L1+Stoutamyer,+Bianca

**​ COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

__** Topic: **__ Introduction to Earth, Sun and Moon.
 * __ Teacher’s Name __**** : ** Bianca Stoutamyer **__Lesson #:__** 1 **__Facet:__** Explanation
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 3-4


 * __ PART I: __**

Student will understand that the constantly changing universe can affect Earth. Students will know seasons, rotation, revolution, axis, planes, planets, tides, asteroid, comets, how the Earth rotates and revolves, movement of the solar system and elliptical orbits. Students will be able to describe the affects the Sun and Moon have on Earth.
 * __ Objectives __**
 * Product:** Blog

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c
 * Rationale: **This lesson will meet the standard because students will be able to explain the movements, location, composition, and characteristics of Earth, the Moon, our Sun and other Planets in our Solar System.


 * __ Assessments __**
 * __ Pre-Assessment: __** The students will take a pre-quiz to assess their current knowledge of the Universe and Solar System. This quiz will include questions about the rotation, revolution and seasons of Earth along with questions about the solar system, stars and galaxies.
 * __ Formative (Assessment for Learning) __**
 * Section I – **During an activity of sharing cluster/word web ideas on what affects Earth students can flag an idea as something they do not understand or want more information on by going to the board and writing it on the board and I will readdress the issue.
 * Section II – **Students will have a checklist to refer back to in order to know if they are including all of the affects the Sun and Moon have on Earth. While the students are working on their blog entries I will meet with each student for two-three minutes and review what they are doing and how they are doing it and give immediate verbal feedback and examples if necessary.
 * __ Summative (Assessment of Learning): __** The students will write a blog entry in the form of a journal about how Earth is affected by the Sun and the Moon. This will include aspects such as seasons, tides, and how the rotation and revolution of Earth plays a part. The blog entry will need to be scientifically accurate and their blogs must be customized to their interests and personalities. If research is done students must include citations and sources. (Worth 50 points)
 * __ Integration __**
 * Technology: **The technology the students will be working with during this lesson is Blogger where they will write blog entries. Blogger is a type two technology because it allows the student to share their knowledge with the entire Internet community.


 * English-** Students are writing blog entries and cluster/word webs. When researching for their blog entries they are reading and finding credible resources and the students are sharing their cluster/word webs verbally to the class and their groups.


 * __ Groupings __**
 * Section I - **Students will do a dance of the tides about the tides and how they are affected by the Moon. In a cluster/word web the students will brainstorm other ways that the Earth is affected by the Sun, Moon, comets, and asteroids. Students break into small discussions by table groups and discuss what they came up with and what they know about their peers ideas. After each group will share with the class which affects they think are the least likely to be real.
 * Section II – **Students will write a blog entry about how the Sun and Moon affect Earth. After working on blog entry for 10-15 minutes students will partner up and share ideas, resources, and templates of their individual blogs.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical/Mathematical: **Students will be able to compare and contrast ideas on what affects Earth.
 * Verbal/Linguistic: **Students can share their ideas and are writing down ideas on cluster/word web.
 * Visual/Spatial: **Can see demonstration of tides through dance of the tides activity.
 * Musical/Rhythmic: **The Dance of the tides activity to modern music.
 * Intrapersonal: **Option to work alone on cluster/word web activity.
 * Interpersonal: **Option to work alone on cluster/word web activity.
 * Bodily/Kinesthetic: **The Dance of the tides activity where they model the tides.
 * Naturalist: **Seeing pictures of Earth and the Sun and option to be near the window while doing work.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **Any student who missed class will have to look at the notes for that class on the class wiki and will have to pick up the graphic organizers, assignments and other papers from the absent work binder. Students will have to come see me concerning the final product for this lesson to get instructions and to learn how to create and use Blogger. Absent student will be asked to go see a their work buddy to find credible resources. Blog entry is due the same date as the rest of the class unless a new arrangement has been arranged.


 * __ Extensions __**
 * Type II technology: **The technology the students will be working with during this lesson is Blogger where they will write blog entries. Blogger is a type two technology because it allows the student to share their knowledge with the entire Internet community.
 * Gifted Students: ** Modify the blog entry to include what could happen to life here on Earth if gravity failed.


