Individual Lesson Plan: Life Cycle of a Butterfly Essay

Introduction: In this lesson, 2nd grade students will participate in a class on the life cycle of a butterfly. Students will learn standards-aligned science concepts and also benefit from cross-curricular instruction, through the incorporation of reading, writing, and hands-on activities. These modalities will be used to help students understand the concept of the life cycle and make real-life connections to the human life cycle. The lesson will last for approximately forty-five minutes. The lesson will be taught within a small suburban school of approximately 650 students, ranging from kindergarten to 5th grade. The school currently is receiving Title 1 funds, with 70% of its students on free or reduced breakfast and lunch. The school is currently in good standing and has met AYP for the past two years. There are a total of 20 students in the class, which displays the following demographics: 50% Caucasian, 20% African-American, 20% Hispanic and 10% Asian. The class distribution includes 12 boys and 8 girls, and a total of 5 ELLs. Two students have an active IEP, and five students have been identified as gifted and talented. The language level of the students is classified as the elementary or intermediate level of English language proficiency. Description of Lesson: Lesson: Butterfly Life Cycle Time Allotment: This lesson will be taught in one forty-five minute class period. Content Objectives: By the completion of this lesson students will meet two objectives. Students will be able to identify the four life cycle stages of a butterfly. Also, all students will be able to list the stages of the butterfly life cycle in order. Language Objectives: The second grade students will also meet two language objectives by the end of this lesson. Students will identify the Greek roots of certain vocabulary words. Students will also define the term â€Å"compound words†. State Standards: The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. (Grade two content science standards, 2007). Key Vocabulary: In this lesson students will become familiar with a variety of key vocabulary words to include the following: Oval egg, caterpillar, larva, metamorphosis, chrysalis, pupa, imago, forewing, wingtip, hindwing, margin, abdomen, thorax, proboscis, antennae, and wing base. Materials: Students will use several materials in order to complete this lesson, which are listed as the following: paper bag, small plastic representations of butterfly stages to put in paper bag, KWL graphic organizer, computer stations with internet access for ESL students, clay, utensils to carve into clay, Greek root/compound word identification assessment sheet, life cycle stage and body part labeling assessment sheet. SIOP Features: This lesson will utilize the following SIOP features: ————————————————- SIOP Features: ————————————————- PreparationScaffoldingGrouping Options ————————————————- ___ Adaptation of Content_X_ ModelingX Whole Class ————————————————- _X_ Links to Background___ Guided practice___ Small Group ————————————————- _X_Links to Past Learning___ Independent PracticeX Partners ————————————————- ___ Strategies Incorporated_X_ Comprehensible Input___ Independent ————————————————- ————————————————- This lesson begins by drawing on information students have recently learned in previous lessons about shapes and textures as well as student background knowledge about butterflies, the focus of this lesson. Before the students arrive in the classroom, the teacher will place small plastic representations of butterflies in a paper bag; a total of 4 models representing the four life stages of butterflies will be placed in the bag. When the students arrive, the instructor should begin with the following exercise, which is designed to capture student interest and highlight key vocabulary words in a â€Å"kid-friendly† manner in order to increase comprehensible input. The instructor should close the bag and shake it, after which students should take turns putting their hands in the bag to feel the models. The teacher should ask the students to describe the shape and texture of what they feel, offering the options of â€Å"square†, â€Å"oval†, triangular†, â€Å"rod-shaped†, â€Å"smooth†, â€Å"rough†, and â€Å"fuzzy†, for example. The teacher should remind the students of the definitions of these words and ask the students to guess what they are feeling in the bag, writing all the guesses on the board. Once all students have had a turn, the instructor will reveal the models and explain that they represent the different life stages of a butterfly, emphasizing how the organism takes on different forms and textures depending on the stage it is in. The instructor will then engage the students in a 3-minute whole class discussion about their experience with butterflies, after which he should present the content and language objectives for this lesson. Lesson Focus: The teacher will present a KWL graphic