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Scientist Spends 13 Days Underwater
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Mathematics
--Measurement
Health
--Environmental
--Nutrition
Science
--Agriculture
--Life Sciences
----Biology
--Physical Science
----Environmental
Social Studies
--Current Events
Grades
Grades 2-up
News Content
Many lessons can be learned from a scientist who lived in an underwater habitat for 13 days.
Anticipation Guide
Before reading, ask students to agree or disagree with each of the statements below. This will set a purpose for reading; as they read, students will confirm their assumptions or learn something new.
- A person can live underwater for days at a time.
- Plants are good sources of oxygen for people.
- A bicycle can provide power to run a computer.
- Algae, plants that grow underwater, are a source of food for humans.
News Words
Next, introduce these words that appear in the News Word Box on the students printable page: deliver, oxygen, wildest, produce, carbon dioxide, and algae. Discuss the meanings of any of those words that might be unfamiliar. Then ask students to use one of those words to complete each of these sentences:
- Uncle Bob spent the day cleaning off _____ that had grown on the inside of the aquarium. (algae)
- Mike carried a spare _____ tank so he would have plenty of air for the deep-sea dive. (oxygen)
- I wonder if the mailman will _____ the next issue of the magazine today? (deliver)
- Workers in the factory _____ parts for automobiles. (produce)
- Pablo has the _____ imagination of anyone I know. (wildest)
- Plants and trees help keep our air clean by removing _____ from it. (carbon dioxide)
Read the News
Click for a printable version of this weeks news story Scientist Spends 13 Days Underwater.You might use a variety of approaches to reading the news:
- Read aloud the news story to students as they follow along.
- Students might first read the news story to themselves; then you might call on individual students to read sections of the news aloud for the class.
- Photocopy the news story onto a transparency and project it onto a screen. (Or use your classroom computer's projector to project the story.) Read the story aloud as a class, or ask students to take turns reading it.
- Arrange students into small groups. Each student in the group will read a paragraph of the story. As that student reads, others might underline important information or write notes in the margin of the story. After each student finishes reading, others in the group might say something -- a comment, a question, a clarification -- about the text.
More Facts to Share
You might share these additional facts with students after they have read this weeks news story.
- Read aloud the news story to students as they follow along.
- So why in the world did 29-year-old Lloyd Godson want to live underwater for 13 days? Godsons goal was to make a point about sustainable living. While underwater, he used a wireless Internet connection to stay in touch with schoolchildren around the world and teach them about the ecosystems he was using to sustain life in his underwater habitat.
- Godson generated his own electricity by pedaling a stationary bicycle attached to a generator. He used that electricity to light his habitat and to charge his laptop computer. A system of solar panels supplemented the bicycle power.
- Godson used Biocoil, a system of algae, to provide oxygen for the underwater habitat. The plants took in carbon dioxide (CO2) from Godson and gave off oxygen (O2) for him to breathe. In turn, Godson exhaled CO2, which sustained the plants. Biocoil was developed by students in an advanced biology class at Cascade (Idaho) High School. (Did you know that humans are affected by too much carbon dioxide in the air more quickly than by a lack of oxygen?)
- Lights were on constantly in the BioSUB in order to grow the algae (promote photosynthesis).
- Godson also recycled his own urine and waste.
- NASA was closely watching Godsons experiment for information that might inform how astronauts will be able to live in space for long periods of time.
- "Part of what I am doing is education, part is applying science and using new technologies, part is looking at how someone survives an alien environment and isolation psychologically, and the last part is just pure adventure," Godson told Australian Geographic.
- Cranes lowered the 8- by 11-foot BioSUB into a lake near Albury, Australia. "It's pretty tight quarters, but there are a few things you have to consider when trying to get that sized air bubble under water," Godson told the Australian Broadcasting Corporation (ABC). "For example, I need about 34 tons of concrete to sink something that size. You have to weigh up the different aspects, although it is not a huge amount of space it is a compromise between space and how much concrete I'll need to get it under the water."
- During his 13-day underwater stay, Godson was in frequent contact with the outside world via computer connections. In addition, divers delivered food -- including fruit, nuts and a homemade lasagna -- and drinking water to the sub. And an "Easter shark" even swam by with a supply of chocolate eggs! Divers delivered the goods (and the daily newspaper) through a manhole in the bottom of the BioSUB.
- During the missions last days, Godson began eating algae grown in the BioSUB. Algae is high in protein and other essential nutrients. When dried, it is about 45 percent protein, 20 percent fat, 20 percent carbohydrate, and 10 percent various minerals and vitamins, according to Godsons Web site. He held off eating algae until the last days -- just in case it upset his stomach. If it did that in the early days of the adventure, he might not make it to the end.
