Health and Safety Mini-Lessons

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1. Being prepared for an emergency is important at all ages. Identify an emergency policy needed for all children to learn and share how preparation will vary from each different age group.

2. Identify and describe two safety activities that K-grade 3 students could teach their families at home. Rationalize your recommendations.

 

 

3.

 

Health and Safety   Mini-Lessons

As part of the benchmark assignment for this course, you will be organizing and designing an upcoming Wellness Fair for your kindergarten class. To prepare for this Wellness Fair, you will develop four mini-lessons in the areas of health, safety, nutrition, and fitness throughout the course. In addition, you will research community organizations to be represented in booths at the Wellness Fair that will provide your school community with information related to health, safety, nutrition, and fitness.

For this assignment, use the “Mini-Lesson Template” to design one health mini-lesson and one safety mini-lesson for the event. Lesson topics may include, but are not limited to:

· Oral health

· Specific health issues

· Lead poisoning

· Allergies

· Accident prevention

· Fire/natural disaster safety

· Hygiene

· Hand-washing

· Emotional safety

Make sure each lesson is developmentally appropriate and addresses strengths and needs of the students depicted within the “Class Profile.”

In addition, select two community organizations to host a booth at the Wellness Fair. One organization should support your health mini-lesson and one should support your safety mini-lesson. In 250-500 words, summarize the chosen organizations and why each should be featured at the school community Wellness Fair.

As part of the benchmark assignment for this course, you have been asked to organize and design an upcoming Wellness Fair for your kindergarten class. To prepare for this Wellness Fair, you will develop four mini-lessons in the areas of health, safety, nutrition, and fitness throughout the course. In addition, you will research community organizations to be represented in booths at the Wellness Fair that will provide your school community with information related to health, safety, nutrition, and fitness.

For this assignment, use the “Mini-Lesson Template” and design one nutrition mini-lesson and one fitness mini-lesson for the event. Lesson topics may include, but are not limited to:

· Meal planning

· School garden

· Recycling

· Label reading

· Food safety

· Healthy choices

· Healthy lifestyle

· Muscle strength

· Being active

Make sure each lesson is developmentally appropriate and addresses strengths and needs of the students depicted within the “Class Profile.”

In addition, select two community organizations to host a booth at the Wellness Fair. One organization should support your nutrition mini-lesson and one should support your fitness mini-lesson. In 250-500 words, summarize the chosen organizations and why each should be featured at the school community Wellness Fair.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

4

Use the attached document titled “Your GCU Experience” in order to gain insight into your community and college experience.

5

Use the attached document titled “Time Management” in order to gain insight into your daily schedule and weekly time management.

Do you know GCU offers free tutoring for online students? Use the following link ( https://students.gcu.edu/student-resources/institutional-effectiveness/gcu-learning-lounge.php ) to describe the benefits of the Learning Lounge and the definition of a LEAD.

The GCU Learning Lounge offers a lot of support to the students. Students can be helped on a one-on-one basis or in small group settings. The lounge is mostly run by student scholars who major in reading and maths. These scholars are trained to offer help to other students and they are also passionate about helping their fellow students. Apart from academic support, the other functions for the lounge include having an eatery, a computer lab, an area for study and a T.V. area among other important facilities.

List three ways a LEAD can help you with your assignments, and describe one in detail.

A LEAD can discuss with a student about the subject one-on-one.

Learning advocates can also help student with online discussions and assignments.

The third advantage is that LEADs help students to understand some concepts which students find to be difficult. For example, when a student is studying finance and fails to understand a finance concept, he can conduct LEAD who is well versed with such an area to explain in detail what it is about.

What additional resources did you find within the Learning Lounge to help you in your academic journey here at GCU?

There is the eatery where students can have their meals to keep them going. It also reduces the time the students can take to go out in search of a restaurant or a hotel.

There is a computer lab where students can access the online library learning materials and other important information.

The T.V. area will allow students to watch the news as well as programs that will keep them informed and busy when they do not have cases or while they enjoy a snack.

The career resources will be important in helping students get internships, job opportunities for students and support them to achieve their career goals.

The study area allows students to read various materials in a quiet and ambient environment.

The “Time Management and Study Skills” essay in Chapter 4 of your eBook discusses various tips to help you manage and organize your time better and put the most effort into your studying.

Which of these have you had the most problems with in the past, and how do you intend to address these?

