The selection of course content has political and sociological implications as well as educational significance. Since local curriculum development is increasingly prevalent, description of teachers' content decisions is an important concern. This study examined the content decision making of four Family Living teachers in a natural school setting.

Science means “to know", a process for gaining knowledge and an understanding of the natural world. Students need to be involved in active learning. In other words, they must do science, not just hear about it. Good science encourages students to gain knowledge by doing science: observing, questioning, exploring, making and testing hypotheses, comparing predictions, evaluating data, and communicating conclusions. This unit plan is designed to incorporate the components of fresh water, ecology, water quality, and a class-wide science project. Each lesson addresses selected standards from the state core curriculum and has specific objectives that are tied to the learning objectives associated with the state core curriculum. The unit starts with five lessons that introduce fresh water and the role of fresh water in our lives. Students will learn the stages of the water cycle and participate in discussions and activities that will allow them to see the critical need to conserve, protect, and manage water properly. The next four lessons focus on the importance of biodiversity and human impact on biodiversity. The last part of the unit pulls the lessons on fresh water and ecology together into a class-wide science project. Students will study how abiotic factors affect water quality and then participate in a project relating those concepts in a study of Hobble Creek, near Springville, Utah. The unit finishes with group presentations about the science project and then a unit test. There is a good mix of regular classroom instruction and activities along with variation in learning styles. There is note taking, art expression, visual learning, verbal expression, group interaction, guided inquiry, different types of assessment, discussions involving higher level thinking, and hands on learning. The unit takes up nearly four weeks of school time. It will take considerable planning and preparation to teach the lessons, plan and carry out the activities and provide the needed accommodations.

This paper is a curriculum proposal for students from grades 2 – 5 at the Elementary level in a bilingual-immersion school in Brasilia, Brazil, who are enrolled in the English Adaptation (EA) program. The curriculum is based on the SIOP Model, an approach to teaching language through content in strategic ways to enhance students’ development in both content and language. The paper also provides detailed lesson plans as an example and assessment processes that can be carried throughout the school year. / text

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg; 2015 / The purpose of this qualitative research report was to explore teacher’s views as perceptions regarding one of South Africa’s Literacy and Numeracy intervention strategy. The specific area in this regard, was to explore the two major tools that are gaining popularity within teacher development studies. These tools namely the usage of scripted lesson plans and coaches were also used in this intervention strategy to develop teachers in the selected underperforming schools throughout Gauteng Province. This research aimed to find out from six participants in two different schools how they perceived using these scripted lesson plans and having coaches in their classrooms who helped them interpret and use the lesson plans they were provided with. The research evaluates the knowledge the participants gained from this experience and once the coaches no longer visited their classrooms and schools, the teacher’s experience of using the scripted lesson plans without the coaches’ supervision. The participants in this report expressed how they appreciated the coach-mediated lesson plans provided for them in the Gauteng Primary Literacy and Mathematics Strategy program. However the participants stated problems with the pacing of the lesson plans where some teachers felt that the lesson plan pacing was too fast for their learners and how some of the activities did not fit the context of their schools. The participants stated that they had a problem with the structure of the content in the lesson plans and the fact they taught too many different concepts in one week. This they stated was confusing for the learners and themselves. With regards to the coaches mediating the lesson plans, the participants showed a sense of appreciation at having someone who would help them unpack the lesson plans, but expressed the need for the coaches to model the teaching pedagogues, which was ultimately never done, rather than just talking them through them. The attitude or interpersonal skills displayed by the coach became one of the big issues that either influenced the reception or rejection of the coaches’ presence in classrooms. The one thing all participants’ concurred on was the supply of other resources such as posters and flashcards, which they stated they found very useful as a stimulus for the learners.

