LANGUAGE ARTS

The Monster Exchange
By: Leigh Gayton

The students will

• Design and draw a monster
• Write an essay describing their monster
• Draw a monster based on the descriptive essay received from the partner class
• Create a list of techniques to include in the class "Writer's Toolbox"  which detail tools an author can use to be more descriptive
• Complete the assignments in teams.
  

Freckle Juice
By: Sarah Lindsey, Stacy Woodson, Erin Thorne

• Students will read the book Freckle Juice in class and discuss their opinions on a magic potion to rid children from freckles. The student will recognize the differences between fiction and non-fiction and determine if Freckle Juice is fiction or non-fiction by citing specific examples. The students will use the computer to draw an imaginary potion that will cure other children their age from physical traits (they can not control) including all ingredients and one text box.
• Virginia Language Arts SOL
  • 4.5 The student will demonstrate comprehension of a variety of literary forms.
  • 4.4 The student will read fiction and nonfiction, including biographies and historical fiction.
  • C/T SOL5.4 The student will communicate through application software SOL 4.2 The student will make and listen to oral presentations and reports.

My Autobiography!
By: Andrea Bender, Michele Reed, Richard Siebigteroth

• Students will use Microsoft Word-processing to create autobiographical booklets using an already written rough draft. In creating this booklet, students will utilize a scanner to integrate photos or drawings into their autobiographical booklet. Once the final products have been created and printed, students will share their projects with the class
• Virginia Language Arts SOL:
  • Writing (4.7) The student will write effective narratives and explanations
  • C/T5.2 The student will develop basic technology skills
  • C/T5.4 The student will communicate through application software

What's the Weather?
By: Arabella Pettit

• Each student will demonstrate an understanding of and ability to use the search engines on the internet to locate information on the weather in a given city on a given day using the classroom computer or school computer lab by finding weather information for three cities in their research state and by presenting the information to the class through an oral weather report .

MATH

Graphing With A Spreadsheet
By: Selena Dickey

• In groups of four, students collect data involving the number of distributed jelly beans (colors and number present of each color).
• Student groups correctly display their data in bar graphs on graph paper (including: color--x-axis, number--y-axis, give the graph a title, and color their bars accordingly)
• Student groups correctly enter their data into the spreadsheet program, command the program to create a graph, and compare/contrast their work with that of the computer.
  

SCIENCE

Lima Bean Science Experiment
By: Erin Thorne, Stacy Woodson, Sarah Lindsay

• Students will make initial observations and predictions about the experiment and record them. They will make hypotheses about the growth of different lima bean seeds in different conditions, correctly identify the constant and dependent variables, answer questions to help make the hypothesis, illustrate an understanding of the roles of water and light in photosynthesis in the hypothesis, and appropriately identify the different parts of a plant's anatomy.
• Virginia Science SOL
  • 4.1 The student will plan and conduct investigations in which
  • 4.4 The student will investigate and understand basic plant anatomy and life processes.

"Handbattery"
By: Elisabeth Deaton, Terrie Donovan, Lori Harms, Mary Lou Hunt

• Students will predict which combinations of plates they think will produce the weakest and strongest currents, based on their existing knowledge.
• Students will perform five trials for both required and two student-chosen combinations of plates.
• Students will determine, through experimentation, which combination of metal plates creates the most current when students place one hand on each plate.
• Students will use Microsoft Excel to record, label, average, sort, and graph their data.
• Students will offer plausible explanations as to why certain combinations produced more current than others.
  

Researching Plant Life
By: Andrea Bender, Michele Reed, Richard Siebigteroth

• This lesson allows students to research the basic plant anatomy and life processes of a plant using a teacher-created PowerPoint presentation and the Internet. Given websites about plants, students will retrieve and record accurate information about parts of a plant, if plants sleep (photosynthesis), How plants get their food (photosynthesis), and why leaves change color (when plants stop making their food).
• Virginia Science SOL
  • Research 4.9 The student will use information resources to research a topic.
  • Life Processes 4.4 The student will investigate and understand basic plant anatomy and life processes.
  • C/T5.2 The student will develop basic technology skills.

Graphing Heart Rates
By: Ji Young Ahn, Andrew Heironimus, Justin Schlueter

• Students will perform different exercises and given a stop watch and data form, record pulse rates, predict which exercises will cause a faster heart rate, and be able to make a chart and graph the results. The students will complete an essay using the data to support or refute their predictions, and show their general understanding of using data to prove a hypothesis.
• Virginia Science SOL 4.1:
  • The student will plan and conduct investigations in which
  • distinctions are made among observations, conclusions (inferences), and predictions;
  • data are classified to create frequency distributions;
  • predictions are made based on data from picture graphs, bar graphs, and basic line graphs;
  • hypotheses are formulated based on cause and effect relationships;
  • variables that must be held constant in an experimental situation are defined; and
  • numerical data that are contradictory or unusual in experimental results are recognized.

The Weather
By: Megan Moynihan, Heather Olson, Brooke Topping, Teresa Frizell

• This activity focuses on using the Internet to create a science fact sheet on different weather phenomena.
• Virginia Science SOL 4.6- The student will investigate and understand how weather conditions and phenomena occur and can be predicted.

Weather Systems
By: Jessica Early, Amanda Ingram, Kevin Fahy, Adia McDuffey

• Students will research weather phenomenon in groups on the Internet and create a PowerPoint slide presentation for the class that will include 5 key points of weather phenomenon (temperature, air pressure, fronts, formation and types of clouds, and storms).
• Virginia Science SOL
  • 4.6 Weather Systems

What's the Weather?
By: Arabella Pettit

• Each student will demonstrate an understanding of and ability to use the search engines on the internet to locate information on the weather in a given city on a given day using the classroom computer or school computer lab by finding weather information for three cities in their research state and by presenting the information to the class through an oral weather report .

