Hero image

Geneva Chapman's Shop

I am a retired full-time teacher, part-time newspaper reporter with degrees in English and Education, as well as Special Education Early Intervention. In addition to writing news articles, editorials, a column, theatre, movie, and book reviews, I also write plays and musicals, curriculum guides, poetry, and academic papers for my online courses. My contribution here consists of standard-based lessons in language arts.

I am a retired full-time teacher, part-time newspaper reporter with degrees in English and Education, as well as Special Education Early Intervention. In addition to writing news articles, editorials, a column, theatre, movie, and book reviews, I also write plays and musicals, curriculum guides, poetry, and academic papers for my online courses. My contribution here consists of standard-based lessons in language arts.
POKEMON GO TREASURE HUNT
Geoyce411

POKEMON GO TREASURE HUNT

(0)
Goal: To create interest in/understanding of geography through exploration and mapping Objective: 1. Students will work in pairs to locate pokemon go figures on or within walking distance of school in search of hidden treasure ("gold coins"), following longitudinal/latitudinal clues using compasses to help locate each "gold coin." (for prek-second year students, use alphabetical mathematical problems, riddles, or simple code.) Note: more than one coin tin be placed at each stop according to the "value" of each pokemon character. multiple coins should be placed in individual plastic bags - enough for each pair. perhaps any not claimed tin be awarded to pairs that a. finish first; b. collect the most coins; c. collect the most Pokemon; d. have the highest scores, etc.) 2. Students will retrace their steps and take note (draw, videotape, vocally record, write, etc.) information individually, and as a class create a "thought map" of the area explored as a collaborative enquiry discussion of following: a. area covered from point a (school ) to point b b. (farthest parameter) c. number of steps, feet, yards, fractions of mile, miles, etc. covered 3. Students will also identify visual markers: a. street signs b. other markers (alleys, parks, houses, etc.) 4. Students will measure area after consensus of how it is to be measured, then create map scale - how many feet, yards, miles - and map equivalent: one inch = one mile. 5. Students will individually create treasure map games on Scratch or as Board Match , etc.
Types of Soil: An Inquiry Study
Geoyce411

Types of Soil: An Inquiry Study

(0)
Students in grades 3-8 will locate types of soil using several resources provided in the lesson plan: Students will engage in ten methods of inquiry to study the various types of soil collected. Soil is an important part of our ecosystem and various types of soil are useful for specific reasons. Using inquiry students will discover the differences in the types of soil and how each type interacts within the environment, how various types of soil provide things needed for our survival, and how we can preserve and care for our soil. While engaged in observation, collection, and interaction with various types of soil and their properties, students will engage in scientific inquiry as specified in the standards. "Science as inquiry is basic to science education and a controlling principle in the ultimate organization and selection of students' activities. The standards on inquiry highlight the ability to conduct inquiry and develop understanding about scientific inquiry. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. The science as inquiry standards are described in terms of activities resulting in student development of certain abilities and in terms of student understanding of inquiry. " https://www.nap.edu/read/4962/chapter/8#105
Cater Pillars and Butter Flies
Geoyce411

Cater Pillars and Butter Flies

(0)
"Cater Pillars" and "Butter Flies:" Language, Science, Math, and Art Plus Any Other Subjects That Can Be Added to This Fun Unit to Start the School Year Introducing Specific Skills, Collaborating with Peers, Investigating and Researching Online, and Including Family in Creating an Artifact for Display Goal: Students will learn how to investigate a topic that involves multiple subject areas and gain understanding about the topic and how the various subjects covered relate to each other. Objectives: 1. Students will learn how to research, investigate a topic using available resources individually, in pairs, and in groups. 2. Students will use skills in various subject areas to problem-solve, explain, calculate, and present materials to ask or answer questions or verify information. 3. Students will observe caterpillars and record changes as they go through metamorphosis. 4. Students will learn how to treat animals ethically during scientific observation and follow rules regarding the ethical treatment of animals involved in scientific experimentation. 5. Students will learn how to record and interpret scientific data. 6. Students will learn how to test scientific data and ask scientific questions about results and possibly create hypotheses for future study. 7. Students will learn how to create presentations of scientific study using technology, if possible. introduce this unit by having students read the following article on their tablets, laptops, or smart phones or in pairs or groups on school computers or smartboards. Note: if there's no available technology, create a power point presentation covering all of the points in the article and include the illustrations.
Experiment2Learn: Learning The Scientific Method at School and Home
Geoyce411