organizer on the white board, explain that it will be used to help understand the literature on butterflies that they will soon read, and then model how it should be completed, using the teacher’s own background knowledge about butterflies. The sample graphic organizer should remain on the board to be used as a reference while students complete their own sheets. Guided Practice: The teacher will lead the class to the computer lab, KWL charts in hand, and pair students in heterogeneous strong language/low language couples before instructing them to log onto the www.kidsbutterfly.org website. The instructor should walk around the room, observing student progress and giving extra help to pairs with ELL’s who might be struggling to gain understanding from the website or completing the KWL chart. ELL students who seem to be having great difficulty reading should be shown how to read the literature in their native language if it is one of the options. After the reading, students will return to the classroom where the teacher will lead a grand discussion on the vocabulary words that students encountered, giving a mini-lesson on compound words when reviewing the terms â€Å"wingtip†, â€Å"hindwing†, and â€Å"forewing† and a mini-lesson on words with Greek roots and their root definitions when reviewing the terms â€Å"metamorphosis† and â€Å"chrysalis.† For the purpose of engaging ELL students whose native language is Latin-based, the teacher should explain how many English cognates, alternatives to more colloquial terms, are very similar to the counterparts in the ELL’s first language, giving the example of the word â€Å"calculate† as opposed to the term â€Å"figure out†. Independent Practice: The teacher will explain that the class will now do individual projects involving the creation of butterfly models. The teacher should show completed clay models of the four stages of a butterfly life cycle and then demonstrate, using new clay and carving utensils, how to create a butterfly in its final stage so students understand the desired size and extent of detail. The instructor should then post pictures of the butterfly stages on a readily visible board and distribute the materials to students (clay and carving utensils). The teacher will then walk through the room, aiding students as necessary in the creation of their models. Review/Assessment: After creating the models, the students will be assessed to determine if they have achieved the content and language objectives. Individually, the students will complete a multiple choice test assessing their ability to identify compound words and the definition of â€Å"metamorphosis† and â€Å"chrysalis† as well as a sheet on which the student will be required to label the life cycle stages and the body parts of a butterfly. Students should spend no more than 10 minutes on both assessments, but ESL’s will be given an extra five minutes to complete them. Students will receive a percentage score on both assessments and must receive at least an 85% on either test to demonstrate mastery of the material. Conclusion: At the conclusion of this lesson, students will be able to identify the various stages of the life cycles of a butterfly. Students will also understand that all living things have a life cycle, and specific attributes of the life cycle stages vary from one species to the next. This lesson utilizes not only content-based instruction but also sheltered instruction, which helps to promote English language proficiency, in part by rendering the information being presented more readily comprehensible. It is designed to educate English language learners, as well as the general student population. According to Echevarria, Vogt, and Short (2008), â€Å"ELLs must pull together their emerging knowledge of the English language with the content knowledge they are studying in order to complete the academic task† (p. 6). Throughout the lesson, students will learn science concepts and also benefit from cross-curricular instruction through the incorporation of reading and writing into the lesson. As an extension activity, students will take a field trip to the Museum of Science, where they will be able to see the similarities and differences between various species’ life cycles, including egg development, plant growth, and metamorphosis. Students will then participate in a post-test life cycle activity, to reinforce learned concepts, and address any gaps in comprehension. References Common Wealth of Virginia Board of Education. (n.d.). English standards of learning. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/stdsk-8/stds_english2.pdf Commonwealth of Virginia Board of Education. (2003). Science standards of learning curriculum framework . Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science2.pdf Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP ® model (3rd ed.). Boston, MA: Allyn and Bacon. The Children’s Butterfly Site. (n.d.). Retrieved from http://www.kidsbutterfly.org/