Weather Forecasting
By: Sara Young

• In small groups, the students will locate current weather information of a specified city.
• The students will record the specified weather information for a specified city twice a day.
• In small groups, the students will make predictions of weather for a specified city using data from the previous five days.
• The students will be able to justify their predictions using collected data and weather patterns.
• In groups, the students will do a presentation including:
  • current weather trends/conditions for city (consolidate 5 days)
  • forecast for the next day
  • justification for why this is the prediction
    

Structures Slide Show
By: Meghan Carey, Lesley Jacobi, Shandra Wrinkle

• Objective 1: Create an effective slide show, with seven slides, which shows the plant anatomy and life process of a plant of your choice by using your Apple computer at home and creating a PowerPoint presentation.  The effectiveness of the slide will be based on: correct spelling, correct grammar, creativity, neatness, punctuality, and interesting findings.The project must be turned on time, otherwise the grade will be reduced five points for each day it is turned in late.
• Objective 2: Demonstrate your understanding of the structure of a plant by being able to label each part of the plant as either a leaf, stem, root or flower.The student must provide a clip-art for each of these parts to show a clear understanding.
• Objective 3: Demonstrate your understanding of the function of the structures of the plant by producing a slide on each of the structures (leaf, stem, root, and flower) and which also defines its function in the life process of the plant. For example, a slide that labels the stem of the plant must also define the function of the stem in the plant's life process.
• Virginia Science SOL 4.4
  • "The student will investigate and understand basic plant anatomy and life processes." In our lesson we will be focusing on the sub topic of this SOL which emphasizes the structures of typical plants (leaves, stems, roots and flowers).

Science Experiments
By: Selena Dickey

• In groups of three, students will design and complete one science experiment of their own choosing (topic: plants), correctly following the six experimental steps.
• Student groups with complete one Powerpoint presentation describing their experiment, including five slides with use of one or more colors and less than 2 mistakes.
• Students will present and explain these their Powerpoint work to the teacher and class.
  

SOCIAL STUDIES

So You Want To Be A Travel Agent?
By: Arabella Pettit

• Each student will design a 5 page power point presentation to aid in their oral presentation of their researched state.
• Each student will demonstrate their knowledge and understanding of the power point program by successfully completing all necessary requirements of the 5 page presentation.

Historical Figures of Virginia
By: Meghan Carey, Lesley Jacobs, Shandra Wrinkle

• Students will work cooperatively with another classmate to gather information about Virginia historical figures on the Internet. Each pair of students will have to create a one-page summary of the most interesting and significant contributions their historical individual made to the state of Virginia. Lesson is over 9 day period and meant for review for the SOL test.
• Virginia Social Studies SOL 4.3

Regions of Virginia
By: Andrea Bender, Michele Reed, Richard Siebigteroth

• This lesson allows students to research the regions of Virginia and display their projects using PowerPoint. They will research an assigned region of Virginia using Social Studies textbooks, Social Studies resource materials, brochures, almanacs, atlases, CD-ROM encyclopedias, and online encyclopedias and information.
• Virginia SOL
  • Research 4.9 The student will use information resources to research a topic.
  • History - The student will use the concepts of absolute location (e.g. using grid systems) and relative location (e.g. direction, reference to neighboring states, and water features) to Illustrate how communities in Virginia differ in physical features, such as land use, population density, architecture, services, and transportation.
  • Construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of Virginia (Tidewater, Piedmont, Ridge and Valley, Allegheny Plateau).
  • C/T 5.2 The student will develop basic technology skills.
  • C/T 5.3 The student will process, store, retrieve, and transmit electronic information.

Virginia's Historical Figures
By: Kevin Fahy, Amanda Ingram, Jessica Early, Adia McDuffey

• Students will research one prominent historical figure in Virginia History from the following list: John Henry, George Washington, George Wythe, James Madison, James Monroe, and Thomas Jefferson. They will write and type three paragraphs examining that person's background, motivations, and contributions to Virginia's history. They will compare in groups by famous figure, and highlight five important characteristics of that person to add to the class's spreadsheet.
• Virginia History SOL 4.3

Famous Virginians
By: Ji Young Ahn, Andrew Heironimus, Justin Schlueter

• Students will research a famous Virginian, approved by the teacher, and, by using accurate facts and data from reliable sources and correctly cite these sources, will make a power point and oral presentation sharing the information to the class.The information to be included is the following:three notable accomplishments from the person, a brief biographical history with three specific dates, the time period that the person lived in, a quote from the person, and a citations £page§ (or slide).The students will be required to provide the requested topics on power point, and also include detail during an oral presentation during the power point presentation.The grade will be based on accuracy of facts, correct citations, reliable sources, and overall presentation neatness.
• History and Social Science SOL 4.3:
  • The student will explain the economic, social, and political life of the Virginia colony, with emphasis on its political and economic relationship to England and other nations; characteristics and contributions of various groups of people; the role of money, banking, saving, and credit in colonial Virginia; reasons for, and Virginia's role in, the American Revolution; the backgrounds, motivations, and contributions of GeorgeWashington, George Wythe, Thomas Jefferson, James Madison, James Monroe, Patrick Henry, and other prominent Virginians in the Revolutionary era; and the significance of the Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, and the Declaration of Independence.

"Geographical Features"
By: Laura Ruf, Megan Davis, Matt Salerno, Earin Renfro

This lesson introduces students to concepts that they will need to meet SOL 4.2. Students will work in assigned groups of three to use a draw/paint program to invent an original island, incorporating at least five geographical features. Students will then construct their island from classroom materials and write a paragraph describing their island and its physical features. Students will be graded on the number of geographical features, originality of the island, and the written description of the island (based on a rubric).