ELED 436

In today's lesson, I worked alongside my partner to teach students about the culture of California, with a focus on Native American culture. I began the lesson by helping my partner start a discussion where students shared foods connected to their own culture. This helped build a personal connection to the topic of today's lesson. We then introduced the lesson overview and guided students through an interactive word wall activity.  I supported the transition into analyzing primary sources by helping explain expectations and assisting students as they completed a senses worksheet while observing images of Native Americans in California.  As the lesson continued, I helped answer student questions and guided discussions about what they noticed, including explaining how clothing and daily life reflect cultural values. I also presented a second primary source and supported students in completing the same analysis activity. After the primary sources were completed, we dived deeper i...

In this week's lesson, we learned about economics and how goods, services, and natural resource plan a role in economics. In this lesson, we started with a slightly different community-building activity. For this activty we did a " Would You Rather " slideshow by having the students move from side to side for the option they chose. After we completed the community building, we moved on to our interactive word wall and went over some important words about economics. For the next activity, the students participated in filling out the "I see, I think, and I wonder". worksheet while looking at the first and second primary sources. After they finished filling out their sheet and shared their thoughts and ideas with the rest of the group, my partner and I talked about the gold rush through discussions and reading two books that were about the gold rush. After teaching about the gold rush, we moved on to talking about goods, services, and natural resources. I went over...

 For our third lesson with our 3rd graders, we learned about civics. Before we started our lesson, we told them the topic of our lesson for the day, and they didn't quite know what civics was about. My partner had explained to them that civics is the government and that there are different parts within the government. After explaining the topic to the students, we moved on to our community building activity. This week's community building question was "What makes a good classroom community? The students shared their classroom expectations and rules, and explained how they think those create a good classroom community. We then moved on to our expectations while also introducing a new method of using figets to help everyone stay focused. As we moved on to our next thing on the agenda, each student chose a fidget, and we completed our interactive word wall. After the word wall was complete, we moved on to showing the students the first primary source, which was a painting of ...

            This week, my partner and I led a lesson focused on California's history. We started off with a community builder, asking students, "If you could travel to any time period, where would you go?" It was a great way to get them thinking about the past before we dived into our interactive word wall.  My partner and I transitioned the students to observing primary sources.  The worksheet we gave to students to use during their observation was about their senses. My partner quickly reviewed our senses and how we will be applying them to the activity of playing "hide and seek" in the primary source photos.  My partner displayed a photograph of a primary source from the 1950s about segregation. While the photo was displayed, my partner and I provided the student with specific examples of the sense that they could experience in that situation. After the timer went off, I showed the students the second primary source and had the studen...

On March 5th, my partner and I taught our first social studies lesson, which focused on geography. To begin the lesson, we started with a community building activity to engage the students. We asked them the question. "If you could travel to any state, where would you go?" We gave each student the opportunity to share their answer and reasoning as to why they chose that state. This helped create a welcoming environment and allowed us to transition into the lesson topic.  After the discussion, we moved into the academic portion of the lesson by giving the students a pre-assessment. This assessment included questions that covered all of the topics the students will be learning about during their time with us. My partner and I alternated reading the questions and answers aloud while the students selected the best answer they thought matched the question. Once we finished the pre-assessment, we moved on to introducing the state that would be the focus of the lesson: California. W...