Analysis of protocol for Management of Hypertension in Adults Research Paper

Analysis of protocol for Management of Hypertension in Adults - Research Paper Example A decision to embark upon antihypertensive therapy effectively commits the patient to life-long treatment, hence it is vital that blood pressure (BP) monitoring and management be taken seriously by pursuing the set norms and protocols to safeguard individuals from numerous predicaments (High Blood Pressure). The present article is an analysis of the Protocol For Management Of Hypertension in Adults to have a deeper understanding for hypertension measurement. Blood Pressure Measurement "Protocol For Management Of Hypertension In Adults" is based on the guidelines of National Institute of Clinical Excellence (NICE) for the hypertension management in adults in primary care. The protocol lays emphasis on the accuracy and precision of the blood pressure management, appropriate training of the health care provider and periodic review of the individual suspected or confirmed with the condition of hypertension. This holds true because precision is imperative in measurement of blood pressure. Any inaccuracy in the measurement of blood pressure may turn out to be overwhelming. Measurement of blood pressure is the most prevalent assessment in clinics, interpretation or analysis of the results or outcomes procured are responsible for future implications, an imperative step for the individual whose BP is measured. Any error in the reading or ignorance in taking the exact reading or taking a low reading than actual, may deprive the individual from taking medication at the right time and thereby enhances the susceptibility of the person for stroke or heart attack. Alternatively, if the person is normal and the measurement of the blood pressure is taken high the individual may be exposed to the BP lowering medication without any basis. These may result in serious implications, therefore, it is highly imperative to get an accurate measurement of blood pressure (O’Brien, et al, 2010; Hypertensive Crises: Recognition and Management). The current protocol emphasizes on the appropriate servicing and calibration of the equipment. As blood pressure is a hemodynamic variable, to get an accurate reading of blood pressure it is highly essential to have a validated measuring device in clinical settings in order to prevent erroneous outcomes. As per the protocol routine blood pressure measurement must be performed at least every 5 years until the age of 80 years, under normal circumstances, every individual who is around 40 years of age or above must get the BP checkup as a routine in 5 years to avert morbidity and mortality caused due to hypertension (National Institute for Health and Clinical Excellence, 2011). However, the current protocol does not mention that treatment and care should consider individual requirement, i.e. care should be person-centred care, which is well explained in the protocol of National Institute for Health and Clinical Excellence, (2011). The current protocol does not lay emphasis on development of excellent communication skill, wh ich is essential for better compliance and prognosis and is also encouraged by evidence- based research studies. The protocol provided by National Institute for Health and Clinical Excellence, (2011) on the other hand, facilitates individuals to accomplish learned decisions about their care all. The current protocol further emphasize the fact that individuals with above normal values with the range of 135-139/85-89

The Authenticity of Ones Identity Created by the Passport Term Paper

The Authenticity of Ones Identity Created by the Passport - Term Paper Example As Hall maintains, "perhaps instead of thinking of identity as an already accomplished fact, which the new cultural practices they represent, we should think, instead, of identity as a 'production', which is never complete, always in process, and always constituted within, not outside, representation." (Hall, p. 222). In a close analysis if Hall's view, it becomes clear that the very authority and authenticity to which the term 'cultural identity' lays claim are challenged here and it opens up a dialogue or an investigation on the topic of cultural identity and representation. A reflective analysis of Diaspora in relation to identity, particularly investigating whether an individual's passport defines who he is, makes it obvious that, with so many culturally diverse people and people born and living outside their native countries, a document stating one's name, date of birth, sex and place of birth simply cannot define the person. Â  In order to comprehend the relationship between Diaspora and identity, it is fundamental to have a critical, reflective, and unambiguous application of the term 'diaspora' as against the uncritical, unreflective application of the term to any and all contexts of global displacement and movement. When thinking through the category of diaspora and its connection to geopolitical entities such as nation-state, it becomes fundamental to consider the important role of nation formation and construction in the modern world. "Mass migration movements, the multiple waves of political refugees seeking asylum in other countries, the reconfiguration of nation-states demand that the concept of nationhood take account of the specific geopolitical circumstances that precipitate the movement of people and communities in the late twentieth and early twenty-first centuries." (Braziel and Mannur, 2003, p. 3). While cultural and literary critics have been increasingly concerned with how to rethink co ncepts of nationhood and national identity, it is essential that such critical analyses incorporate contemporary forms of movement, displacement, and dislocation - from travel to exile. Indeed, these questions are inextricably linked to a theorization of Diaspora. In a critical analysis of contemporary forms of movement, displacement, and dislocation from travel to exile, in relation to Diaspora and identity, the role of passport in order to define one's identity comes into question. Thus, it is fundamental to analyze whether our passports can define who we are because such critical investigations can reveal different aspects of Diaspora in relation to identity. In the context of the modern world with numerous culturally diverse people and people born and living outside their native countries, the passport which is a document stating one's name, date of birth, sex and place of birth, simply cannot define a person or his cultural identity. Â  In the modern world of globalization, one's identity is mainly determined by one's passport, which is a document stating one's name, date of birth, sex and place of birth, and the authenticity of such a document in defining one's identity in relation to Diaspora is generally questioned.

