Other+Subject+Areas


 * Subject Areas Other than Math **

Language
//Reading, Writing (Asking Questions) - Liz//
 * Referring back to the Secondary School viewpoint/feedback to feeder school's for number one problems they are experiencing;
 * Students **Do Not Understand** what they are Reading
 * Students **Do Not Know how** to effectively read text
 * Students Do Not Know how to write effectively
 * Students are **unable to Reflect** with a Critical Question
 * ** Critical Questioning the single most essential strategy to aid a student to understand senior maths **

Acknowledging the above concerns, I focused my lesson plans towards language literacy on this!
 * How to effectively ask questions before, during and after what you read
 * Using Literal, Inferential and Evaluative Questions
 * Literal - Who What Where When Why and How
 * Inferential - Who Might, Who Will etc.. (Kagan Matrix from Core Methods Class)
 * Evaluative - Perspective, Logical Flow ( Students Opportunity to Reflect)
 * The class I was working in, were also working on Fluids in Science
 * Minds On - Video about Cooling System and how it works in an Engine
 * Using My Technical Background in Fluids, with Cooling System Technologies in Automobiles
 * I provided the students with Text which was of a very Technical Nature
 * Interesting as the article was about a Porsche Engine
 * Each article printed, students were provided with post-it notes
 * Every time, they had a question, they had to write it down
 * At the end of the article, they flipped it over and pulled post-it notes to see that they hit the 3 main categories
 * If not, they had to focus on these forms of questions for their post reflections
 * Lesson Conclusion (Consolidation)
 * Students worked in a Think Pair Share
 * Create a Concept Map about a Problem Based Learning Activity
 * Gallery Walk - to review other students ideas/opinions
 * Personal Reflection
 * Allow students to read a challenging article
 * generates questions
 * interested as it is a real-life problem
 * Gives them idea of what engineers due
 * demonstrates how technical writing can be fluent
 * short, long sentences
 * statements, questions and exclamations
 * most importantly, if you are a math and science person... YOU NEED STRONG READING/WRITING SKILLS!!!

//Oral Communication//
 * [[file:Oral Communication - Triangle Debate I.docx]]//(30 minutes) - Nathan//
 * This is part 1 of a three part lesson.
 * Choose the topic well to split the class.
 * Go over respectful debate, and listening to other' opinions.
 * It's a great way to engage all students!
 * [[file:Oral Communication - Triangle Debate II.docx]]//(30 minutes) - Nathan//
 * This is part 2 of a three part lesson.
 * Go over respectful debate, and listening to other' opinions.
 * It's a great way to engage all students!
 * This lesson mostly teaches itself ;)

//Writing//
 * [[file:Writing - Triangle Debate III.docx]] //(30 minutes) - Nathan//
 * This is part 3 of a three part lesson.
 * Wonderfully engaging, if you choose the right topic in part one.
 * If you don't have an internet connection, you can download the .swf from online-stopwatch.org for offline use.
 * Best part is the twist where they have to write from the opposite view. Should be fine as you've been focusing on listen to others' opinions and respectful debate the whole time!! :D


 * [[file:Writing - Revision I.docx]] //(30 minutes) - Nathan//
 * This is more like a 60 minute lesson, I actually only got to do half of it (we'll continue the rest tomorrow).
 * I really like the implementation of "folding the line" to make pairings of students who were likely strong in writing with students who were likely weaker.
 * The students seemed to love the freedom of choice and style! I originally only allotted ~3 minutes for presentation, since I wasn't sure if any group was going to want to, but a lot of them wanted to!
 * FYI, the 2 letters they chose were "Q" and "R", and the mystery word was quarry.
 * I'm excited to teach the rest of the lesson tomorrow. :D


 * [[file:Writing - Revision II.docx]][[file:Writing - Revision II - Clickers.ppt]] [[file:Writing - Revision II - Clicker Results.xlsx]] //(60 minutes) - Nathan//
 * Students loved Clickers (check the posted results)
 * Lesson went very well, my classroom management is improving!
 * I put in a question during the clickers to address classroom noise expectations during group work, I think that really helped
 * Clickers were a great way to do a quick assessment
 * Humour seemed to work well during the clickers


 * [[file:Writing - Descriptive Paragraph I.docx]]//(30 minutes) - Nathan//
 * This is just the setup of the assignment, it will take more lesson time for them to actually write it out.
 * Be sure to model what a good descriptive paragraph is, and get some students to read theirs' out loud so that the class and help give feedback for revision