When I read from the eBook, there are a few problems but the major one is number 6 which states that we should learn to say “no.” It is so difficult to say no and I have faced such problems in the past. For instance, when family members and close friends come calling, I find it very hard to decline their requests or advances. While at home or with my friends, everyone finds it easy to talk to me and ask me to accomplish a number of tasks. For instance, there was a time last semester when I was supposed to sit for an exam and my close friend asked me to look after her kids and I couldn’t say no. I started doing the assignment with two kids under my watch. By the time I was done with it, they had caused a lot of trouble, throwing around objects in the house and the place was terrible. Regardless of the problem, I am learning to be more responsible by developing a schedule. Today, when someone wants to give me some responsibilities, I will first ask to conform to my schedule first. If I have some work to do, they will have to find someone else to help them. Although I’m still struggling about with this initiative, l am learning slowly by slowly and I’m sure that when the schedule program is fully implemented, my focus to academics will be in full force.

Libel Questions

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OCA Assignment #2

 

Answer the following questions. You will need to use information found in chapter 4 of the textbook to answer the questions. Answer in complete sentences. Upload your answers (using Word document) under ‘Assignments.’ This assignment will be due by 11:59PM.

 

1. Early one morning, a 911 operator received a telephone call from a distraught woman who reported that she was hearing disturbing noises—crying and screaming—coming from a small day care center adjacent to her house. Workers at the 911 operation center notified a city social services agency of the report. But they also passed on the information from the call to a local television (TV) station, WIXR, because they believed that the social services agency was lax in its enforcement policies regarding day care centers. The TV station sent a crew to talk to the owner of the day care center, Melinda Wall, and outlined the concerns that had been reported to the crisis center. Wall declined to comment. That night the TV station broadcast the following report:

· A city social services agency is reportedly looking into allegations of children crying and screaming in the Happy Days Day Care Center at 1456 Marblehead Way.

· A neighbor reported the unusual sounds to a 911 operator, which in turn contacted the agency and this station. An agency spokesperson reported that its investigators are looking into the possibility of improper behavior by the day care center’s staff as the cause of children’s crying and screaming.

· Happy Days Day Care Center is owned and operated by Melinda Wall, who refused to comment about the allegations. The center has been open for six months. Prior to that, Wall operated a similar center in Toledo, Ohio, for two years. The State of Ohio revoked Wall’s license in 2006 when it found unsanitary conditions at the day care center.

 

The television report generated considerable publicity about the center and its owner, with more television reports and newspaper stories. But an investigation by the social service agency revealed that nothing illegal or dangerous was occurring at Happy Days. The noise reported by the neighbor came from a video on a television. The sound from the video resonated throughout the neighborhood because one of the children had turned up the volume.

 

Wall sued WIXR for libel because of its initial report. She argued that it contained numerous errors and that the WIXR’s employees had been negligent in preparing the story. She cited the following errors:

· Happy Days had been open for 16 months, not 6 months.

· Wall operated a day care center in Toledo, Washington, not Toledo, Ohio.

· Her license for that facility was not revoked. The state merely refused to renew the license unless Wall added additional bathroom facilities at the center, and she could not afford to do that.

 

a. What will Wall have to prove to establish her libel suit?

 

b. Will Wall win her case?

 

 

2. An unusual yet heavy snowstorm had hit Portland, Oregon, in December. It had paralyzed the city for several days. The citizens and the press had criticized the city’s public works department because they failed to clear the snow on the roads. This resulted in slippery roads that led to pedestrians getting injured and cars getting damaged. Businesses also incurred losses because their customers could not travel downtown. The Portland Patriot was especially brute in criticizing the workers of the public works department in their editorials. One of them is as follows:

 

Here it is the 21st Century and the city’s road crews can’t even handle a simple snowstorm. How many dollars were lost by businesses because their customers couldn’t get downtown? How many cars were damaged and pedestrians injured because of the slippery roads and sidewalks? And how many members of the road crews sat on their duffs, in cafes, drinking coffee and eating donuts, while their plows were parked for long periods on the streets outside, while the rest of us struggled to go on with our lives. Their actions were criminal, causing untold harm to hundreds of people. Supervisors reported all crews were working 16 hours a day. But there is ample evidence that many of these workers simply sat on the sidelines, waiting for the snow and ice to melt. It is time to take action against these incompetent clods; fire the whole bunch.

 

The city had employed eighty-seven workers to clear the ice and snow off the roads. Seven of them had filed a libel suit against the Portland Patriot for condemning the workers. The workers argued that the following charges are defamatory: their actions were criminal, they drank coffee and ate donuts instead of doing their jobs, and they are incompetent.

 

The Patriot raised two arguments in its defense of the libel suit. First, it argued that the city workers are public officials and that they will have to show evidence of actual malice to prevail and win the case. Also, the Patriot argued that the group of 87 members is a large group and that individual members of the group cannot prove their identification. How would a court rule on these arguments?

