SQ3R A READING/STUDY SYSTEM SURVEY - gather the information necessary to focus and formulate goals. 1. Read the title - help your mind prepare to receive the subject at hand. 2. Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points. 3. Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come. 4. Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them. 5. Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember. QUESTION - help your mind engage and concentrate. One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning. READ - fill in the information around the mental structures you've been building. Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions. RECITE - retrain your mind to concentrate and learn as it reads. After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite. REVIEW - refine your mental organization and begin building memory. Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.
	Motivating Class Intros Study of Density Intro #1 Density is something that is heavy for its size.  Mass and density are sometimes difficult concepts for kids to get.  A good introduction to density is a layered beaker. At the beginning of the lesson I will pour the same measurement (50 ml) of each liquid into the beaker. The liquids consist of salt water, plain water, vegetable oil, mineral oil.  The liquids are tinted with food coloring to further the effect of the separation. At the beginning of class we will make predictions as to which liquids the class thinks will be on bottom, second, third and fourth.  We will talk about what we know about density and how the liquids could be heavier even though they have the same volume. Study of Astronomy Intro #2 At the beginning of an Astronomy unit a fun way to test for prior knowledge and a fun way to motivate the students for the lessons to come is to create our own night skies with black construction paper. The students will pick a constellation they are familiar with, one they have created, or one they have looked up in the classroom library.  We will use thumbtacks to create small holes in the construction paper in the pattern of their chosen constellation.  When you hold up the paper to the light, it looks like stars in the night sky. Study of Aeronautics Intro #3 At the beginning of the of aeronautics, students will be asked to create their own paper air planes.  Very few guidelines will be given, except that they should make them in a way so they will fly.  This activity is a lead in to what makes objects able to fly or glide and what things inhibit that motion.  Students are encouraged to be creative and to make a chart detailing what they did to the plane and how they think it will affect the flight.  Our results will be discussed, and then we will improve on our designs.
		Animal and their Habitats      Contech Lesson                                                           April Perry & T. Rae Altenbaumer Objective: We will come to know about the complexities of and interrelationships between an animal and its habitat, including the Texas Essential Knowledge and Skillls:   Science 112.7,b,2 3c            112.6. 8a       112.22. 12c         112.23. 12    Language arts  110.6.b. 4a 5abdf 13fgh 15ac 16b 17 25a   Materials: KWL chart Internet Non-fiction books on animal habitats Paper Map pencils/ markers/ crayons Focus: Why are zoos important? Show clip from Lady and the Tramp zoo scene? <what’s wrong with the environments the animals live in, in the clip?> <go to computer lab> KWL chart <re-focus> Instruction: Have students describe parts of their room/house. Take note of the essentials and frivolous parts<back of KWL>. Explain that animals are similar and the stuff that makes up their room/house = their habitat.  Stress the importance of a habitat that mimics their natural ecosystem when in captivity, and the importance of preserving natural ecosystems to guarantee the survival of Earth’s species. Guided Practice: Either using books or the Internet students will design their own zoo. They need detailed illustration/description of an animal’s habitat, in the class zoo. They can either draw pictures of their zoo or write out a description. Closure: Have the students volunteer to describe their animal’s habitat and what it includes. Put together a map of the class zoo with illustrations/descriptions. Extension: What accommodations to zoos make for artic animals? For savannah animals? For reptiles?  Brainstorm on all possible special habitats that do not necessarily fit in the zoos biome. HOTS: Knowledge What is a habitat? Comprehension Why is it important to simulate an animal’s natural habitat? Application How well would _____ (animal) live in the _____(animal’s) habitat? Analysis Compare your zoo habitat with your room. Synthesis What two habitats could you combine and why? Evaluate How do you think the animals in this habitat would feel? How would adding a <some other animal>  change your habitat?