Integrative

1. Utah's Three Regions
1. Using a digital story full of pictures of the different regions of Utah the teacher will help students fill out a Venn Diagram of each region.
2. Students will explain similarities and differences they see in each region to a partner using their graphic organizers.
3. The teacher will ask the students to hypothesize how Utah's regions might be different if it's location on the earth were different, such as by an ocean.
4. The teacher will ask the students what the "big idea" of this lesson was. Students will include this summarization on their Utah Maps they've been creating on arcgis.
2. Utah's Five Major Native American Tribes
1. Using PowerPoint presentations the teacher will walk the students through the lives of Utah's five major Native American Tribes. The students will have a graphic organizer to fill out. This organizer will ask for the region of Utah where each tribe lived, their lifestyle, shelter, and their food. During the walk-through the teacher will ask questions to help students search for patters, similarities, differences etc.
2. Students will explain the similarities and differences they see in a small group using their graphic organizers. 
3. The teacher will ask the students how Utah might be different today if the Pioneers had never come and the Native Americans had been left alone. Students will hypothesize, write down their hypotheses, and then share with a partner.
4. The teacher will ask the students to generalize their conclusions. She'll ask what was the "big idea" or "main theme" the students learned from this lesson.
3. Utah in the past
1. Using a map of Utah and a description of fossils found in different counties of Utah students will label different parts of Utah. They'll label them ocean, tropical, or swampy based on which fossils were found in those different locations.
2. Students will explain the similarities and differences of the locations, the fossils, and even Utah today with a small group using their maps.
3. The teacher will ask students to hypothesize what fossils we might have found in Utah if the climate had been different. Or hypothesize how Utah would be different now if the climate had stayed the same as when the fossils were alive.
4. Students will create a podcast describing what they discovered, what the "big idea" was, and their hypotheses.

Inductive

This is another model that I'm presenting to the class, so here is the link to the WebQuest that I created for it.

Problem Based

1. Fractions
1. The following fraction task will be projected on the board using the Explain Everything app, my iPad, and my AppleTV:
1. You and your two friends want to have a pizza party. One friend says that they're going to eat 3 slices of pizza. The other says that they're only going to eat two. You decide that you're going to eat 4 slices. The pizza has 12 total slices. Please answer the following questions.
1. What fraction of the pizza will your first friend eat?
2. What fraction of the pizza will both of your friends eat?
3. What fraction of the pizza will be left over after all of you finish eating?
2. Students will then get into groups of three and develop a plan for solving the problem. They can decide if they want to draw it out, use manipulatives, etc.
3. Students implement their plan and work on solving the problem. The teacher will walk around and assist any groups.
4. Groups will present their findings to the class using the Explain Everything app. The teacher will lead a class discussion and ask students what they could've done differently, how they could improve their plan, and what are the benefits of having different ways to solve the same problem.
2. Citizenship
1. The teacher will show 1-2 videos to the students about bullying. Then she'll ask the students how we could help stop bullying in our school/class for the next week.
2. Students will be put into groups of 3-4 to develop a plan to solve the problem. The teacher will walk around and help any groups that need it. She'll remind students that the plan needs to be a week long plan, and that they should have some way of showing that they're following the plan.
3. Students will follow their designed plans. The teacher will help students document their implementation and will ask questions throughout the week to remind students to follow the plans.
4. Students will create 30 second videos evaluating how following their plans helped reduce bullying or promoted kindness in the school/class. These videos will be shown to the class.
3. Water Conservation
1. The teacher will show an infographic on the importance of conserving water. Students will then be presented with the problem of how to conserve water. Students will be asked to conserve water during the entire Water Cycle Unit.
2. Students will be put into groups of 3-4 to develop a plan to conserve water. The teacher will walk around and help any groups that need it. She'll remind students that the plan needs to be something that they can do for several days and hopefully for the rest of their lives. She'll also remind them that they should have some way of showing that they're following the plan.
3. Students will follow their designed plans. The teacher will help students document their implementation and will ask questions throughout the Water Cycle Unit to remind students to follow the plans.
4. Students will create an infographic that demonstrates how following their plans helped conserve water. The infographics will be posted throughout the school.

Inquiry Model

Because this was the model that I demonstrated to the class I'm not going to blog about three different lessons. However, here is my WebQuest that goes with my class demonstration.