 

 

3. Dr. Russell Nye is one of the nation’s leading experts on breast cancer and mammograms. Since 2008 he has headed a national campaign designed to inform women about breast cancer and urge healthy women to get regular mammograms. Cynthia Adams is the president of “No More Mammograms,” a national organization. Adams is a frequent guest on talk television shows; she uses these public appearances to try to convince women to stop getting mammograms. She writes columns about it as well. She contends that the painful examinations are not reliable tests and that the procedure causes many medical complications. For the past three years, she has also vigorously attacked Dr. Nye, claiming that he ignores the harmful nature of the tests and that he works closely with the industries that create and sell the testing equipment.

 

After a particularly blistering attack by Adams against Dr. Nye, he lashes out at Adams during an appearance on the “Ellen” program.

 

He says, “She has no medical or scientific training, she is ignorant of the scientific data. I want to scream because she lies. She claims she wants to protect women. So do I. I care about women. I want to protect them from cancer.”

 

Adams sues both Nye and the “Ellen” show for libel. She says that while it is true she has no medical background, she has studied the science involved in the tests. And she has never lied; the charge is false and defamatory. How would a court rule on these arguments?

 

Page 3 of 3

Metacognitive activities

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Prepare: Before responding to this discussion, click through the interactive (Links to an external site.)Links to an external site. above and carefully review the descriptions of each step of metacognition in Section 3.2 of Chapter 3.

Reflect: Metacognitive activities, such as this discussion and the Metacognitive Forums, can help you reflect on your own learning and develop higher-order thinking. As you complete this discussion, you may realize you were not always aware of how and why your thoughts corresponded with your actions in the past. Pausing to analyze why you’re doing what you’re doing can help you improve the final quality of your work.

Write: In complete sentences and a minimum of 250 words, address the following:

  • Assess your progress as an intentional learner by considering each metacognitive step: mulling, connecting, rehearsing, attending, expressing, assessing, reflecting, and revisiting.
    • Which step do you use with ease? Describe how you use it.
    • Which step is most challenging for you to use? Why?
    • Which step do you skip over or ignore completely? Why?
  • Imagine someone asks, “What kind of student are you?” How would you answer? What would they observe about your study techniques? Consider things such as the following: engagement with course resources (textbook, video, articles, Instructor Guidance, announcements), how often you log in to class, participation in discussion forums, approach to taking quizzes, etc.
  • Now imagine that same person asks, “What kind of student would you like to be?” List three specific things you are doing to become the student you want to be.

PREPARING FOR THE LESSON PLANNING PROJECTS

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As you begin the next three projects, 700.3, 700.4, and 700.5, it is important that you know the purpose and goals of the projects.

Texas Teachers and all educator preparation programs are required to provide evidence that you can meet the standards for a professional educator. Projects 700.3, 700.4 and 700.5 meet the requirements from:

Standard 1: Instructional Planning and Delivery. Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today’s learners.

Standard 3: Content Knowledge and Expertise. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards.

The projects are not like the lesson plans you submit at a school. These are projects, designed to see if you know the technical elements of lesson planning. The projects are designed to evaluate your knowledge and skills in lesson planning. The three projects are comprehensive, but each project scores a different aspect of the lesson plan.   Please allow 3 – 5 business days for scoring.

700.3 (this project) evaluates your knowledge and skills in the following areas:

  • Using the state standard to write learning objectives
  • Aligning the rigor of the state standard to the rigor of the learning objective
  • Developing a performance measure that is aligned to the state standard and is included in the learning objective
  • Recognizing the basic elements of lesson planning
  • Be sure your learning objective includes the assessment. You must include how you will measure student learning in the learning objective. People fail this project because they do not include this in their learning objective.

For 700.3, you will write three complete lesson plans and submit each one for evaluation and feedback. You will find the TEKS by subject area here (Links to an external site.).

Please use the following formatPreview the document for submission of your plans. This is not a traditional lesson plan format but is designed to walk you through the process of what will be evaluated. Additionally, you may download the rubric herePreview the document to understand the expectations of the project. You must score at least 32 out of 40 points on each lesson plan to be successful. You may submit each plan until you reach the passing score, or until you have reached four re-submissions. The following exemplar lesson planPreview the document may also be useful for you.

TEXAS TEACHERS LESSON PLAN FORMAT

NAME: New Teacher SUBJECT: Grade 7 Language Arts

 

TEKS: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about

the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(B) analyze the development of the plot through the internal and external responses of the characters, including their

motivations and conflicts; and

(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

 

LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of

the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,

third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis

cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.

ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student

will discuss how they created a character in the book. Students must identify the four aspects of characterization and how

they pertain to the character. Students will submit the interview and present to the class for evaluation.

 

MATERIALS and SETTING

Small groups (3 – 4) determined by the teacher Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books

KEY VOCABULARY and ACADEMIC LANGUAGE

Review definitions for analyze, plot, internal/external responses, character, characterization, point of view

FOCUS ACTIVITY

Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’ characterizations.

CONNECTION TO PRIOR LEARNING

Students will review the four different characterization concepts we have learned in the last two weeks.