 * __ Materials, Resources and Technology __**
 * // Projector //
 * // Laptops //
 * // Cluster/word webs //
 * // Textbook //
 * // Pre-Quiz //
 * // Blogger Accounts //
 * // Dance of the Tides instructions //
 * // Pictures of tides, Earth, Sun, Moon and models of seasons, rotations, revolutions. //
 * // Checklist //


 * __ Source for Lesson Plan and Research __**
 * [|http://www.youtube.com/watch?v=l37ofe9haMU&feature=related] Hook video about the tides.
 * http://www.eduplace.com/graphicorganizer/ Graphic organizer templates. [[file:cluster.pdf]]
 * http://www.exo.net/~pauld/activities/tides/tides.html Dance of the Tides activity and instructions.
 * http://www.blogger.com Blog website for blog entry products.
 * Class Wiki webpage
 * http://www.universetoday.com/34493/elliptical-orbit/ Resource on Elliptical Orbits
 * http://solarsystem.nasa.gov/index.cfm NASA website on the Solar System
 * http://library.thinkquest.org/29033/begin/earthsunmoon.htm Resource on the effects of the Sun and Moon on Earth.
 * http://en.wikibooks.org/wiki/High_School_Earth_Science/The_Sun_and_the_Earth-Moon_System Resources on how Sun and Moon affect Earth.
 * http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Seasons.shtml Earth Seasons and other resources.
 * http://www.differencebetween.net/science/difference-between-earth%E2%80%99s-rotation-and-revolution/ Resource on Revolution and Rotation of Earth.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day 1** (80 minutes)
 * Introduction to today's lesson. Students pass in homework from last class (5 minutes)
 * Hook video playing (2 minutes)
 * Dance of the Tides activity with music playing (10 minutes)
 * Pre-Quiz to gauge students current knowledge (5 minutes)
 * Discussion about what information on Pre-Quiz was addressed in a previous class (10 minutes)
 * Powerpoint presentation about the rotation and revolution of Earth, the Sun and Moon and how they interact with Earth (30 minutes)
 * Closing discussion/Question and Answer (18 minutes)

Homework: Students will be asked to look up comets and asteroids and define them.


 * Day 2** (80 minutes)
 * Introduction to today's class (2 minutes)
 * Brainstorming of ideas for in what ways Earth can be affected by the Sun, Moon, comets and asteroids (5 minutes)
 * Cluster/word web filling out (10 minutes)
 * Flag it activity (10 minutes)
 * Powerpoint presentation on the Solar System and Planets (20 minutes)
 * Class discussion on Solar System, ways for them to remember the information (20 minutes)
 * Students have to find a blog entry about science and share with class (13 minutes)


 * Day 3** (80 minutes)
 * Introduction to today's class (2 minutes)
 * Example of blog entry students will be required to make (5 minutes)
 * Students will create their own blogs on Blogger (10 minutes)
 * Students will have the rest of class to work on researching information for their blog entry (45 minutes)
 * Students will pair up and share resources that they found and share the themes and creativity of their blogs (18 minutes)

Homework: Continue researching and begin writing your blog entries.


 * Day 4** (80 minutes)
 * Introduction to what is going on today. Overview of today's agenda (2 minutes)
 * Students will have time to work on and finish their blog entries (20 minutes)
 * Students will read and comment on each others blog entries on Blogger (30 minutes)
 * Class discussion about blog entries (15 minutes)
 * Question and Answer readdressing and confusion (13 minutes)

The classroom for this lesson will be set up in table groups of three to four students per table. Students will understand that the constantly changing universe can affect Earth. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// To know that things that are out of our control can still affect our lives and our futures. After going over what is on the agenda for today's lesson students will watch a video on the [|tides]. After watching the video on the tides the students will be modeling the motion of the tides and how they are connected to the Sun and the Moon in an activity entitled the Dance of the Tides. Following the Dance of the Tides activity students will take a quick Pre-Quiz to gauge their knowledge about the Universe and Solar System. This quiz will include questions about the rotation, revolution and seasons of Earth along with questions about the solar system, stars and galaxies. This Pre-Quiz is going to be 10 questions long and students have 5 minutes to complete it.
 * Where, Why, What, Hook Tailors:** Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal and Visual/Spatial.