**[|Paragraph a Week]** (Heather)
I found this great website for teachers called a paragraph a week! Basically it's a whole bunch of small writing assignments to keep your students writing all year round! Some of them are really fun! For any of you hoping to teach in an elementary school, this is a great way to start planning your English Lessons! Enjoy :)

__**Descriptive Paragraph Assignment (Halloween Theme)**__ (Heather) Here is the paper the students could use for their paragraphs and their pictures. I have also attached the rubric that I edited to relate to this assignment:

In Reading/Writing we are doing a short story unit. For my lesson today I read the book //The Full Belly Bowl// by Jim Aylesworth. The story is about an old man who receives this magic bowl which would multiple anything that you place in the bowl. The first task the students had to complete was I only read the story until the climax, then the students had to write their own falling action and conclusion to the story.



After finishing the rest of the short story another one of the activities I had the students complete with this short story was to write a letter Dear Miss Long, If I had a full belly bowl I would place _ in the bowl because....... I thought I would share some of the response with you since I enjoyed reading them so much “I would place a grande light caramel frappuccino in the bowl because they are my favourite treat but I only get them as a special treat since they are so expensive” “I would put my dog into the bowl, because my dog likes to sleep all the time and if I had two I could play with them one at a time and the other one could sleep” “I would place myself in the full belly bowl. I would do this because then there would be two of me and I would be able to do more than one things at once. For example I could watch TV and do homework at the same time”

Science and Technology
//Understanding Life Systems//
 * [[file:Understand Life Systems - The Cell Membrane.docx]] [[file:The Cell Membrane Consolidation.docx]] //(60 minutes) - Nathan//
 * Students didn't have a favourite cell structure or organelle. They all had something to say about their 'favourite' one though, when it went around.
 * They loved (absolutely loved!) the energizer. One of them came up to me today, after school (I taught it yesterday) and told me that they really understand what selectively permeable means now... before they didn't.
 * Light background music was played during the cell sketching. Most students enjoyed this. (Explosions in the Sky for those interested)
 * All of the students had justifiable and reasonable answers to the consolidation questions. I handed them back with two more reflection questions, based on their answers... but none of them seemed to do them. I hope they at least read them. In terms of assessment though, the specific goal of this lesson definitely got through!
 * There were some issues with transitions and getting the class back on task, after letting them go for the energizer and group work. I'm going to have to work on that.
 * I got a chance to do just the selectively permeable aspects of this lesson with one of the science classes and it went over really well. They seemed to really enjoy being out of their seats although once they were up it was hard to give instructions. I probably should have given the instructions first. (Hailey)


 * [[file:Understanding Life Systems - Cell Transport.docx]]//[[file:Understanding Life Systems - Cell Transport - Consolidation Handout.docx]](60 minutes) - Nathan//
 * Energizer of demonstrating Diffusion/Osmosis, Endocytosis and Exocytosis were great and curriculum filled!
 * Ask what the thing is in the cell after phagocytosis! (vacuole)
 * Can talk about how white blood cells use endocytosis to remove toxins from the body


 * //[[file:Understanding Life Systems - Review.docx]][[file:Understanding Life Systems - Review - Anticipation Guide.docx]](30 minutes) - Nathan//
 * Nice short, 30 minute review on cells and their environment
 * Anticipation guide works nicely for chapter summaries!

Health and Physical Education
//Active Living – Physical Fitness//
 * [[file:Active Living – Physical Fitness – Bump and Scoot.docx]] //(30 minutes) - Nathan//
 * Got to try out a non-competitive activity in gym class... which is like the complete opposite of what the class is used to (and the AT's style)
 * Tried to implement some science curriculum into gym... totally failed. I quickly scraped that entire section (~5 minutes)
 * Groups seemed to enjoy the game, it works better in smaller groups (like 5 or 6 people)
 * This game does not work if the group has a ball hog or show off in it. The other group members may become bored or annoyed (mistakenly at the game, and not the show off / ball hog)
 * Overall, and interesting, cooperative, Alfie Kohn-esque gym lesson


 * Healthy Living - Headphone use and Hearing Damage**
 * [[file:Lesson Plan - Health - Hearing Damage.docx]] (30 minutes) - Steve
 * The crux of this activity is that the kids get to test our their own hearing damage at the end of it. It's a fun exercise and you always get a reaction out of the students (mostly expressions of pain and agony, but hey, they'll remember it!)
 * My AT wanted me to show a video in this and I don't actually have a link to it (the video is dated anyways).
 * In lieu of that, I would fill the time by drawing (or using a Smart Board) presentation showing how an ear works and what things are labelled and called. Grade 7 students have enough intuition to know that an ear drum can vibrate and that a loose "skin" on a drum makes it less useful.
 * When I ran through this lesson, I found it was actually too short. I think that was because I tried to rush it, knowing the period was shorter than others.