This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. / https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg

Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 DenerSA.pdf: 3825775 bytes, checksum: 15970a8d2e14d455b5ec18e0f83a7253 (MD5) Previous issue date: 2008-12-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I) / Este trabalho tem como objetivo a constru??o de uma proposta de ensino de eletromagnetismo, no n?vel m?dio da escola p?blica estadual em Natal, RN, que contemple do modo mais abrangente poss?vel, seus aspectos mais fundamentais. A metodologia empregada visa priorizar conceitos f?sicos em rela??o a instrumentos (como, por exemplo, a matem?tica), que devem ter a conota??o apenas de ferramentas, ou de coadjuvantes, no contexto do ensino de f?sica no n?vel m?dio. A referida proposta proporciona planos de aula diferenciados e roteiros experimentais, que apresentam um trabalho baseado, principalmente, em textos e participa??o ativa dos estudantes no processo de ensino- aprendizagem, bem como na implementa??o das propostas dos PCN+ (BRASIL, 2000), que sugerem formas alternativas para tornar a pr?tica em sala de aula mais empolgante e prazerosa, direcionada a um processo ensino-aprendizagem significativo, tanto para o professor quanto para o aluno. Este material foi aplicado no final do 3? bimestre e em todo 4? bimestre do ano letivo de 2007, na Escola Estadual Professor Varela Barca em duas turmas (3V1 e 3V2) da 3? serie do ensino m?dio. Como avalia??o da aplica??o dessa proposta pode-se citar que os alunos mostraram-se mais seguros no momento de aplicar os conceitos, quando da realiza??o dos experimentos, e menos ansiosos no momento formal da prova avaliativa, demonstrando uma maior motiva??o quando apresentados ao eletromagnetismo contextualizado em situa??es do seu dia-a-dia. O produto educacional deste trabalho compreende, al?m desta disserta??o, os planos de aula, roteiros experimentais e os instrumentos de avalia??o utilizados (Anexos E a I)

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The death of a loved one is a significant stressor for children. Most children are exposed to grief at an early age. Without necessary support and guidance, children are much more susceptible to negative emotional, cognitive, and developmental effects. Expressive therapies such as bibliotherapy are supposed to provide a safe and healthy outlet for children's grief. However, school psychologists have limited pre-service training and readily available resources to effectively address children's death-related grief. This study included a survey of school psychologists from the National Association of School Psychologists (NASP) Crisis Management Group. Of the 431 potential members, 22% (N=95) responded to an online survey. Of these surveys, 89 were considered complete and representative of school psychologists experienced in working with grieving elementary school-aged children. Participants responded to questions regarding availability of, use of, and need for printed materials to support children's grief. Participants were also asked to share their ideas, activities, and children's picture books which supported children's grief. Based on survey responses, practical guidelines and a resource list of activities and grief-related materials were summarized to assist school psychologists in better supporting young children's adaptive coping skills following the death of a loved one.

The licensed character of DC Comics known as Superman has been a beloved pop-culture icon for nearly seven decades. This research examines the cultural and historical relevance of the character of Superman, as well as analyzes the character himself as he is portrayed in various comic books and graphic novels since 1938. Ten comic books featuring Superman as a central character have been examined from each decade starting from the l 930s through the 2000s for a total of 70 comics. The comics were read and analyzed to find possible changes in the character of Superman over time, as well as the roles of Lois Lane, alter-ego Clark Kent, members of Superman's family, emerging enemies, and other interesting aspects of Superman culture. The data collected showed that Superman remains relevant despite significant cultural and historical changes over the past seven decades. Further, much of his popularity lies in his ability to be retooled to meet the needs of the current culture while remaining true to his traditional values. Reviewed research also shows that Superman has educational value as a tool to be used by elementary school teachers.

Not too long ago we believed that it was impossible to send men outside our planets gravitational force, let alone send them to the moon. As adults, we live in a world that believes in two possibilities, those goals that are possible as long as they believe in themselves and find new ways to accomplish each goal they are given. Slowly this thought process is leaving the students minds to make room for the latest information for best practices in formal test taking. There has been a huge decline in our imaginative and creative thinkers due to this overwhelming need as a nation to "raise our test scores." I agree that our students need to obtain as much information as possible, but I believe in the impossible. I believe that there is a way to incorporate imaginative and creative thinking into our classrooms today to allow for students to build this idea that their impossible ideas can become possible. I want to challenge our students to be those who believe that it is not so impossible to land on the moon, as long as they can use their imagination, and creativity to solve their problems. To do this, I have used this thesis as a basis for 6 lesson plans based on 11 impossible children’s book. This is to provide teachers with resources that match the standards they are already using and create lifelong imaginers and creative thinkers who can turn the most impossible idea into a reality.