Concept Development

1. Pioneers
1. As a pre-assessment for the pioneer unit have students list everything that you think has to do with pioneers on padlet with a partner.
2. Group all the items that you listed and label your groups using padlet.
3. Regroup your items. Keep the first grouping. Decide which grouping you liked better.
4. Write a sentence explaining which group you liked better and why.
2. Water
1. As a pre-assessment for the Water Cycle unit, students will answer the question on AnswerGarden, "List as many things as you can that you know about water."
2. Ask students to group the different answers on a piece of paper and label their groups.
3. Ask students to share their grouping with a partner and decide which group they like better, or if they should create a completely new grouping.
4. Write a sentence explaining why they grouped it like they did.
3. Environment
1. As a post-assessment students will list everything they can remember about environments with a small group.
2. Students will then group and label their list.
3. Ask students to share their groupings with another group of students. The combined group of students will now create a new grouping based on their initial groupings.
4. Students will create a concept map using Total Recall App on their iPads.

Concept Attainment

1. Quadrilaterals
1. First I will present different examples and non-examples of quadrilaterals. These will be a square, rhombus, rectangle, parallelogram, trapezoid, triangle, circle, hexagon, etc. I'll present them using educreations on the board and drawing them in front of the students. Students will have whiteboards at their desks. They'll draw a line down the middle and put yes or no at the top. Under yes or no the students will draw each example after we've decided which category each shape goes in.
2. Next I'll ask students to form a hypotheses of what we are drawing. I'll ask the students to share with the class as well as with a partner. I'll write the hypotheses on a new educreations page. Students will still have their whiteboards with the examples and non-examples to refer to as we create hypotheses. Once we've decided on a hypothesis I'll ask students to draw a shape that fits. We'll continue until we have the critical attributes of quadrilaterals figured out.
3. We'll summarize the critical attributes as a class and define the concept. If students haven't figured out the exact name of the concept I'll let them know at this point.
4. Finally I'll ask students to draw a picture using only quadrilaterals on a poster. Some students may need to be put in groups for differentiation. Others may need to use manipulatives.
2. Adverbs
1. Using the dustbin game I created on classtools.net we'll go through the different examples and non-examples of adverbs. Because this game doesn't list the words so students can see them after they've played, I'll have the students get out a paper and copy down the categories and words as we go.
2. Next I'll ask the students to form hypotheses of what we are learning about. I'll guide the students to the correct attributes of adverbs.
3. We'll summarize the critical attributes of adverbs as a class and play the game again.
4. Finally I'll ask the students to create their own dustbin game and test each other.
3. Vertebrates
1. First I'll show pictures of examples and non-examples of vertebrates. (The non-examples will be invertebrates.) We'll place the pictures in the appropriate yes or no columns as a class.
2. I'll ask students to form hypotheses based on the examples and non-examples. We'll keep going until we have the critical attributes of vertebrates.
3. We'll summarize the critical attributes and I'll explain to the students that these attributes describe vertebrates.
4. Students will create a concept map of vertebrates using popplet. I'll walk around and give added support where needed.

Socratic Seminar

1. Citizenship
1. For this seminar students will watch three video clips beforehand to be prepared. I'll explain the importance of being prepared. Students will be expected to participate in the seminar. I'll have two cards for each student during the seminar. When a student says something they'll put their card in the middle of the circle. When they've used both of their cards they can't say anything else in the discussion until everyone else has said something. I'll remind the students that during a socratic seminar the students need to be respectful of what each other says.
2. During the seminar I'll monitor the students. I'll also ask questions and take any notes. Some of the questions I'll ask are:
1. What specific types of citizenship did the videos name?
2. What does citizenship mean?
3. What are some examples of citizenship in our classroom?
4. How can you show more citizenship in the school?
5. How could you teach citizenship to someone younger than you?
3. I'll help the students summarize the seminar.
4. Students will blog about the seminar and self-evaluate their participation in it.
2. Hatchet
1. I'll conduct this seminar after we've read Hatchet as a class. Same rules and guidelines apply to this seminar as the last.
2. During the seminar I'll monitor the students. I'll also ask questions and take any notes. Some of the questions I'll ask are:
1. What was the secret that Brian was keeping?
2. How does keeping the secret make Brian feel?
3. Would you have kept the secret? Why or Why not?
4. Do you think you could've survived in the wilderness like Brian did?
5. If you could make a movie of Hatchet what parts would you keep or leave out?
3. I'll help the students summarize the seminar.
4. Students will podcast about the seminar and self-evaluate their participation in it.
3. Japanese Internment Camps
1. For this seminar students will watch three video clips and read an article beforehand to be prepared. I'd also like to read Journey to Topaz as a class. Same rules apply for this seminar as the first.
2. During the seminar I'll monitor the students. I'll also ask questions and take any notes. I'm also going to project the questions on the board. Some of the questions I'll ask are:
1. When were the Japanese Internment Camps?
2. Why did the USA put the Japanese in camps?
3. Should the USA have put the Japanese in camps?
4. How would you feel if you were put in a camp?
5. How could you teach someone else about Japanese Internment Camps?
3. I'll help the students summarize the seminar.
4. Students will blog about the seminar and self-evaluate their participation in it.