m

Kristen Bcnford grade Math, Science. & Social Studies

Wells Branch

ementary

Ms. Banford's Class Schedule 7:20 - 7:40

Morning Literacy

7:40 - 7:55 7:55 - 8:15

Announcements Social Studies

8:5 - 8:45 8:45 - q:45 q:45 - I0:|5 0:15 - 0:25 0:28 -10:48 0:48 - l|:|8 II: 8 - l|:25 |:25 - 12:00 2:00 - 2:45 2:45 - 1:5 |:|5 - 1:35

Science

:35 - 1:40

:45 - 2:35 2:45

Math

Explorer Time Switch Classes Recess Lunch Bathroom Break Science Math

Explorer Time Social Studies

Pack-Up Specials Dismissal

Kristen Banford #3

Lesson Plan

Sound Energy TEKS:

4.6A Differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal 4.1 A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations Measurable Objective Students will be able to understand and explain that energy exists in different forms including mechanical, sound, electrical, light and heat/thermal and how they differ. Lesson Set Up Attention Getter: Turn the lights off and then on again (2 times). "What type of energy is use to make the lights turn off and on?"

Model & Explain "Yesterday we talked a lot about electrical energy. I want to see how much you remember. You will work with your team to make a list of items that use electrical energy. The twist is that you will only have 2 minutes to complete this list. To make this list with our table group we are going to do a Roundtable. My blue table members would you model a roundtable with me? Awesome." The blue table group and I will model how a round table works by listing different fruit. "Remember you list about items that use electrical energy. Remember each team member will take turns in passing the white board and marker, each writing one answer. The team captain will start the list. Try to think of items that turn off and on. When I say "Go" you may start. "3...2...1...Go!" 2 minutes pass... "Pencils down! Take a moment to tally how many items you came up with." I will then ask the students to raise their hand and keep it raised if their list had 7 or more items and continue to count until only one team remains. "When I call on your table group, please share out your list your team created. If you hear someone list something that is on your list put a check next to it. When I get to your team only call out the items that do not have a check." Once all groups have shared I will say "Raise your hand if your team still has an item that does not have a check. Awesome job!" "Today we are going to explore sound energy. Who can tell me 1 thing they know about sound?" I will call on multiple students and focus on sound energy is sound that we can hear when vibration occurs. Guided Practice

Table groups you will experiment with a tuning fork and a container of water to discover different qualities of sound. Remember we do not hit each other with the tuning fork and please be careful to not spill the water. After students have had

Kristen Banford #3

some time to experiment I will bring them back in and discuss the different qualities that you hear when you hit the tuning fork soft and hard. Also, discuss what happened when the tuning fork was placed in the water after it was hit hard and soft. (When hit hard the water will spurt out of the cup, when hit softly you will only see waves in the water)

Closure

Review the properties and definition of sound energy. Partners will rally robin different items that have sound energy. I will model how to do a rally robin with a volunteer listing different candy. I will explain how a rally robin works. That students will take turns stating responses or solutions to the question I asked. The student closest to the ceiling will go first. Materials

-

7 tuning forks Cup

-

Water

-

Paper

-

Pencils

Bonford BucKs - Individual

1pass out Banford buchs for students that ore meeting expectations, showing effort, and mahing smart decisions. Ialso give everq student an allowance of $5 on mondoqs. This Keeps the students who do not receive Bonford Buchs as often to still have buq in

becouse theq are still able to purchase coupons. 1used atemplate from • httD://www-pbiswQrld.com/tier-2/reward-sustem/ under the "Heading How Do 1Do It^.

Class Points - Whole Class

1give 20 points dailq when theij pxK up quicKlq, quietlq, and safelq. Theq also earn points for exceeding expectations. At the end of recess one class con win 30 points depending on which class lined up the quichest and quietest. fOq partner texher and 1Keep points in each of our classroom and add up the total at the end of the month. The class with the most points at the end of the month wins lunch buxh

Classroom Helper and Team Captain

: leaTn

ClQ5^ Vem VElper

Paper Organization This is ixated on a counter tinat

moires it easq for all to hove access to paper tliat theq need to compiete on assignment. Iused nametag plates and trimmed the bottom so that the labels

ore eosij to switch out.

