Lincoln+Foundation

Welcome Whitney M Scholars of the Lincoln Foundation. I look forward to learning from you over the next two weeks. I have some exciting things for you to do and can't wait to see your final products.

[|This test works (Post Test] Part 2 of the Pre-test is in the secretive app in the education folder

9. Choose My FX


Rule of thirds: http://digital-photography-school.com/rule-of-thirds

Plagiarism http://libguides.radford.edu/content.php?pid=48924&sid=387882

Information online: http://www.oaic.gov.au/privacy/privacy-topics/internet-communications-and-other-technologies/how-long-does-my-information-stay-on-social-networking-sites =Ideas to make the videos about this week:=

Videos to Kindergarteners: = How can we prepare for sever weather in our city? (watch for warnings, respond to those warnings) (severe thunderstorms, tornadoes, ice storms, snow, floods) = > By the end of the Earth/Space science unit, students should be using the following vocabulary in their speaking and writing. > air cloud forecast meteorologist overcast rain, rain gauge snow sunlight temperature thermometer thunderstorm tornado weather vane wind > > > __** PS2.A: Forces and Motion **__ > Pushes and pulls can have different strengths and directions. (K-PS2-1),(K-PS2-2) > Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2-2) > > Learning Targets: >> an object. >> an object. >> By the end of the physical science units, students should be using the following vocabulary in their speaking and writing. >> classify collide material property pull push shape size sort texture weight >> >>
 * I can describe types of severe weather in our area.
 * I can ask questions to understand the purpose of weather forecasting.
 * I can explain how to prepare for, and respond to, local severe weather.
 * I can describe the difference between a push or a pull.
 * I can compare the effects of different strengths of pushes and pulls on the motion of
 * I can compare the effects of different directions of pushes and pulls on the motion of

=What do living things need to survive? (water, air resources from land) focus on the fact that they live in places that meet their needs-frogs live by water, not in a desert. = LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

Learning Target: • I can identify what plants and animals needs to live and grow. ESS2.E: Biogeology Plants and animals can change their environment. (K-ESS2-2) Learning Target: • I can explain how plants and animals change their environment. ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

=How do humans affect the world around them? (cause/effect) They cut down trees for, how does this affect the wildlife? How can humans make good choices that reduce negative impact on land, water and air? = Learning Target: • I can demonstrate the relationship between plant and animals (including humans) and where they live. ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K- ESS2-2),(K-ESS3-3)

Learning Targets: > air, aquarium, behaviors > body parts (structures) environment, habitat > living > needs, nonliving, recycle > reduce > reuse, terrarium >
 * I can explain how humans use water, air and resources from the land for everything they do.
 * I can make choices that reduce the impact of humans on the land, water, air and/or living things in my environment.
 * By the end of the life science unit, students should be using the following vocabulary in their speaking and writing.

 Social Studies: Rules in school and community. How can rules keep us safe? Why do we have rules? I can identify a rule. I can describe a rule. I can tell why it is important to have rules in our classroom. I can name some rules in our classroom. I can tell what can happen if our classroom rules are not followed. I can show good behavior in school (e.g., working in classrooms, walking in the hallway, eating in the lunchroom, riding the bus). I can describe how to be a good helper in my classroom. I can describe ways to get along with my classmates. I can identify some rules at home. I can tell why having rules at home is important.
 * SS-EP-1.1.2** Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws.

I can use direction words to tell where something is located (e.g., beside, in front of, next to, behind, under, over, left, right, outside, below, above, inside, behind, middle, in between, top, bottom) on a map or globe. I can explain what a “bird’s-eye view” is and identify maps that show a bird’s-eye view. I can locate both land and water on a map, using a bird’s-eye view. I can look at pictures of places (landforms) and describe them (mountains, hills, valleys, etc.). I can explain how some places are alike and some are different (comparing landforms, bodies of water, etc.).
 * SS-EP-4.1.2** Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth’s surface and use relative location.

SS-EP-3.3.1 Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). I can identify some workers in my community and describe the jobs they do (firefighter– fights fires; police officer–protects us; teacher–teaches children; doctor–checks our health; sales clerk–sells items; restaurant worker–sells food and serves it to us; pet shop worker–sells pets; etc.). I can describe the clothing/uniforms workers wear and how it helps them in their work (firefighters’ clothing protects them from fire; police officers’ bullet-proof vests protect them from gunfire; construction workers’ hard hats protect their heads, etc.). I can describe some of the tools workers use and how they help the workers to do their jobs (firefighter–water hoses, axes, ladders; teacher–computer and smart board; nurse–stethoscope and thermometer, etc.).
 * Economics**

Videos to make for 1st Graders:

Science: Using sound and/or light to communicate over a distance.

PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. (1- PS4-2)

Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3) Learning Targets: > PS4.C: Information Technologies and Instrumentation > People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4) > > Learning Targets: • I can give examples of how people use a variety of devices to communicate over long distances. These are vocabulary words: distance illuminate light source opaque opposite position properties reflection reflective shadow sound sound receiver sound source translucent transparent vibrations volume Using light signals, drums, string telephone etc. (how can the size of materials used affect sound quality in a string phone or drum?) PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) Learning Targets:
 * I can explain how objects can be seen only when illuminated.
 * I can describe how light travels.
 * I can explain what happens to light when it strikes different materials.
 * I can use evidence to explain how vibrating materials can make sound.
 * I can use evidence to explain how sound can make materials vibrate.

ESS1.A: The Universe and its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)

Learning Targets: > ESS1.B: Earth and the Solar System >  Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2) Learning Targets: >> words they need to know: night nighttime object season shadow Spring stars Summer sun surface Winter >> Autumn day daytime Fall light moon
 * I can observe and describe patterns of the sun’s and moon’s apparent movement across the sky.
 * I can predict patterns of the sun’s and moon’s apparent movement across the sky.
 * I can observe and describe that stars other than our sun are visible at night but not during the day.
 * I can describe the patterns of seasonal change.

= • I can describe how plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. =

Social Studies: Where we live: Louisville is a city, Kentucky is our state, the U.S. is a content where we live. What makes Kentucky special?
 * I can identify Louisville and Kentucky on a map.
 * I can identify landmarks in Kentucky and Louisville.
 * I can identify state symbols, traditions, and culture of Kentucky.

How do we use maps and globes to describe places around the world?
 * I can identify characteristics of maps and globes (e.g., symbols, legends/map keys, compass rose).
 * I can identify features on a map (e.g., oceans, continents, mountains, islands).
 * I can identify places in the world in relation to the United States (e.g., across the ocean, south of the United States, a country that borders another).
 * I can use maps and globes to identify landforms and bodies of water (e.g., lakes, rivers, continents, islands).

How do goods and services meet people’s wants and needs? > everything they want. > needs and wants. > something I need and something I want. > services.
 * I can identify and give examples of a want.
 * I can identify and give examples of a need.
 * I can identify why people cannot have
 * I can explain the difference between
 * I can tell the difference between
 * I can identify and give examples of goods.
 * I can identify and give examples of
 * I can identify how people get goods and services (e.g., trade, market, money).

How do historical songs, symbols, places, and holidays help us understand our country’s past?


 * I can identify important events (e.g., Columbus’s voyage, the pilgrims’ first Thanksgiving, the first Independence Day) in our country’s past.
 * I can identify patriotic songs of our country.
 * I can identify patriotic symbols of our country.
 * I can identify patriotic holidays of our country.
 * I can use a map or globe to identify the location of important events (e.g., Columbus’s voyage, location of first Thanksgiving) in our country’s history.

media type="custom" key="20196660" Just a little video I made about me and came in second place.