- Before his "launch" underwater, Godson had eight years of scuba diving experience. He also spent 10 days in 2003 at Scott Base, Antarctica. Godson kept scuba gear nearby throughout his stay in the BioSUB -- just in case he had to make a quick escape. He also had a small air supply attached to his body so he could catch a few breaths while he got into his scuba gear.
- When Godson finally emerged from his underwater cocoon, he told CBS News, "It's nice to feel the sunshine on the face and the breeze here. You start to get a bit of cabin fever, but ... I thought it was going to drive me a bit more nuts than it did."
- In order to keep himself entertained while submerged, Godson watched movies on his laptop.
- Funding for the BioSUB project was provided through a $42,000 Live Your Dream grant from the Australian Geographic Society.
Comprehension Check
Revisit the Anticipation Guide at the top of this lesson; ask students to respond again to the statements in it.
- A person can live underwater for days at a time. (true)
- Plants are good sources of oxygen for people. (true)
- A bicycle can provide power to run a computer. (true)
- Algae, plants that grow underwater, are a source of food for humans. (true)
You might follow-up that activity by asking some of these questions:
Recalling Detail
- How big was the BioSUB in which Lloyd Godson lived? (about 8 x 11 feet in size)
- In which country did Godson complete his BioSUB experiment? (Australia)
- How long did Godson stay in the BioSUB? (13 days)
- What was Godsons main source of air? (algae plants)
- How were divers able to deliver food to Godson? (They passed it to him through a manhole in the bottom of the BioSUB.)
- For what purposes did Godson use an exercise bicycle? (to create electricity and, of course, for exercise)
- How was Godson able to keep in touch with students while he was living underwater? (A wireless Internet connection gave him access to kids around the world.)
Think About the News
Discuss the Think About the News question that appears on the students news page. You might use the think-pair-share strategy with students to discuss this question. If you use this strategy - First, arrange students into pairs to discuss and list responses on both sides of the debate.
- Then merge two pairs of students together to create groups of four students. Have them discuss and add to the ideas they generated in their pairs.
- Next, merge two groups of four students to form groups of eight students. Have students create a new combined list of ideas.
- Finally, bring all students together for a class discussion about the pros and cons of an experiment like the one Godson undertook.
History and critical thinking
Refer to explorers with whom your students are familiar -- pioneers who were the first to go where others had not traveled -- such as Christopher Columbus, the Pilgrims of Plymouth, Lewis and Clark, or Neil Armstrong. Ask: Some people say Lloyd Godson is a modern-day pioneer. Would you agree or disagree with that statement?Follow-Up Activities
Letter writing. Lloyd Godson paid for the BioSUB project with $42,000 he won in the "Live Your Dream" contest sponsored by an Australian nature magazine. Ask: What is something you would really like to do if you had the money and the courage to do it? Write a letter explaining your dream and why you want to do it.
Math -- the metric system. The metric system of measurement is used in many countries. The metric system measures things in meters, grams, and liters instead of yards, ounces, and quarts. Share this online metric converter with your students. Have them practice converting English (imperial) measurement units to metric units.
Hands-on science. Help students understand how the BioSUB did not fill with water when it was submerged and the manhole on its underside was opened. Fill a clear bowl with water. Turn a glass upside down and force it into the water. Does the glass fill up with water? Why not? (The glass is full of air, so there is no room in the glass for water. Air in the glass pushes down on the water.) You might ask students what happens when a canoe flips over. Some will know that you can stay under the canoe and still breathe because the flipped canoe creates a pocket of air underneath it.
Language arts. People who live in different places have different expressions. Give students time to identify expressions in their vocabulary that they know to be regional in nature. Then select some of these Australian expressions to share with students. See if they can identify what the expressions might mean. (Note: Be sure to handpick expressions that are appropriate for the age of your students.) You might write ten of the expressions on a sheet of chart paper and have students choose five of them to use in written sentences.
Assessment
Use the Comprehension Check (above) as an assessment. Or have students work on their own (in their journals) or in their small groups to respond to the Think About the News questions on the news story page or in the Comprehension Check section.
Lesson Plan Source
Education WorldNational Standards
National StandardsLANGUAGE ARTS: English
GRADES K - 12
NL-ENG.K-12.2 Reading for Understanding
NL-ENG.K-12.12 Applying Language SkillsMATHEMATICS: Measurement
GRADES Pre-K - 2
NM-MEA.PK-2.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement
GRADES 3 - 5
NM-MEA.3-5.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement
GRADES 6 - 8
NM-MEA.6-8.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement
GRADES 9 - 12
NM-MEA.9-12.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of MeasurementSCIENCE
GRADES K - 4
NS.K-4.3 Life Science
NS.K-4.4 Earth and Space Science
NS.K-4.5 Science and Technology
NS.K-4.6 Science in Personal and Social Perspectives
GRADES 5 - 8
NS.5-8.3 Life Science
NS.5-8.4 Earth and Space Science
NS.5-8.5 Science and Technology
NS.5-8.6 Science in Personal and Social Perspectives
GRADES 9 - 12
NS.9-12.3 Life Science
NS.9-12.4 Earth and Space Science
NS.9-12.5 Science and Technology
NS.9-12.6 Science in Personal and Social PerspectivesTECHNOLOGY
GRADES K - 12
NT.K-12.1 Basic Operations and Concepts
NT.K-12.2 Social, Ethical, and Human Issues
NT.K-12.4 Technology Communications Tools
NT.K-12.6 Technology Problem-Solving and Decision-Making ToolsSee recent news stories in Education Worlds News Story of the Week Archive.