Students will know seasons, rotation, revolution, axis, planes, planets, tides, asteroid, comets, how the Earth rotates and revolves, movement of the solar system and [|elliptical orbits] **(See Content Notes).** Information about the Earth (its rotation, revolution) the Moon and the Sun will be shared in a Powerpoint presentation. Class discussion occurs on what information is confusing and what they know about the Earth, Sun and Moon. "How does the Earth rotate and revolve?" "How do comets and asteroids affect us here on Earth?" "Besides the obvious how does the Sun affect Earth?"In a cluster/word web the students will brainstorm other ways that the Earth is affected by the Sun, Moon, comets, and asteroids. Students have the option to work in pairs or alone. Students break into small discussions by table groups and discuss what they came up with and what they know about their peers ideas. In the discussion groups students have to answer the questions, "How do I know this is an example of the Sun or Moon having an affect on Earth?" "What evidence do I have to support my hypothesis?" Each group will share with the class which affects they think are the least likely to be real and give reasons why. During an activity of sharing cluster/word web ideas on what affects Earth students can flag an idea as something they do not understand or want more information on by getting up and going and write the idea on the board and I will readdress the issue and provide more knowledge on the subject matter. Students will have a checklist to refer back to in order to know if they are including all of the affects the Sun and Moon have on Earth. While the students are working on their blog entries I will meet with each student for two-three minutes and review what they are doing and how they are doing it and give immediate verbal feedback and examples if necessary.
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic, Interpersonal, Intrapersonal, Logical/Mathematical and Naturalist.

Students will be able to describe the affects the Sun and Moon have on Earth. On day 2 students will research and find a blog about science that they can share with the class. Things that they will be looking for during this search are whether or not the blog credits their sources, if they have credible resources, and if the blog is professional. On day 3 students will be shown an example of the type of blog entry I wish for them to write for their formative assessment. As a class each student will create their own [|Blogger] account and customize their blog to fit their personality and their likes and dislikes. After creating an account and customizing it students will write a blog post about something that happened during the week that was funny, interesting, strange, or unique and learn how to change fonts, colors, and add graphics to posts. Students will then research and write a blog entry about how the Sun and Moon affect Earth on Blogger. The students will write a blog entry in the form of a journal. This will include aspects such as seasons, tides, and how the rotation and revolution of Earth plays a part. If research is done students must include citations and sources. Students will have a checklist to refer back to in order to know if they are including all of the affects the Sun and Moon have on Earth. While the students are working on their blog entries I will meet with each student for two-three minutes and review what they are doing and how they are doing it and give immediate verbal feedback and examples if necessary. At the end of class three students will share what resources they have found with the class in order for everyone to have credible resources and to learn what a credible resource is. Students will also be able to share interesting information they have found that adds to what they learned in class. (The blog is worth 50 points)
 * Explore, Experience, Revise, Refine, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, Intrapersonal, and Visual/Spatial.

Students will have a checklist to refer back to in order to know if they are including all of the affects the Sun and Moon have on Earth. While the students are working on their blog entries I will meet with each student for two-three minutes and review what they are doing and how they are doing it and give immediate verbal feedback and examples if necessary. After students have posted their blog entries students will have a printout of their checklist handed back to them with a grade on it and feedback on how they did and how they could make it better. This feedback will be returned to the students the next class period and students will have the opportunity to edit their blogs and re-post them for a better grade. Students have been working with how the Sun and Moon affect Earth and now they will begin looking at the Moon by itself and how it is affected by the Sun and Earth.
 * Evaluate, Tailors:** Interpersonal, Intrapersonal, Verbal/Linguistic, and Visual/Spatial


