adaptations ** || ** Standards ** ||
 * ** Reading Comprehension **
 * Writing ** || * ** Book review ** - using a basic template for book reviews, have students write a book review about a book that they have read during reading time or during whole class reading. Make sure students include a summary using the 5 W’s (who, what, when, where, and how). When writing the review students can include transitions words (First, next, after that) and a feeling sentence (this will meet the rubric requirements for the School Wide Writing Exam or SWWE). || ** K ** - Create sentence frames for students to fill out on a piece of paper. Students can transfer their reviews to a blog after it is written out.
 * 1st & 2nd grade ** - before posting the review, have students fill out a flow chart to help organize their thoughts. Students can create a draft on paper to be reviewed by the teacher.
 * 1st & 2nd grade ** - before posting the review, have students fill out a flow chart to help organize their thoughts. Students can create a draft on paper to be reviewed by the teacher.

2.5 Ask and answer questions about essential elements of a text. Students write words and brief sentences that are legible. // Organization and Focus //
 * 2nd- **
 * Extend this blog post to include clarifying questions that students pose in their blog to other students.
 * Have students state the author’s purpose of the text in the blog in order to clarify events or information in the story.
 * Have students write the blog in the format of a letter in order to prepare them for the SWWE. || ** K ** - //Comprehension and Analysis of Grade-Level-Appropriate Text//
 * 1.0 Writing Strategies **

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.


 * 1st ** - //Comprehension and Analysis of Grade-Level-Appropriate Text//

2.2 Respond to //who, what, when, where,// and //how// questions. quality and complexity of the materials to be read by students. // Narrative Analysis of Grade-Level-Appropriate Text //

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.


 * 2nd- **// Comprehension and Analysis of Grade-Level-Appropriate Text //

2.3 Use knowledge of the author's purpose( s) to comprehend informational text.

2.4 Ask clarifying questions about essential textual elements of exposition [e.g., //why, what if, how//].

2.5 Restate facts and details in the text to clarify and organize ideas.

2.6 Recognize cause-and-effect relationships in a text. **2.0 Writing Applications**

2.1 a. Move through a logical sequence of events. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. || K-**1.0 Writing Strategies** // Organization and Focus //
 * 1) Describe the setting, characters, objects, and events in detail.
 * ** Writing ** || ** Letter Writing- ** Students will write a letter to a friend. This can be integrated into PBL. Have students write a letter to their parent explaining what their PBL goal is. Have parents respond to the posts in the comments box with one way that they will support the student in their journey to accomplish the goal. || ** K ** - Create sentence frames for students to fill out on a piece of paper. Students can transfer their reviews to a blog after it is written out.
 * 1st & 2nd grade ** - before posting the review, have students fill out a flow chart to help organize their thoughts. Students can create a draft on paper to be reviewed by the teacher.
 * 2nd- Use the SWWE rubric to grade. Leave a comment stating what student can do to improve. || PBL Writing Standards for grade K-2.

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

1.3 Write by moving from left to right and from top to bottom

1st- **2.0 Writing Applications**

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

2nd- **Writing Applications** 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. ||
 * ** Science ** || Students record data and observations on the blog. Students upload pictures and videos of experiments and progress of experiments. || 2nd grade- students post predictions and others respond to the prediction. Student reflects on own prediction by explaining how/why the prediction did or did not come true. Students may also post the steps to the scientific method and use the blog as a data recorder or journal for the experiment. || == k- Investigation and Experimentation ==
 * 1) Observe common objects by using the five senses.
 * 2) Describe the properties of common objects.

1st- Investigation and Experimentation

 * 1) data with pictures, numbers, or written statements.
 * 2) Make predictions based on observed patterns and not random guessing.
 * 3) Write or draw descriptions of a sequence of steps, events, and observations.
 * 4) Follow oral instructions for a scientific investigation.
 * 1) Follow oral instructions for a scientific investigation.

