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KWL Chart Graphic Organizer

by on August 24, 2011 in Art, Fifth Grade, First Grade, Fourth Grade, Grade Level, Math, Music, Reading, Reading Tools, Science, Second Grade, Sixth Grade, Social Studies, Special Education, Subject, Teaching Tools, Third Grade, Worksheets, Writing, Writing tools

The KWL Chart is also known as the “Know, Want to Know, and Learned” Chart. It is a type of graphic organizer that is typically used throughout a unit of study. By asking the questions featured in this chart, students are encouraged to think critically as their background knowledge about the topic is accessed and their new knowledge is applied. This type of graphic organizer can be used with multiple subjects.

KWL Chart Graphic Organizer Worksheet

Fact and Opinion Graphic Organizer

by on August 24, 2011 in Fifth Grade, First Grade, Fourth Grade, Grade Level, Reading, Reading Tools, Science, Second Grade, Sixth Grade, Social Studies, Special Education, Subject, Teaching Tools, Third Grade, Worksheets, Writing, Writing tools

This type of graphic organizer assists students in sorting information when considering if it is a fact or opinion. It can be used with multiple subjects.

Fact and Opinion Graphic Organizer Worksheet

Concept Wheel Graphic Organizer

by on August 24, 2011 in Art, Fifth Grade, First Grade, Fourth Grade, Grade Level, Kindergarten, Math, Music, Reading, Reading Tools, Science, Second Grade, Sixth Grade, Social Studies, Special Education, Subject, Teaching Tools, Technology, Third Grade, Worksheets, Writing, Writing tools

A Concept Wheel is commonly use to ask questions about a topic–who, what, why, when, where and how. This graphic organizer offers space for the topic and 6 questions. It can be used with multiple genres and subjects.

 

Concept Wheel Graphic Organizer Worksheet

Community Helpers

by on March 15, 2009 in First Grade, Lesson Plans, Second Grade, Social Studies, Third Grade

Grade Level(s): 1-3

Objective(s): Students will…

  1. Follow directions and participate in the group discussion/lesson activities.
  2. Recognize that community helpers work together.
  3. Identify a “product” and a “service”.

Time Allotment: 1 hour

Materials: socks and T-shirts in various colors, large assortment of crayons with boxes

Anticipatory Set: Begin the lesson by stating the objective. Ask students why we have classroom helpers. Tell students that all communities have helpers-that is what makes them function. Ask students to name some helpers in the communities you have already discussed. Write the students’ answers as they report them. Any pictures you many have available (try Google images) would benefit students’ acquisition of the vocabulary. Emphasize that community helpers can be both male and female.

Direct Instruction/Guided Practice: Tell students that community helpers help in many ways. Many people provide a “product” while others provide a “service”. Write those words down as you explain what they mean. Give an example of each. Have a “t” chart labeled “service” and “product”. Using the list of helpers, sort them as a class according to what they provide-a service or a product.

Independent Practice: Tell students that they are going to work as a community helper. Divide the class in half. Explain that one team will be a group of workers providing a product and the other team will be providing a service. Demonstrate how each team will function-Team “A” will act as an assembly line to produce a box of crayons. Team “B” will act as a dry cleaning service and will provide the service of sorted and folded laundry. Give students approximately 5-10 minutes to complete their jobs. Ring a bell and ask the students to stop what they are doing. Gather the students to discuss if they were able to finish their work, if it was hard, how they felt completing the job, and what could they change to make it more successful. With teacher assistance, students should recognize that communicating and working together is how to get the job done efficiently. Next, have teams swap tasks. Allow students time to work . Gather students to discuss. Did they change how they worked together to make the job easier and get it done?

Closure: With students gathered, reiterate the “Big Ideas” from the lesson. Ask students to give examples of products and services. Finally, ask students what all community helpers have to do to make the community successful (work together).

Assessment: Students will be assessed according to their ability to…

  1. Follow directions and participate in the group discussion/lesson activities.
  2. Recognize that community helpers work together.
  3. Identify a “product” and a “service”.