 * __ Content Notes __**
 * Students will know seasons, rotation, revolution, axis, planets, tides, asteroid, comets, how the Earth rotates and revolves, movement of the solar system and elliptical orbits.
 * The Earth's seasons are not caused by the differences in the distance from the Sun throughout the year (these differences are extremely small). The seasons are the result of the tilt of the Earth's axis. The Earth's axis is tilted from perpendicular to the plane of the ecliptic by 23.45°. This tilting is what gives us the four seasons of the year - spring, summer, autumn (fall) and winter. Since the axis is tilted, different parts of the globe are oriented towards the Sun at different times of the year. Summer is warmer than winter (in each hemisphere) because the Sun's rays hit the Earth at a more direct angle during summer than during winter and also because the days are much longer than the nights during the summer. During the winter, the Sun's rays hit the Earth at an extreme angle, and the days are very short. These effects are due to the tilt of the Earth's axis. There are two solstices per year, the winter solstice is the shortest day of the year and occurs when the sun is at its farthest northern or southern declinations. The second solstice occurs during the summer and is the longest day of the year. While solstices are when the sun is at its northern most or southern most declination equinoxes are when day and night are the exact same duration. They occur when the sun crosses the celestial equator, the two equinoxes occur during the spring and fall. Rotation describes the spinning of the Earth on its axis resulting in the twenty-four hour phenomenon of day and night on Earth. Revolution is the Earth's path around the Sun and takes 364.25 days to complete the revolution. Due to rotation there is a change in time across the world.
 * The Sun is a main sequence star that is 1 AU away from Earth. The Sun's gravitational pull is what keeps the planets in orbit around it.
 * Mercury is the planet closest to the Sun and has an orbit of 35,983,125 miles. Due to its close proximity to the Sun Mercury is the hottest planet. Mercury also travels around the Sun in 88 days at a speed of 50 km per second.
 * Venus is the second closest planet to Earth. Astronomers who studied the revolution of Venus across the Sun discovered that the Universe is heliocentric. Because of its proximity to Earth Venus appears to be the brightest object in the night sky.
 * Earth is the third planet in our solar system and is the only planet that contains life. The first four planets in our solar system are known as terrestrial planets.
 * Mars is the fourth planet in our solar system it is roughly half the size of Earth. Mars atmosphere does not allow for liquid water to remain on the planet and the water that carved the channels and other features is no longer evident today.
 * Jupiter is the most massive of all of the planets in our solar system. Jupiter is not a terrestrial planet and has an atmosphere similar to that of the Sun. The magnetic force on Jupiter is 20,000 times that of the Earth.
 * Saturn is another large gas planet however, Saturn is known for its expansive rings. Saturn has a magnitude of rings that particles range in sizes from dust particles to objects as large as mountains. These rings were named alphabetically in the order they were discovered.
 * Uranus is the only planet whose equator is nearly at a right angle with its orbit. The blue tint of Uranus is caused by an excess of methane on the planet. Uranus' unique tilt is suspected of being caused by its collision with an Earth sized object.
 * Neptune takes 165 Earth years to orbit the sun and is the last gas giant planet in our solar system. Neptune is a very dark cold planet that is whipped by supersonic winds.
 * Though Neptune is the last planet in our solar system our solar system also contains dwarf planets known as Pluto, Eres and the asteroid Ceres. These dwarf planets do not have a large enough gravitational impact to be classified as a planet.
 * Tides are when the water in our oceans moves up onto the land or back towards the ocean. These high and low tides are caused by the gravitational forces of the Sun and the Moon and how the two together interact on Earth.
 * Elliptical orbits are orbits that are not perfectly circular and have a point where the planet is closest to the sun (perihelion) and a point where the planet is furthest from the sun (aphelion).
 * Asteroids are rocky airless worlds that orbit our sun but are too small to be considered planets. Tens of thousands of these worlds are gathered in our Asteroid Belt. Asteroids could cause mass destruction of Earth if a large enough one collides with our planet. Asteroid if big enough could have a large enough gravitational force to pull part of the Earth away from itself. It is suspected that is how the moon was created.
 * Comets are cosmic snowballs of frozen gases, rock and dust roughly the size of a small town. When a comet's orbit brings it close to the sun, it heats up and spews dust and gases into a giant glowing head larger than most planets. The dust and gases form a tail that stretches away from the sun for millions of kilometers. Comets could mass destruction, fires, and more damage than asteroids but because they only come around every 200 years and they rarely collide with Earth.