Thomas Cook Plc Case Study Example | Topics and Well Written Essays - 3000 words

Thomas Cook Plc - Case Study Example Thomas Cool was a former Baptist minister and a very religious man and he firmly believed that alcohol was the major factor casing problems among the working class in England. It was with this in mind that the above-mentioned train journey was arranged. The first unofficial tour was this trip in open carriages, which took nearly 500 temperance supporters to Loughborough, and back in July 5, 1841. In 1845 Thomas Cook organized a tour to Liverpool which was accompanied by what must have been the first tour brochure ever printed in the world. His first international venture was to Paris during the time of an international exhibition which was held there. Further tours to other cities in Europe began and an established tour itinerary began to fall in place. A tour to Switzerland and later to Italy was conducted in 1864. With his clientele shifting from working class to middle and upper class passengers, Mr. Cook began to make arrangements with hotels in Europe by using something called t he hotel coupon. This enabled tourists to pay for the hotel rooms in advance and to stay at hotels without paying cash. Another innovation was the circular note, the forerunner of 'travellers cheque.' Trips to the US soon followed and later a trip by steamer up the river Nile was also arranged. All this success naturally led to thoughts of expanding further overseas to the US and Asia. Mr Cook himself was part of a trial world tour which covered the US, Japan, China, Singapore, Ceylon and India. This tour went on to become an annual event in the company's tour calendar.. An unexpected move by the then two owners saw the company being sold off to a Belgian tour operator called Compagnie Internationale des Wagons-Lits et des Grands Express Europens in 1928. Certain events during the world war saw the company near collapse and a deal was made where by the ownership changed back to British hands, this time by the government owned railway companies. Even though the company could benefit from the post war travel boom, things began to slow down by 1955 due to the emergence of new and dynamic tour operators. In 1972, Thomas Cook became privately owned once again through a purchase by a c onsortium of the Midland Bank, Trust House Forte and the Automobile Association. The famous red logo of Thomas Cook was introduced during this time. The company did well during this period and even managed to survive the 1970's depression. The Company came under the sole ownership of the Midland's Bank in 1980 and again sold of to Germany's third largest bank, Westdeutsche Landesbank (WestLB) and LTU group (an airline charter company). Thomas Cook later became the subsidiary of the German bank and soon acquisitions of Sun World, Time Off and Flying Colours took place. In 1999 a merger with Calrlsons Liesrue Group took place. The Company Thomas Cook Group PLC was formed in June 2007 through a merger of Thomas Cook AG and My Travel Group Plc. "It is now part of Thomas Cook Group plc (www.thomascookgroup.com) which was formed on June 19th 2007 by the merger of Thomas Cook AG and My Travel Group plc." (A Brief History). Business Strategy: Corporate growth strategy: The merger of Thomas Cook and My Travel has resulted in a very powerful tour operating company and has a string presence in UK and some European countries. This merger came about so that both the companies could compete more efficiently in a

Cat's Cradle Is An Example of Art with Aesthetic Value Essay

Cat's Cradle Is An Example of Art with Aesthetic Value - Essay Example This is because, the Cats Cradle photo shows the picture of a child entangled in a diamond shaped structure. The child is tied up to the structure by hands and feet. The photo is meant to generate a feeling of lifelessness and imprisonment (Gilmore, 290). There is no way the child in the photo can get out of the entanglement since he is completely tied up to the structure. To qualify as having artistic value, any artwork must wholesomely conquer with that purpose. If for any reason there is some part of the art work that fails to constitutively show the desired purpose, then that part is a defect to the artwork (Gilmore, 293). In the Cats Cradle by Charles White, the whole artwork depicts the same purpose, lifelessness, and imprisonment, without any part indicating any other purpose in contrast to this. Thus, the photo fully achieves it artistic value. The functionality of the artwork is what qualifies its artistic value. The artwork can have several functions to that effect. Since the function of the Cats Cradle by Charles White is to show the lack of freedom of the child entangled in the diamond shaped structure, then the function is well met and supports the artistic value of the photo. The child is seated at the base of the structure. Both legs are widespread and tied up to the edges of the structure. The hands of the child are also tied up and connected to the feet. Considering the nature of the structure that the child in the photo is placed in, there is no way it can get out, since the apex of the structure is narrow and closed up, while the base, which can act as the only exit is used to tie up the child. Therefore, the artistic value portrayed here is that achieving freedom and a new life for the child in the photo is impossible. The intention of the creator of an artwork is what gives it its constitutive function (Lopes, 520). Since the photo Cats Cradle by Charles White is placed in the context of the novel by an American writer, Kurt Vonnegut,

