Brittney Blake Mallory Rogge Sara Scardigli

Seth Haun Dennis Poirier David Rohlfing

EDUC 449: Middle Level Philosophy, Organization, and Interdisciplinary Planning

Fall Semester 2008

Minnesota Interdisciplinary Unit

Grade 8

Table of Contents

Overall Unit Description pgs. 1-3 Introductory Parent Letter pg. 4 Special Education Letter pgs. 5-6 Multiple Intelligences Connections pgs. 7-8 Community/Family Involvement pg. 9 Daily Schedule pg. 10 Social Studies Lesson Plans pgs. 11-28 Introduction to Minnesota PowerPoint pgs. 11-22 Geography Lesson Plan pgs. 23-24 Minnesota Legislation Lesson Plan pgs. 25-26 Native American History Lesson Plan pgs. 27-28

English Lesson Plans pgs. 29-37 Introduce Unit/Topics Lesson Plan pgs. 29-31 Library Research Day Lesson Plan pgs. 32-33 Outlines Lesson Plan pgs. 34-35 Presentation Tips/Activity pgs. 36-37

Health/Physical Education Lesson Plans pgs. 38-45 Orienteering and Scavenger Hunt Lesson Plan pgs. 38-39 Food and Farming in Minnesota Lesson Plan pgs. 40-41 Environmental Health Lesson Plan pgs. 42-43 Injury Prevention and Weather Safety Lesson Plan pgs. 44-45

Science Lesson Plans pgs. 46-53 Mississippi River Lesson Plan pgs. 46-47 Ecology Lesson Plan pgs. 48-49 Endangerment/Pollution Lesson Plan pgs. 50-51 Maps Lesson Plan pgs. 52-53

Math Lesson Plans pgs. 54-62 Budget Lesson Plan pgs. 54-55 Map work with Ratios Lesson Plan pgs. 56-57 Baseball Game Lesson Plan pgs. 58-60 Weather Graphing Activity Lesson Plan pgs. 61-62

Individualized Education Programs pgs. 63-77 Kara pgs. 63-67 Jeffery pgs. 68-72 George pgs. 73-77

Mission Statement:

As a team of teachers, we want to provide a stable, productive learning environment

that provides a curriculum to help students succeed in a changing world.

We Believe:

-Equal education opportunities for all students

-Health and wellness is paramount to student learning

-Enhance leadership skills and participation

-Being able to communicate effectively

-Use technology in everyday learning

Monday

Tuesday

Wednesday

Thursday

Friday

Week 1

Social Studies: Introduction to Minnesota

English: Introduction/Pick topics Physical Education: Orienteering

Science: Maps Math: Make maps Social Studies: Minnesota Geography

English: Research day

Week 2

Health: Food/Farming Social Studies: Native American-agriculture, history, etc.

Math: Minnesota Statistics Science: Mississippi River

English: Outlines for Presentation

Science: Ecology English: Presentation Tips

Week 3

Science: Endangerment/Pollution

Math: Minnesota Budget Social Studies: Minnesota Legislature

Health: Environmental Health

Health: Prevention and Safety Math: Graphing Activity (Weather)

Science: Eagle Center field trip

Orienteering and Scavenger Hunt

Standards:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Prerequisite Learning:

Traveling, use of compass, and knows points on compass (N, S, E, W, NW, SW, etc.)

Objectives:

The student will be able to make a reading with a compass and use the compass to reach multiple checkpoints.

Learning Goals:

Students will learn orienteering skills they can manage and use for a lifetime. Students will share their knowledge with others and be able to assist in any positive

or negative orienteering situations.

Evidence:

Evaluate how each student holds the compass and reads directions.