Experiment2Learn: Learning The Scientific Method at School and Home

(0)
Goal: To help students learn how to develop a hypothesis and create an experiment to test it. Ojectives: 1. Students will examine a diagram to try and determine which of 4 cisterns will be filled with water first using pipes that are used to fill them. 2. Based on observation and critical thinking each student will create a hypothesis, then team up with students with the same theory of the problem. 3. Students will work in groups based on their hypotheses to create 3D versions of the drawings to test their hypotheses. 4. Students will discuss their findings with the entire class and share how they came to their conclusion. 5. Students will revise their hypothesis based on the results of their experiments and class discussion. *6. Students will follow up the discussion by following links online to see various approaches to the problem. *7. Students will tackle problems related to the topic to use mathematics to find solutions. *Grades 6 and 7, 4-7 gifted only Materials Needed (Grades K-3, Special Education Middle School): 1. Milk cartons 2. Straws 3. 1 liter bottles half full of water Materials Needed (Grades 4-7, Special Education High School): 1. 1 or 2 liter bottle 2. Straws 4. Plastic water pitchers THIS RESOURCE ALSO INCLUDES A FLIPPED CLASSROOM ACTIVITY
Solar Bird Bath: Class Project and Scientific Study
Geoyce411

Solar Bird Bath: Class Project and Scientific Study

(0)
Goal: To facilitate understanding of solar energy and its uses and develop an appreciation on how animals depend on humans during cold weather, as well as undertaking an engineering project and conducting an informal scientific study Objectives: 1. Students will learn how to use passive solar energy to melt ice in a bird bath so the birds can have a water source for drinking during the winter 2. Students will create the schematics to use in constructing a passive solar bird bath with assistance and/or guidance from an adult expert. 3. Students will use the schematics to build the passive solar bird bath with expery adult assistance. 4. Students will install the passive solar bird bath with expert adult assistance and present the project to parents, peers, and school staff. 5. Students will conduct and present the results of an informal scientific study. This unit project can be used at any grade level; however, the informal scentific study should be conducted by older children and gifted students Younger children and students with special needs can learn to observe and count/record data with teacher assistance.
Let Girls Learn STEM: Elementary Science
Geoyce411

Let Girls Learn STEM: Elementary Science

(0)
As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and everyone can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Elementary Science States of Matter: This science lesson is for young students and older students with learning disabilities. Ice, Water, and Steam Goal: Students will learn about the states of matter through observation and engagement. Objective: Students will physically interact with matter at three different states - solid, liquid, and gas - by identifying snow or ice as a solid, water from melted snow or ice as a liquid, and steam from melted snow or ice as a gas. Outcomes: 1. Student provide information to create a concept map on a white board or other display area showing the three states of matter, using the students’ pictures and/or photographs, and images from the video. 2. Students work collaboratively in small groups or pairs using their collective pictures/photos showing the states of matter to create a “states of matter” timeline. 3. Students make their own picture or video books referring to the concept map and their group discussion timeline.
Let Girls Learn STEM: Technology
Geoyce411

Let Girls Learn STEM: Technology

(0)
As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Technology From Ancient Technology to the Technology of the Future Goal: Students will learn that technologies have been developed throughout history and that ancient technologies influenced present ones Objective: Students will learn about ancient technologies, how they created present technologies, the impact of technology on humans and how we live, and develop their own 22nd century technology design and prototype. This lesson is for students in middle grades and students with learning disabilities in higher grades. Outcomes: 1. Students will understand how ancient technologies influence present technologies 2. Students will identify modern technologies that developed from ancient ones. 3. Students will design and create an artefact of a future technology.
Politically Speaking
Geoyce411