Geography
//Patterns in Human Geography//
 * [[file:Patterns in Human Geography - Urbanization, Industrialization, Transportation.docx]]//[[file:Patterns in Human Geography - Urbanization, Industrialization, Transportation - Clickers.ppt]][[file:Patterns in Human Geography - Urbanization, Industrialization, Transportation - Clickers Results.xlsx]](60 minutes) - Nathan//
 * Get discussion about different types of cities, easy to segue into a conversation about effect of social factors on cities.
 * Worksheets were not my idea, but mandated by the AT (who had to leave)
 * I would scrap the worksheets and think of a better consolidation.

The Arts
//Drama//
 * //[[file:Drama - Social Tableaux.docx]](30 minutes) - Nathan//
 * Awesome, fun activity!
 * Worked well at the end of the end, we went outside as it was very warm out.
 * Add the twist of tapping tableaux scenes to get them to talk in that role. Super funny!


 * //[[file:Drama - Wild Child.docx]](30 minutes) - Nathan//
 * Same as booster day Wild Child activity.
 * Worked very well, tons of engagement from the more shy people.

//Visual Arts//
 * //[[file:Visual Arts - Cartoon Face.docx]](60 minutes) - Nathan//
 * Same as booster day Cartoon Face activity, but with the theme of how mistakes are awesome.
 * When you draw the first oval, take ideas about what it is... eventually tell them it's a nose and then how we're all starting with mistakes
 * Then get them to run with the mistakes, and be free of pressure to be 'correct' as the nose is already messed! :D
 * My class loved it, and the students owned their drawings!


 * Drama + English (An excellent combination) (Christe M.) **

Here are some fun whole class acitivities I used to help the students with their language arts unit on legends. They had loads of fun doing these improvs in front of the class. Seriously, I can't see how these can't be incorporated in any math lesson. Perhaps you may be pushing your boundaries in a high school, since more students are reluctant to participate if they are doing poorly in a subject.


 * Activity 1: Come up with a legend. **

Have six students come up to the front. The first student in line will say the first word of the legend (based on the topic I give you). You are only allowed to say one word at a time and the following student will continue the story by saying the next word in the story. Do not start with “Once” because then all you get is... Once upon a time...

The topics are:
 * A legend about a person’s big nose
 * A legend about a stingy, drunken man named Jack
 * A legend about a very tall person
 * A legend about Homer Simpson
 * A legend about a big, fat sheep
 * A legend about a monster living in the closet
 * A legend about a bird who refused to sing
 * A legend about a woman with incredibly long hair


 * Activity 2: A fortune teller with two heads. **

Have two students come up to volunteer – these will be our fortune tellers. Students in the audience can ask them questions about the future, but the fortune tellers must take turns, using one word at a time per student. This is quiet challenging because the fortune teller’s “head” cannot consult about what they are going to say.


 * Activity 3: Dialogue (game starts off with “A”) **

Each person says a sentence starting with the letter of the alphabet from with the last student started. One sentence per student:

Person 1: A cat went outside Person 2: Before it had stopped raining Person 3: Causing it to get wet before it could get Person 4: Dried off


 * Activity 4: The Question Game **

First, ask the audience for a location. Once the setting is established, the two actors begin the sense. They must speak only in questions. Remember, you can’t have sentences ending with a period ... Just questions. Have four students come up to the front. One of the students will face the other, question one another, while the two other students wait in line. Whoever can’t come up with a question to ask or accidently answers it will be booted off and the person that wins stays.


 * Activity 5: Guess the Person – 20 questions **

Have a student come up to the front with a person in mind: It can be a legendary hero, mythical character, actor, actress, singer, etc. The class must investigate by asking the person who volunteered one question at a time, raising their hands. The person that gets it must go up.