Sequence: 1. Begin by telling the students that orienteering is a race to find different markers hidden in back country using only a map and compass. First teach students how to use a compass. (2 min) 2. Demonstrate the use of a compass on the overhead projector. Make sure students can identify the following compass parts: compass base is the rectangular bottom part of the compass, compass needle/magnetic needle is the red and white arrow that moves, compass housing/dial is the turn able dial on the compass, and the direction of travel arrow/sighting line is the arrow on the compass base. (7 min) 3. Show students the proper way to hold a compass and rotate it to show different bearings. (2 min) 4. Walk students though cues and repeat the steps to face different directions and bearings. Have students practice going to specific bearings while using the compass. (5 min) 5. Begin orienteering scavenger hunt. (Make sure to have directions made and in the inflated balloons, poly spots spread out on the floor, and balloons spread out on the floor done before class begins). Have students find a partner. One partner goes to a poly spot on the floor and the other partner gets a balloon and meets their partner at the spot. They pop the balloon and get the directions out of it. Each

student uses their own compass, but they travel as a team according to the directions. The directions on the sheet of paper will lead them back to where they began--the poly spot. (15 min) 6. Have the students pick up the balloon pieces and equipment before going into the locker room to change. (2 min)

Accommodations:

-For a student with vision impairment, they may sit closer to the front to see the overhead projector and use a larger compass to see the directions better.

Materials Needed: -Compasses for every student -Demonstration compass -Overhead projector -Balloons -Poly spots -Quarters -Direction Cards (see below)

* Course 1 *Course 4 120°-10 Steps 90o-6 Steps 240°-10 Steps 180o-8 Steps 0°-10 Steps 330o-10 Steps *Course 2 *Course 5 300°-8 Steps 130o-3 Steps 60°-8 Steps 220o-4 Steps 180°-8 Steps 310o-6 Steps *Course 3 100o-5 Steps 90°-12 Steps *Course 6 180°-12 Steps 110o-6 Steps 270°-12 Steps 200o-8 Steps 0°-12 Steps 290o-12 Steps 80°-10 Steps

Technology Used: -Overhead projector IEP:

-While in physical education class, Jeffery will listen to Ms. Scardigli and follow directions without asking for repetition 100% of the time 5 times a week for 6 weeks.

Bibliography:

- Hetfield, Amanda (2002, May 29). Orienteering Scavenger Hunt. Retrieved November 20, 2008, from PE Central Web site: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2983.

Food and Farming in Minnesota

Standards:

Students will demonstrate the ability to access valid health information and health-promotion products and services.

Students will analyze the influence of culture, media, technology, and other factors on health.

Prerequisite Learning:

Knowledge of fruits and vegetables. Idea of the definition of agriculture.

Objectives:

The student will be able to identify certain crops that are grown in Minnesota. The student will be able to explain why agriculture is crucial to the state of

Minnesota.

Learning Goals:

The student will be informed of what crops are available for growing in Minnesota. The student will be become familiar with terms that center on the topic of

agriculture in Minnesota.

Evidence:

As students work on Minnesota worksheets, walk around and observe their progress, along with asking if there are any questions or concerns.

Sequence: 1. Introduce the topic of agriculture and ask students if they know what it is. Define and explain agriculture (the science, art, or practice of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation and marketing of the resulting products.) (5 min) 2. Explain the important role agriculture plays in Minnesota. It provides food for families and allows for jobs as well. (5 min) 3. Hand out “Let’s Take a Trip to the Minnesota Farm” worksheet and the “Where in Minnesota?” worksheet for students to work on discuss with teacher and other students. (10 min) 4. Show transparency of Minnesota’s top crops. Focus on soybeans and corn since they are Minnesota’s top producing crops. Hand out worksheets of “A-Maize-ing Corn” and “Soybeans: Minnesota’s #1 Cash Crop”. Bring in soybeans and corn to class to show students. Then show video clips from “Fields of Energy” on soybeans and corn. Discuss what is on the worksheets with students. (15 min) 5. Lead into talking about how wheat is another big crop in Minnesota. We will then grind our own wheat to make flour. Mix the wheat flour with white flour so the

bread doesn’t get too heavy. Use the flour to make bread as a group project. If not finished, we will eat the bread the next class period. (10 min)

6. Hand out “A Look at Minnesota Agriculture” worksheet for to take home. (1 min) Accommodations:

-For a student who may have vision impairment, I can have them move closer to the front of the room when we watch the DVD movie.