OBJECTIVE STATEMENT

Students, today we will continue our study of characterization, plot development and point of view. You will complete a project of your choice for the final assessment of your understanding of characterization and the role of plot and point of view in characterization.

PURPOSE OF LEARNING

This is important for us to know so we can understand how writers utilize characters to impact story lines, and in real life, helps us recognize how other people impact our lives.

 

 

INSTRUCTIONAL STEPS Include: Step by step instructions Key points Directions to give

1. Review: I will review the different characterization concepts with the students prior to starting them on the activity. These concepts include antagonist and protagonist, dynamic vs. static, round vs. flat, and the difference in implied and explicit character traits.

2. Focus Activity: Students will complete the poetry activity to help them distinguish between static and dynamic characters.

3. Activity: Students will be completing three different learning stations that solidify some of the concepts of point of view and characterization. I will explain the station requirements for each station before releasing them to work.

**While students are working on this, I will be pulling some students for a tier one re-teach of the concepts before they complete an activity.

Station 1: Students will “become” a character from their group independent reading assignment (each group has been reading one of the following books: Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of notebook paper, students will write down 10 adjectives that describe themselves as the character from the book. Students will then list ten more adjectives for two other characters in the book from the point of view of the character they have become. Station 2: Students will be completing the “Tweet Sheet” activity. Students have to write tweets for different characters to point of view on the different conflicts in the short story. Students may choose any of the following short stories: “Luck,” “Old Man on the Bridge,” and “The Other Wife.” Students will annotate these stories on the iPads using Scrible. They can read independently to practice their comprehension, and then share their findings and notes as a group. After groups finish discussing, they will work on their “Tweet Sheets.” Station 3: Students will write paragraphs from their personal point of view about a particular object. They will then write a second paragraph from the point of view of that particular object. These objects will be in a paper sack so that they cannot see what they are grabbing. Tomorrow, students will take turns reading the paragraph from the point of view of their object.

4. Station Completion: Following completion of the stations activity, I will ask the Post-

Questions to clarify any misconceptions and prepare students for their project choices. This assignment will be due in two days.

5. Assessment: Handout project choices for students. Students will be completing a project of their choice for the final assessment of their understanding of characterization and the role of plot and point of view in characterization. Each project listed is differentiated to fit different learning styles. Here is a link to this assignment: https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT- Ash5eJw4/view?usp=sharing

6. Closure: To review, we will list three types of point of view and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need Tier1/Tier 2 instruction.

7. Connect to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.

LITERACY STRATEGIES Vocabulary review; characterization chart; adjective review Station 1; point of view Station 2 and 3

 

https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT-Ash5eJw4/view?usp=sharing
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT-Ash5eJw4/view?usp=sharing

 

STUDENT USE OF TECHNOLOGY

Scrible annotation – Station 2;

QUESTIONS FOR UNDERSTANDING Identify levels of Blooms

Pre-Questions: • What are some of the key differences between direct and indirect characterization?

Analyze • What are some ways to determine whether a trait is an implied or explicit

characteristic? Evaluate, Create • What are some of the different details that make up the characteristics of a

character? Remember Post Questions:

• What are you the things that you are most comfortable with discussing about characterization and its relationship to other literary elements moving forward? Evaluate

• What are some things that you think that we should practice more before we begin our study? Create

MODIFICATIONS/ ACCOMMODATIONS

Modifications: IEP and ELL students will have their sentence stem lists for the writing portions of the stations. IEP students will also work on their paragraphs with the teacher during study hall tutorials. Accommodations: IEP/504 Students will be able to type the written portion of these assignments.

RETEACH/EXTENSION Reteach: Students who are struggling with the Point of view and characterization concepts will be pulled during this lesson for tier one instruction. We will begin by having students list different adjectives to describe each of the members of the group. After listing the different adjectives, we will discuss whether these are implied traits or explicit traits. Since most will be explicit, I will be giving them some examples of implied traits by helping them find ways to assume certain traits (ex: they can assume that I am also a coach because I generally come to class in wind pants or they can assume that a class mate is on the basketball team because they wear tennis shoes every day). The final aspect of this lesson will be for students to read the short story “Old Man on the Bridge.” We will read together and take our notes on Scrible using the iPad. We will discuss the different characters in the story and label them as flat/round and tell whether they are static or dynamic characters. After we finish this, students will complete a “Tweet Sheet” for one of the characters in the book. Extension: Students who are ready to move on will be completing the creative writing characterization activity. This assignment is NOT for a grade, but it can be used to replace a student’s two lowest grades. Here is a link to that assignment: https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=shari ng

CLOSURE Review Connect to future learning

Review: We will list out the three types of Point of View and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need tier 1/tier 2 instruction. Connection to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.

 

https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=sharing
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=sharing