9;r!r':.trW'jri.nr-r;y^-

BucKets

Iused monilo librarq pochets for mq students' bucKets and let them choose how to design their buchet. The onlij limitation on their design is that their name must be on the front and eosq to read. This has helped to build a positive vibe/climate in the classroom.

m

urn-

m

Isl,tfiiiitvNj^!iiB Mr%i g

j

myC' ^'t-'l^

Jol^^-S

5

^e(Adl AoiAc

0 ^lAC/I^S

Fy^ee Toes

0 ^lAOl'S

FiAzzy Fnevic

5 ^lAC/l'S

LiAvioh ^lAcidi

ZO &iAol^s

Mys+ery CoiApovi

ZO ^lAC/l'S

Hft+

Z5 &iAC/l^s

SpeuiA+y Seoi+ivig

30 &iA6l^s

Mo Hovnewovk

40 &w6l«^s

^lAVIC/h ^lAVIOh

^0 ^lAol^s

StuiJlejd/ "Rviwsdffl)

•mahe Up Folder When Qteam has on absent member it is the responsibilitq of

Toesdag

the team to get a copq of ail handouts for the absent team member. Theq put the absent members name on the paper and then put in in the folder that motches the doq theq ore absent. If Johnnq is absent on Wednesdoq his teammates wili put his worh in the "Wednesdoq" folder. When Johnnq returns on Thursdaq he Knows to checK in the Wednesdoq folder for onq handouts.

missing Worh 1use 0 missing worh poster with the students' roster numbers. If theq ore missing worh Iuse a post it and write the name of the assignment that theq ore missing and put it in their square. Once Iplace the post-it it is no longer mq responsibilitq, it is up to the students to find the assignment and turn it in. After theq hove cheched their

desh theq con Qsh me for o oopq of the assignment theq ore missing and Iwill provide them with one. Once theq hove turned in the assignment theq maq tohe their post-it off and throw it owoq.

Pencil Cups Each table group has a tin con that holds 8 pencils. When the student poch up it is their responsibilitq to switch out the broKen pencils for sharp pencils The first student that enters mq room in the

morning sharpens the brohen/dull pencils.

J

Find Perimeter and Area of Your Wame

Symmetry Monsters Students folded a piece of paper in half and lurote their

name in cursive or printed their name by the folded line. Then they cut their name out and opened their paper and then they created a monster but it had to be symmetrica.

Problems around the Room

To get my students up and moving, instead of giving them aworksheet Itype up the problems and then tape them in different places around the room. The students will then travel around the room with their math notebook and solve the problems alone or with a partner.

jviaide 20

Math Stations

The stations Iuse require few

III I

materials. All stations use a deck of

? lit! ^

cards and/or dice.

-fc-l

O l:|< 5 « « g •.

nJ l^fll

iHfl i

Hill I

bl[s'i|8l,[9tt^ I

Brain Breaks Teacher Says Teacher says works tfie sane way as Simon says. TeS your sTudenTs That you wil give direcTions for ttiem To follow. If you say Teacher says" f rsT, tliey should do IT. If you do not say Teacher soys" f rst, they should not do rt. As the gcme continues I give the drections quicKer to try and get students to follow ttie drections even when thie teacher doesnt say. If a stixtent gets 'out" Istl have tiTem ploy so they can continue to get ther wiggles out.

Teacher Says" can also be use for content. For example^ Teacher says make a right angle'' The students respond with mdking d right angle with their arms or hands Teacher says make a set of parallelihes." The students use ther crms to make parallel lines. STreTch It Out

stretch your arm and legs out as for as possde. Pretend you ere made of elastic.

UlTimaTe Champ Training - Go Noodle To begh tfe Ultmate Champ Tramrg you pickyour g-ade level, topic of questions to answer, and grade level. The students run h place while Coach ask ttiem different true and false questions dependhg the topic picked. When the students get the correct dhswer Coach gives them dfferent fun moves to do. Examples: Jumping on a trampoTne, posr\g for sily pictures, and dancng.