Article by Ellen Delisio and Gary Hopkins
Education World®
Copyright © 2007 Education World04/25/2007
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You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate.
We have organized our 125 report card comments by category. Read the entire list or click one of the category links below to jump to that list.
AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits
Attitude
The student:
is an enthusiastic learner who seems to enjoy school.
exhibits a positive outlook and attitude in the classroom.
appears well rested and ready for each day's activities.
shows enthusiasm for classroom activities.
shows initiative and looks for new ways to get involved.
uses instincts to deal with matters independently and in a positive way.
strives to reach their full potential.
is committed to doing their best.
seeks new challenges.
takes responsibility for their learning.
Behavior
The student:
cooperates consistently with the teacher and other students.
transitions easily between classroom activities without distraction.
is courteous and shows good manners in the classroom.
follows classroom rules.
conducts themselves with maturity.
responds appropriately when corrected.
remains focused on the activity at hand.
resists the urge to be distracted by other students.
is kind and helpful to everyone in the classroom.
sets an example of excellence in behavior and cooperation.
Character
The student:
shows respect for teachers and peers.
treats school property and the belongings of others with care and respect.
is honest and trustworthy in dealings with others.
displays good citizenship by assisting other students.
joins in school community projects.
is concerned about the feelings of peers.
faithfully performs classroom tasks.
can be depended on to do what they are asked to do.
seeks responsibilities and follows through.
is thoughtful in interactions with others.
is kind, respectful and helpful when interacting with his/her peers
is respectful of other students in our classroom and the school community
demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully
takes his/her classroom jobs seriously and demonstrates responsibility when completing them
is always honest and can be counted on to recount information when asked
is considerate when interacting with his/her teachers
demonstrates his/her manners on a daily basis and is always respectful
has incredible self-discipline and always gets his/her work done in a timely manner
can be counted on to be one of the first students to begin working on the task that is given
perseveres when faced with difficulty by asking questions and trying his/her best
does not give up when facing a task that is difficult and always does his/her best
is such a caring boy/girl and demonstrates concern for his/her peers
demonstrates his/her caring nature when helping his/her peers when they need the assistance
is a model citizen in our classroom
is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it
can always be counted on to cooperate with his/her peers
is able to cooperate and work well with any of the other students in the class
is exceptionally organized and takes care of his/her things
is always enthusiastic when completing his/her work
is agreeable and polite when working with others
is thoughtful and kind in his/her interactions with others
is creative when problem solving
is very hardworking and always completes all of his/her work
is patient and kind when working with his/her peers who need extra assistance
trustworthy and can always be counted on to step in and help where needed
Communication Skills
The student:
has a well-developed vocabulary.
chooses words with care.
expresses ideas clearly, both verbally and through writing.
has a vibrant imagination and excels in creative writing.
has found their voice through poetry writing.
uses vivid language in writing.
writes clearly and with purpose.
writes with depth and insight.
can make a logical and persuasive argument.
listens to the comments and ideas of others without interrupting.
Group Work
The student:
offers constructive suggestions to peers to enhance their work.
accepts the recommendations of peers and acts on them when appropriate.
is sensitive to the thoughts and opinions of others in the group.
takes on various roles in the work group as needed or assigned.
welcomes leadership roles in groups.
shows fairness in distributing group tasks.
plans and carries out group activities carefully.
works democratically with peers.
encourages other members of the group.
helps to keep the work group focused and on task.
Interests and Talents
The student:
has a well-developed sense of humor.
holds many varied interests.
has a keen interest that has been shared with the class.
displays and talks about personal items from home when they relate to topics of study.
provides background knowledge about topics of particular interest to them.
has an impressive understanding and depth of knowledge about their interests.
seeks additional information independently about classroom topics that pique interest.
reads extensively for enjoyment.
frequently discusses concepts about which they have read.
is a gifted performer.
is a talented artist.
has a flair for dramatic reading and acting.
enjoys sharing their musical talent with the class.
Participation
The student:
listens attentively to the responses of others.
follows directions.
takes an active role in discussions.
enhances group discussion through insightful comments.
shares personal experiences and opinions with peers.
responds to what has been read or discussed in class and as homework.
asks for clarification when needed.
regularly volunteers to assist in classroom activities.
remains an active learner throughout the school day.