Materials Needed:

-Worksheets: “Let’s Take a Trip to the Minnesota Farm”, “Where in Minnesota?”, “A-Maize-ing Corn”, “Soybeans: Minnesota’s #1 Cash Crop”, and “A Look at Minnesota Agriculture.”

-Television -DVD Player -DVD “Fields of Energy” -Soybeans -Corn -Wheat -White Flour -Bread Maker -Pencil -Paper Technology Used: -Overhead projector -Television -DVD Player IEP:

-When given a piece of paper, George will be able to list 7 foods that are grown in Minnesota and list 2 benefits of this crop with 100% accuracy assessed by Ms. Scardigli.

Bibliography: -Agriculture. (2008). In Merriam-Webster Online Dictionary. Retrieved December 1, 2008, from http://www.merriam-webster.com/dictionary/agriculture. -A look at Minnesota agriculture. Retrieved December 1, 2008, from Minnesota Department of Agriculture Web site: http://www.agclassroom.org/kids/stats/minnesota.pdf. -Withers, Alan AG-TIVITIES GRADES 4-6. Retrieved December 1, 2008, from Minnesota Department of Agriculture Web site: http://www.mda.state.mn.us/news/publications/kids/maitc/agtivities4-6.pdf.

Environmental Health

Standards:

Students will comprehend concepts related to health promotion and disease prevention.

Students will demonstrate the ability to advocate for personal, family, and community health.

Prerequisite Understanding:

Knowledge of items that can and cannot be recycled.

Objectives:

The student will be able to examine the relationship between environment and personal health.

The student will be able to demonstrate the ability to influence and support others in making positive health choices.

Learning Goals:

The students will stay informed about environmental issues. The students will become health advocates for the environment. The students will know how to keep the air and water clean.

Evidence:

Check all the bins of garbage once they are brought back into the school to make sure the students separated the items properly.

Sequence: 1. Begin lesson by laying out a 5 foot strip of paper and tell students they will be making a mural of the environment. Clarify the mural should consist of surroundings that shows the environment at its best. Students can draw lakes, rivers, mountains, hills, trees, and anything else that is pleasing to them and the environment. (10 min) 2. Once the mural is completed, hang it from the chalkboard, have the students observe it and provide feedback about how nice the environment looks. Introduce the topic of environment and define it as, “the multitude of dynamic conditions that are external to a person.” (5 min) 3. Show students the bag of trash. Explain that each student will select one item from the bag. Examples of items in the bag are: candy wrappers, pop cans, tissue paper, etc. Also explain that these items represent litter. Once each student has their item, they will tape it onto the mural. (2-3 min) 4. Have students describe what the mural looks like with the litter. Also introduce litter (trash that is thrown on the street, ground or other places in the environment).

Explain this is what litter does to the environment, and it also attracts other dirty things. This is why it is important to not litter. (5 min) 5. Explain there are other sources of pollution. Define pollutants (anything that makes the environment dirty, such as smoke or trash), air pollution (dirty air that is caused by automobile exhaust or other matter burned in the environment), and water pollution (dirt or waste in water, can be caused by the dumping of waste in rivers, lakes, and streams). Hand out “Sources of Air Pollution” and “Sources of Water Pollution” worksheets for students to take home. (5 min) 6. Review with students items that can be recycled. Designate bins that can be used for aluminum cans, paper, plastic, cardboard, and one used for other trash that cannot be recycled. (2-3 min) 7. Take students outside to walk around the school grounds and pick up the trash that is on the ground. Make sure trash is separated into the right bins. (15 min)

Accommodations:

-A student who has difficulty with fine motor skills could offer suggestions to other students about what is found in the environment or what they like to see in the environment to draw on the mural.