2nd - Investigation and Experimentation
||
 * ** Social Studies ** || PBL- Have students keep the millennium goal journals via the blog.

What are some ways that your grade level can incorporate blogs into PBL? || All grade levels to follow PBL outline. || PBL Standards (see PBL document). || 1.1 Determine the approach, materials, and strategies to be used. 2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). 1.2 Relate problem situations to number sentences involving addition and subtraction. || Click on the link to view the printable version on a Word document
 * ** Math ** || Use the blog to have students post math word problems. Other students respond to the math word problem by solving the word problem as well as by providing an explanation for their answer. ||  || K- ** Mathematical Reasoning **
 * 1.0 Students make decisions about how to set up a problem: **
 * 1st- NS **
 * 2nd- AF **

=**Third and Fourth Grade Ideas:**=
 * __Integrating Blogs Into 3rd and 4th Grade Curriculum__**

//Reading Comprehension & Writing// || **__Third Grade__** Students will choose a character from a current story being read in the classroom. They will create a blog posing as the character stating facts and events that directly affect the character. Students may also discuss and include feelings and statements made by other characters to support their facts. All work will be done in the first person. They must keep their character a secret. Assign each student to a blog buddy. The blog buddies will comment on each others blog to guess what character they are.
 * **Subject** ||  **Blogging Ideas**  ||  **Adaptations**  ||  **Standards**  ||
 * //Language Arts://
 * “Who Am I”**

Students will create a blog post in a letter format. They will address the letter to a family member, friend of the character, or to another character in the story. Students will discuss character traits and events within the story to express their actions. Assigned students can respond back to the letter blog. || Students can fill in a flow chart to organize their ideas and thoughts.
 * __Fourth Grade__**
 * “Letter to a Character”**

A draft can be written prior to posting and reviewed by the teacher

Students can ask probing questions to gain a better understanding of the character to give it more of a game like approach.
 * “Who Am I?”**

Students can continue to respond to the letter throughout the story to retell and analyze events and facts. || **__Third Grade__** **3.0 Literary Response and Analysis** // Narrative Analysis of Grade-Level-Appropriate Text // 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them
 * “Letter to a Character”**
 * //Reading//**

** 1.0 **** Writing Strategies ** // Organization and Focus // 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.
 * // Writing //**

// Narrative Analysis of Grade-Level-Appropriate Text // 3.3 Use knowledge of the situation and setting and of a character’s trait and motivations to determine the causes for that character’s actions
 * __ Fourth Grade __**
 * //Reading//**
 * 3.0 Literary Response and Analysis **

// Organization and Focus // // 1.1 // Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
 * //Writing//**
 * 1.0 Writing Strategies **

**// Research and Technology //** 1.5 Quote or paraphrase information sources, citing them appropriately.

||

//Math:// //Number Sense// || Students can //write// word problems that are geared to one math question and a given answer. For example:
 * **Subject** ||  **Blogging Ideas**  ||  **Adaptations**  ||  **Standards**  ||

Write story problems for 32 divided by 5 so that the questions you pose would be answered by each of the following:


 * 1) 6 remainder 2
 * 2) 6 2/5
 * 3) 6.4
 * 4) 6 or 7
 * 6
 * 7

Students will post their word problem as a blog. Students in the classroom can choose respond to the post by revealing their result along with a short description as to how they solved it. || Teachers will provide a problem appropriate to the grade level.

Students can write the story problem complete this individually or in groups.