The Vietnam War Essay Example | Topics and Well Written Essays - 750 words

The Vietnam War - Essay Example The public became more and more concerned about their future and started questioning about the merits and demerits of prolonging the war. More importantly, the American government instituted a draft to send the young men and women to war, the very same war that was being questioned for American involvement. Statistics of 1960s and 1970s indicate that around 0.125 million young American migrated to Canada and 55000 service men went off the radar. There were exemptions for the students in college and therefore, everyone of the age tried to put themselves to college in an attempt to avoid the draft (Klimke, 2010). However, they knew that as soon as their education ends, they would be standing in the same line in which the 38000 civilians and soldiers were standing and had lost their lives (the total deaths caused by the conflict were over 58000 but by the time, the draft was signed, the death toll stood somewhere near 38000). Furthermore, the rising inflation, unemployment, mounting fis cal deficits and other economic problems also forced the youth so register their protests. On top of it, with the ongoing events in the political arena, Johnson’s policies, Nixon’s Watergate scandal, appointment of President Ford, complete pardon to Nixon by Ford and others created an environment of complete distrust of politicians by the public. The result of all these appeared in the form of mass protests by students and nationwide student unrest (Gilbert, 2001). Historians agree to the fact that it was the student protests, which ignited the mass protests of Americans throughout the United States. Activists, celebrities and musicians like â€Å"Abbie Hoffmann, Timothy Leary, Allen Ginsberg, Jane Fonda, Jefferson Airplane and other soon joined the cause and the students protesting on the streets of New York, Washington, San Francisco, Los Angeles and others† (Klimke, 2010). Without any doubts, the United States paid a huge price for engaging itself into the Vi etnam War for over two decades. Despite his domestic policies of Great Society and other plans, President Johnson had to leave his post due to the immense pressure of the general public (Kissinger, 2003). President Nixon’s promise to the nation was the systematic withdrawal of troops from Vietnam; however, the same did not happen. In fact, during the Nixon era, both death and influx of soldiers and civilians remained high (Lawrence, 2010). The country lost more than 120 billion US dollars on the war during 1965-1973. This increased the fiscal deficit and diverted the attention of the federal government from many domestic plans and policies. Furthermore, the economic strains caused by the war played an important role in limiting the US government’s ability to cope up the economic recession of early 1970 caused by the oil crisis (Kissinger, 2003). The country also learned important lesson about the future military conflicts. They learned a lesson that they could not beat any enemy on their own land without any enough information about those enemies. Furthermore, Americans also learned the lesson that despite of them being a superpower, they cannot

History HW Essay Example | Topics and Well Written Essays - 5750 words

History HW - Essay Example Republicans maintained that the leaders must be kept out of their political power after the war. The northerners maintained that the southern states were not to be allowed in the congress until after they had totally removed slavery out of their states. Seeing this Lincoln offered amnesty to all the whites in the south apart from those high rank officials who had stimulated the war. He also came up with a reconstruction plan to entice the southerners from their rebellion. Southern leaders, who had not been given amnesty, rejected the reconstruction laws and replaced it with another bill. This bill was known as the Wade-Davis bill and it was passed in the house after voting it in. however Lincoln refused to sign the bill after it had been passed and this made the two senators mad and prompted them to stop the reconstruction laws. Soon after, Lincoln was assassinated and this led to the rebellion from the south over his death. His successor Johnson passed three important amendments; these included the 13th amendments that abolished slavery, the 14th amendments which allowed every person born and raised in the US to be a US citizen. The 1th amendment allowed every citizen to vote. The other reconstruction that was done is the military reconstruction. In this reconstruction, the southern army was reconstructed and new leaders appointed to serve as army leaders. This was done to remove the old army leaders who had brought the fighting. Taxing reconstruction was also a major change in the reconstruction. In the past property was given value by their owners and they took the taxes themselves to the authorities, however this changed after the reconstruction of the new taxing laws. Most of the southerners were against the reconstruction laws because they felt that these laws were meant to punish them due to their resistance. This made them to oppose the laws and in turn refuse to follow the orders. The upper south soon agreed to end the opposition to the