Materials Needed: -5 foot sheet of paper -Tape -Markers, crayons, colored pencils -Plastic trash bag -Candy wrappers, pop cans, and other items that are often littered -“Sources of Air Pollution” and “Sources of Water Pollution” worksheets -Bins used for picking up trash -Overhead projector -Pencil -Paper Technology Used: -Overhead projector IEP:

- After learning about recycling, George will be able to sort through recyclables and put in the right container 100% of the time 4 times a week for 2 weeks.

Bibliography: - Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 311-312, 356-357

Injury Prevention and Weather Safety

Standards:

Students will demonstrate the ability to practice health-enhancing behavior and reduce health risks.

Students will demonstrate the ability to advocate for personal, family, and community health.

Prerequisite Understanding:

Knowledge of how to clean a wound and administer a band aid. Knowledge of when to look for shelter when severe weather is around.

Objectives:

The student will be able to handle a variety of situations involving different types of injuries.

The student will be able to follow safety guidelines for different weather conditions and natural disasters of Minnesota.

The student will be able to study the influence of technology on personal and family health.

Learning Goals:

Students will track safety guidelines for severe weather and natural disasters of Minnesota.

Students will be skilled in first aid procedures.

Evidence:

Walk around classroom while students are working in their first aid groups, and observe and answer any questions they may have.

Sequence: 1. Explain the importance of practicing the life skill, “I will follow safety guidelines for different weather conditions and natural disasters.” (2 min) 2. Talk with students and emphasize the types of weather conditions that are found in Minnesota: hot weather, cold weather, lightning, tornado, and floods. (2 min) 3. Tell students there are ways to protect themselves from these severe conditions. Pull up websites on the computer to show students where they look to find weather conditions or the forecast for their city. Also, show students where to look on the television and newspaper to find the same types of information. (10 min) 4. After discussing the weather conditions, explain to students other ways to protect themselves from weather conditions. Hand out “Weather Watch” worksheet to students and review with them the information presented. Make sure to put

emphasis on the safety measures that will be most commonly used in Minnesota. (10 min) 5. Lead the previous item into talking and focusing more on first aid. Explain what first aid is (the immediate care given to an injured or ill person) and that there are many different situations in which first aid may be given. (2 min) 6. Hand out “First Aid: What You Should Know” worksheet and review the information for each injury and illness. (5 min) 7. Split class into 8 groups and assign each group an injury or illness from the worksheet. Each group must then read the first aid for their specific injury and then perform it for the class. (15 min)

Accommodations:

-For a student with mild to moderate developmental disability, have them perform one task in the first aid procedure when it is presented in front of the class.

Materials Needed: -“Weather Watch” and “First Aid: What You Should Know” worksheet -Computer -Television -Newspaper -Overhead projector -First Aid kit and supplies Technology Used: -Overhead projector -Computers -Television IEP:

-After learning about hypothermia, Kara will be able to list 5 symptoms and 3 preventive items on a piece of paper with 95% accuracy assessed by Ms. Scardigli

Bibliography: -Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 313-317, 358-361

Unit Reflection

A lot of things went well with the product of the unit my group put together. We

ended up with a finished product that we could all be very proud of. We had all the key

elements that were needed, and I believe that we all went above and beyond what was

expected. I had all of my lesson plans done and I am very pleased with all of them. I

thought each lesson gave students the ability to succeed and enjoy what I was teaching. I

also incorporated a variety of different activities, so the students would not get bored. I

expected the result that I saw from my group. We all worked well together and are hard

workers, so I knew the end product would be well done. Our final product was also very

well presented and looked extremely professional.

The process of putting our unit together went well also. I let my group know of any

activities or ideas that I had to help them with their lesson plans. The one thing that I think

didn’t go very well was that I waited until close to the end to get my lessons done. I did feel

somewhat rushed, but I still strongly believe that I put out my best work and am very

satisfied with the turn out. I thought this was a good task to do. I didn’t think it was

difficult at all. I really enjoyed putting this together and working with my group. This

definitely changed my perspective as a teacher, because it forced me to work closely with

others in different fields of study to put an entire unit together. I really enjoyed the

experience though, and would love the opportunity to do this again.