Students can solve the problem individually or in groups. || **__Third Grade__** 2.8 Solve problems that require two or more of the skills mentioned above 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. 3.4 Solve problems involving division of multi-digit numbers by one-digit numbers. 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. ||
 * //Number Sense//**
 * 2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division: **
 * // Mathematical Reasoning //**
 * __Fourth Grade__**
 * // Number Sense //**
 * // Mathematical Reasoning //**

//Life Sciences// || **__Third Grade__** Students will create a blog post that discusses a specific environment. They will act as an environmentalist and provide details on how to preserve their area (ocean, forest, desert, etc.) “Exploring Nature” provides a section focused on biomes and environmental issues []
 * **Subject** ||  **Blogging Ideas**  ||  **Adaptations**  ||  **Standards**  ||
 * //Science://
 * “Environmental Awareness”**

[]
 * “Biomes in a Baggie”**

Students can create their own biome by using the required materials. Students decide on the amount of each or any of the materials provided to put in their biome. Students can record the materials they used (grass, soil, rocks, water, etc) and how much of each they put in their biome. Students will record daily/weekly what is occurring in their biome

Conduct the experiment “Salt Water vs FreshWater” from the Taco Bell Discovery Science Center [] Have students record their data in a blog. Have the students discuss their results. || **__Third Grade__** Students can organize their thoughts and ideas through a graphic organizer.
 * __Fourth Grade__**
 * “Environmental Awareness”**

Have students write a draft before posting to their blog

Students will record their data (daily, weekly) in their blog post
 * “Biome in a Baggie”**

Worms can be added to the material list

Students will work in groups to conduct this experiment
 * __Fourth Grade__**

Students will post their predictions to the blog

Students can record the scientific method to their blog and use it as their journal for the experiment

The teacher can post a classroom blog and provide pictures of the experiment for students to reference || **__Third Grade__** 3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: b. //Students know// examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
 * // Life Sciences //**

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. //Students know// that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. ||
 * __Fourth Grade__**
 * //Life Sciences//**

//Continuity & Change// //California: A Changing State// || **__Third Grade__** Students can choose or be assigned a symbol, landmark, document, etc. to research and write an informational blog. They will also include why this object is important to us. “Ben’s Guide” provides a kid-friendly list of the items included in the standard. []
 * **Subject** ||  **Blogging Ideas**  ||  **Adaptations**  ||  **Standards**  ||
 * //History://

Students can discuss the U.S. Constitution and why it is important to them and our government
 * __Fourth Grade__**

Students can write a classroom constitution and include theoretical federal, state, and local governments || Students can write their draft before posting || **__Third Grade__**
 * // Continuity and Change //**
 * 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government **
 * 3. **Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).


 * __Fourth Grade__**
 * //California A Changing State//**
 * 4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. **

1. Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments). ||

Click on the link to view the printable version on a Word document

=**Fifth and Sixth Grade Ideas:**=
 * **Subject** || **Blogging Idea** || **Adaptations** || **Standards** ||
 * **Writing and Vocabulary** || **Continuing Vocabulary -** Start a blog story at the beginning of the year as you begin vocabulary in your class. Each week, require students to add to the story, using a LOGICAL sentence that both fits the story and uses one of that week's vocab words. Students will never forget those words as they will repeatedly read them in order to see that their story stays in sequence. They will have a blast writing their story and reading others.

One on one help-teacher and student a. Establish anddevelop a situation or plot. b. Describe the setting. c. Present an ending. ** 6th Grade Writing – ****Writing Strategies**//Organization and Focus// 1.1-Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose. ** 1.0 Written and Oral English Language Conventions ** **// Sentence Structure //** 1.1-Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. ||
 * Adapted from: legacy.teachersfirst.com || There are no adaptations as students will be creating their story by writing one sentence each week. Since this story will take students the entire school year, students will need to continually read over the previous sentences to ensure that the sequence of the following sentences are in sequential order.
 * Can be adapted to all curriculum* || ** 5th Grade Writing – ****1.0** **Writing Strategies****//Organization and Focus//** 1.1-Create multiple-paragraph narrative compositions:

Teacher will provide one-on-one support when necessary. 6th grade students ONLY: In addition to lesson, teacher will instruct students to compute mean, median, mode, and range from number sequences provided by 3 other students. || **5th Grade Math****//Statistics, Data Analysis, and Probability//** **1.0-**Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: **6th Grade Math****//Statistics, Data Analysis, and Probability//** **1.0-**Students compute and analyze statistical measurements for data sets: Teacher will provide one-on-one support if student is having difficulty. || **5th Grade Science****//Investigation and Experimentation//** **6.** Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: **6th Grade Science****//Investigation and Experimentation//** **7.** Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: [] Students will complete all parts of the American Revolution Campaign Web Quest except for creating the scroll. The speech will be completed using the blog. Students will work in groups of four to complete the Task as there is quite a bit of research to look over. Prior to beginning the WQ, students must determine the roles as explained in the Process as well as determine which students' blog the speech will be posted on. Once this has been established, students may begin the WQ starting with the Introduction. [] [] Have students read about hunter-gatherer people from the Paleolithic era using the resources provided above. Next, students will closely observe and analyze the petroglyph shown below. Students will answer the following questions on their blog using the knowledge they have gained from the readings. Have students read one anothers' blogs to see how perceptions vary. || Whole class discussion of material, roles, and tasks students are to complete. One-on-one teacher and student collaboration for those having difficulty with the amount of material. Teacher can glance over material and focus student’s attention on key points-if student continues to display confusion. Mixed-learner groups can assist one another as well with breaking up workload to ensure that one is not doing more work than another. Go over information as a whole class to ensure students’ understanding of material and petroglyph. After discussion, give students ample time to blog their responses to the questions. Teacher can have one-on-one sessions with students who still are having difficulties. || **5th Grade Social Studies****5.5-Students explain the causes of the American Revolution.** **4.** Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams). **ELA Writing Strategies**//Organization and Focus// **1.2-**Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and details. //Evaluation and Revision// **1.6-**Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. **6th Grade Social Studies**//World History and Geography: Ancient Civilizations// **6.1-Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.**
 * **Subject** || **Blogging Idea** || **Adaptations** || **Standards** ||
 * **Math** || Pass out a fun-size Skittles pack to each student. Before students open their packs, assign each color a number 1-9 (i.e. Purple = 5; Red = 8; Green = 2; Yellow = 4; Orange = 6) and write them on the board. Also have students write them on a piece of paper. Students may now open their packs and assign their Skittles the appropriate numbers. Now that students have their number sequence, they will post on their blog showing what their number sequence is and their computations for mean, median, mode, and range. To check students' understanding of the concept, students will post a response to the following question: By looking at the data you provided and the definitions of mean, median, mode, and range, describe-in your own words-how they differ.
 * Students data will vary.
 * Discuss, as a whole group, why it is students' data varied. Since they were all assigned the same numbers to the same colors, why were students' computations different? || Students will do computations individually. They may work in pairs-to seek help when stuck- but will need to use their own individual data for their own computations.
 * 1.1-**Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.
 * 1.1**-Compute the range, mean, median, and mode of data sets. ||
 * **Subject** || **Blogging Idea** || **Adaptations** || **Standards** ||
 * **Science** || First, students will make a prediction about how many candies there are in their bag, what colors are there, and how many of each color M&M will be in their bag of candy. Students will be given their candy to collect data from, record their data, and create a bar graph with their data-on a sheet of paper. On students' blogs, they will state their inferences about their prediction and the data collected by providing a qualitative observation. Students will also read each other's blogs, analyze the differences and/or similarities between the data collected from other students, and report what they have observed based on others' findings. || Students may work individually or in small groups.
 * g.** Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
 * c.** Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. ||
 * **Subject** || **Blogging Idea** || **Adaptations** || **Standards** ||
 * **Social Studies-American Revolutionary War &****Humankind from the Paleolithic Era** || **5th Grade:**
 * 6th Grade:**
 * The image shown can be found at []
 * 1) In detail, tell me about the people you see and where they live.
 * 2) What tools do they use in their society?
 * 3) Do they use fire? How do you know?
 * 1.** Describe the hunter-gatherer societies, including the development of tools and the use of fire. ||
 * General Ideas:**