 * __ Handouts __**
 * // Cluster/word webs //
 * // Checklists //
 * // Pre-Quiz //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students have organized checklists in order to make sure that project has all aspects needed. Graphic organizer used to organize ideas and concepts. //


 * // Microscope: //** // Students research blogs and research information for their own personal blog entries. //


 * // Puppy: //**// Students are sharing the least likely ideas to show that being wrong is accepted and part of the scientific process. //


 * // Beach Ball: //**// Students have the freedom to customize their blogs however they deem fit. Option to work in groups when researching or work alone. //


 * // Rationale: //**// Overall this lesson incorporates all of the different learning styles by having a comfortable environment, a time for the students to research, having a checklist to organize their project and the freedom to design their own blogs however they see fit. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** // In this lesson the students will be assessed twice. The first assessment is a Pre-Quiz where the students answer questions in order for me to gather information on what the students know and what I have to go over as review. The second formative assessment is a flag it activity where students flag information as things they do not understand during a class discussion by writing their "flags" on the board. During the actual lesson students will be able to ask questions and get information that clarifies their confusion.//


 * // Summative: //**//The final summative assessment for this lesson is a blog entry written in a Blogger account. The students will write a blog entry in the form of a journal about how Earth is affected by the Sun and the Moon. This will include aspects such as seasons, tides, and how the rotation and revolution of Earth plays a part. The blog entry will need to be scientifically accurate and their blogs must be customized to their interests and personalities. If research is done students must include citations and sources. (Worth 50 points)//


 * // Rationale: //**// The formative assessments allow me to see what information the students have prior knowledge on and what information is unclear to them and needs to be clarifies before the end of the lesson. The summative assessment allows me to see the students mastery of the content taught during the lesson. //


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** See Content Notes

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * // MLR or CCSS: //**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c
 * Rationale: **This lesson will meet the standard because students will be able to explain the movements, location, composition, and characteristics of Earth, the Moon, our Sun and other Planets in our Solar System.


 * // Facet: //** Students will be able to describe the ways that the Sun and Moon affect Earth. **(Explanation)**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Logical/Mathematical: **Students will be able to compare and contrast ideas on what affects Earth.
 * Verbal/Linguistic: **Students can share their ideas and are writing down ideas on cluster/word web.
 * Visual/Spatial: **Can see demonstration of tides through dance of the tides activity.
 * Musical/Rhythmic: **The Dance of the tides activity to modern music.
 * Intrapersonal: **Option to work alone on cluster/word web activity.
 * Interpersonal: **Option to work alone on cluster/word web activity.
 * Bodily/Kinesthetic: **The Dance of the tides activity where they model the tides.
 * Naturalist: **Seeing pictures of Earth and the Sun and option to be near the window while doing work.


 * // Type II Technology: //** The students will write a blog entry in the form of a journal about how Earth is affected by the Sun and the Moon. This will include aspects such as seasons, tides, and how the rotation and revolution of Earth plays a part. The blog entry will need to be scientifically accurate and their blogs must be customized to their interests and personalities. If research is done students must include citations and sources. (Worth 50 points)


 * // Rationale: //**// This lesson incorporates all of the eight Multiple Intelligences through activities, graphic organizers, class discussions, group work, individual work and photographs. They have to work on their type II technology project by themselves but have the opportunity to share ideas and resources along with working together on graphic organizers and music playing allows for all eight Multiple Intelligences being used during this lesson. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** Students will be able to see a checklist and reflect on their own work to know if they have included everything needed to get the grade they want. The graphic organizer allows students to have an organized area for their thoughts and a way to process the information on the graphic organizer and write it out into a blog entry.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**


 * //Rationale://** //Students will be able to use technology to research, write and share their knowledge of how the Sun and Moon affect Earth. The technology will allow them to share their ideas with each other as well as the world through their Blogger accounts. The blog accounts should each be unique and personal to the individual students. No blog account should look like someone elses.//

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //Students have the opportunity to learn the tides from either a video, dance of the tides activity or through a Powerpoint presentation. Students also can use technology to organize their thoughts or use the graphic organizer. I meet all of the different multiple intelligences in this lesson by videos, pictures, presentations, activities, music, and group or individual work.// ||  ||   ||
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