Social Skills
The student:
makes friends quickly in the classroom.
is well-liked by classmates.
handles disagreements with peers appropriately.
treats other students with fairness and understanding.
is a valued member of the class.
has compassion for peers and others.
seems comfortable in new situations.
enjoys conversation with friends during free periods.
chooses to spend free time with friends.
Time Management
The student:
tackles classroom assignments, tasks, and group work in an organized manner.
uses class time wisely.
arrives on time for school (and/or class) every day.
is well-prepared for class each day.
works at an appropriate pace, neither too quickly or slowly.
completes assignments in the time allotted.
paces work on long-term assignments.
sets achievable goals with respect to time.
completes make-up work in a timely fashion.
Work Habits
The student:
is a conscientious, hard-working student.
works independently.
is a self-motivated student.
consistently completes homework assignments.
puts forth their best effort into homework assignments.
exceeds expectations with the quality of their work.
readily grasps new concepts and ideas.
generates neat and careful work.
checks work thoroughly before submitting it.
stays on task with little supervision.
displays self-discipline.
avoids careless errors through attention to detail.
uses free minutes of class time constructively.
creates impressive home projects.
Related: Needs Improvement Report Card Comments for even more comments!
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Report Card Thesaurus
Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives
attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
Adverbs
always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
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Back to Geography Lesson Plan
Where Did Foods Originate?
(Foods of the New World and Old World)
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Science
--Agriculture
Social Studies
--Economics
--Geography
--History
----U.S. History
----World History
--Regions/Cultures
Grade
K-2
3-5
6-8
9-12
Advanced
Brief Description
Students explore how New World explorers helped change the Old World's diet (and vice versa).
Objectives
Students will
learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops, media literacy, products, consumer
Materials Needed:
library and/or Internet access (older students only)
outline map of the world (You might print the map on a transparency; then use an overhead projector to project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
Lesson Plan
The early explorers to the Americas were exposed to many things they had never seen before. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students
Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Resources
In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods:
Curry, Spice, and All Things Nice: Food Origins
The Food Timeline
Native Foods of the Americas
A Harvest Gathered: Food in the New World
We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.)
Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found
Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example:
Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781.
The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice.
Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities
Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment
Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
National Standards
LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade
SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions
SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770
TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools
Find many more great geography lesson ideas and resources in Education World's Geography Center.
Click here to return to this week's World of Learning lesson plan page.
Updated 10/11/12
Having a tough time finding the right words to come up with "areas for improvement" comments on your students' report cards? Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Be sure to check out our 125 Report Card Comments for positive comments!
Needs Improvement- all topics
is a hard worker, but has difficulty staying on task.
has a difficult time staying on task and completing his/her work.
needs to be more respectful and courteous to his/her classmates.
needs to listen to directions fully so that he/she can learn to work more independently.
is not demonstrating responsibility and needs to be consistently reminded of how to perform daily classroom tasks.
works well alone, but needs to learn how to work better cooperatively with peers.
does not have a positive attitude about school and the work that needs to be completed.
struggles with completing his/her work in a timely manner.
gives up easily when something is difficult and needs extensive encouragement to attempt the task.
gets along with his/her classmates well, but is very disruptive during full group instruction.
has a difficult time using the materials in the classroom in a respectful and appropriate manner.
has a difficult time concentrating and gets distracted easily.
is having a difficult time with math. Going over _____ at home would help considerably.
is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance.
could benefit from spending time reading with an adult every day.
is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful.
is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that.
understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them.
is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader.
needs to practice reading at home every day to help make him/her a stronger reader.
needs to practice his/her sight words so that he/she knows them on sight and can spell them.
needs to work on his/her spelling. Practicing at home would be very beneficial.
can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful.
could benefit from working on his/her handwriting. Slowing down and taking more time would help with this.
is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this.
has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen.
needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work.
needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful.
is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful.
is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading.
frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful.
does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes.
does not actively participate in small group activities. Active participation would be beneficial.
has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work.
does not much effort into his/her writing. As a result, his/her work is often messy and incomplete.
is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
is reading significantly below grade level. Intervention is required.
does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing.
is struggling to use new reading strategies to help him/her read higher level books.
is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts.
has a difficult time understanding how to solve word problems.
needs to slow down and go back and check his/her work to make sure that all answers are correct.
is not completing math work that is on grade level. Intervention is required.
is struggling to understand place value.
is very enthusiastic about math, but struggles to understand basic concepts.
has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful.
would benefit from practicing math facts at home.
is very engaged during whole group math instruction, but struggles to work independently.
is able to correctly answer word problems, but is unable to explain how he/she got the answer.
is having a difficult time comparing numbers.
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