Politically Speaking

(0)
Goal: To help students compare and contrast political personas and positions and recognize media bias Objectives: 1. Students will observe memes of political figures giving opposite views on the same age and being portrayed positively and negatively in the media. 2. Students will answer open-ended questions requiring critical thinking to discuss the differing opinions and images as shown in the media of known political figures. 3. Students will address a point of view attributed to one of two political figures and research ctedible sources to expand on the statement or opinion. Grades 5-7 recommended, also gifted 3-4, special needs High School
WinterGanes: SnowArt
Geoyce411

WinterGanes: SnowArt

(0)
Goal: To engage students with snow and other powdery media as artists Objectives: 1. Students will learn to use powdery substances like snow as an art medium. 2. Students will preserve their snow art and use it for decorative effects. 3. Students will show off photographs of their work in a gallery showing. All images are from Google Images
WARM-U.P.S.
Geoyce411

WARM-U.P.S.

(0)
WARM-U.P.S. Warm (Us with Portable Shelter) Goal: To make students aware that not all people have warm clothes for the winter and how they can address this need Objectives: 1. Students will become aware of the lack of warm for clothing people living on the street. 2. Students will address this need through a class project after seeing how some people are addressing it. All images are from Google Images
History, Importance, and Changes in the Food Pyramid
Geoyce411

History, Importance, and Changes in the Food Pyramid

(0)
Goal: To give students an historical view of the food pyramid and it's effect on the eating habits of Americans at home and at school Objectives: 1. Students will study the history of the food pyramid and how it has changed. 2. Students will investigate how the food pyramid is used to promote good nutrition in school lunches and meals at home and elsewhere and how food is part of culture. 3. Students will create their own "healthy food" posters based on eating foods from outdoor markets, fast food, food trucks, restaurants, taco stands, vending machines, bakeries, vegan eateries, etc. 4. Students will contribute to a healthy snack food pyramid for their classroom. 5. Students will compare and contrast the traditional food pyramid with the recent "my plate." 6. Students will create a food pyramid for fictitious and real foods featured in a popular movie. 7. Students will create a new concept for a food chart and create a graphic of it as an ad promoting their new and improved food chart with a catchy name, 21st century "app" logo, with hypothetical nutritional information for each for food item, as well as recipes and suggestions for complimentary foods.
NO WALLS!
Geoyce411

NO WALLS!

(0)
Goal To improve school and classroom climate by taking proactive measures regarding bullying behavior and victimization of those who are different Objectives 1. Students will participate in activities and discussion regarding their feelings about those different from them which may or may not been exacerbated by recent political rhetoric. 2. Students will be able to feel safe in a non-threatening environment that will protect them from threatening behavior and speech. 3. Students will express their thoughts voluntarily without ridicule, using words and graphics. 4. Students will listen to each other and summarize what they heard a peer say before sharing their thoughts/feelings. 5. Students will make an empathic statement regarding any feelings he/she has in common with another student or students. 6. Students will work with an "empathy partner" or partners to create a graphic that expresses their feelings, including their empathy with each other's feelings. 7. Parents of students exhibiting violent speech and/or behavior will be contacted and apprised of the incident and suggest professional help for her/him.
Let Girls Learn: Mathematics
Geoyce411

Let Girls Learn: Mathematics

(0)
TES the largest network of teachers in the world Geneva Chapman Resources News Blendspace Let Girls Learn STEM: Elementary Science Geneva Chapman As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This program will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR GIRLS' SCHOOLS AND AFTER SCHOOL PROGRAMS FOR GIRLS Let Girls Learn STEM: Mathematics Goal: Students will use mathematics to learn skills for a variety of fields, starting with culinary arts. Objectives: 1. Students will understand mathematical concepts related to culinary arts including: measuring, time, volume, temperature, portions, and ratios. 2. Students will be able to calculate equivalent fractions, temperature in relation to time, and amounts needed for various dishes. 3. Students will learn the above skills to follow and create recipes. Link to videos: http://www.foodnetwork.com/shows/chopped/chopped-full-episodes.html