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C
Cafeteria, Issues
Order in the Cafeteria: Tips for Improving Behavior and Supervision
Calendar, School
(see also
Block Scheduling
;
Scheduling
;
Sleep
)
The School Calendar: It's
Time
to Make
Time
for Learning!
Is the Four-Day School Week Coming Your Way?
Alternative School Calendars: Smart Idea or Senseless Experiment?
Could Four-Day Weeks Work for You?
Is Year-Round Schooling the Answer?
Career
(see also
Certification
;
Professional Development
)
Teachers Explore Antarctica and the Arctic!
Catching Up With Our Bodies: Reflections on Teacher Burnout
Teachers on the Move: Relocation Resources for Educators
An e-Interview with Betty Castor, President of the National Board of Professional Teaching Standards
National Board Certification: Is It for You?
Female, Minority Superintendents Face Double Inequity
Principals Recommend Best Professional Books
Want to See the World? Teach Overseas!
International Teaching: What Is It Really Like? (An Education World e-Interview With Four International Teachers)
Principal Uses 'Book Talk' to Engage Teachers as Learners
Paige Announces Five Model Professional Development Programs
Character(istics) Count! -- What Principals Look for When Hiring New Teachers
Teachers Urged to Consider Principalship
Are You Ready for That Job Interview?
The Interview: Principals Share 30 Favorite Questions for Future Teachers
Teacher of the Year Aims to Celebrate Teachers, Teaching
Outstanding Young Educator Connects Learning With Life
NBPTS: Building Better Teachers
From Custodian to Principal
Career Education
Hands-On Career Ed: Groundhog Job Shadow Day
Career Counseling Resources on the Internet
A 'Real-Life Fair' Shows Kids the Real Deal About Careers
Job Shadows Forecast Sunny Careers
Preparing Kids for Careers
Career Education: Setting Your Students on the Path to a Valued Vocation
Career Project
Celebrity Teachers
Top Teacher Ties History to Current Events
Professor Joe Martin: The Educator Motivator Archive
Teacher of the Year Inspires Excellence
Fitness Champ Teaches by Example
"Strive To Be A Better You"
Repaying the Kindness of Strangers
Teaching Health With Vigor -- At Age 91
Reporter Turned Teacher Recalls First Tough Years
Scholarship Allows Teacher to Experience Japan
The Italian Adventures of an "Average, Every-Day Teacher"
New Jersey Teacher Has Not Missed Class in 29 Years
There's a New "Captain" in the Treasure House
Kathy Schrock: An Educator's Best Friend!
David Willey: "Mad" Scientist, Stunt Man, and Physics Instructor
Teacher of the Year Andy Baumgartner: On Education, Accountability, and Sleeping Beauty
Always a Teacher: An e-Interview With Teacher-Astronaut Barbara Morgan
Helping Blind Students 'See' the Stars
Reporter Reflects on Year as a Teacher
Teacher Crowned Miss America: An Education World e-Interview
Teacher Earns Top Marks in Sexiest Bachelor Contest
Iowa Teacher Spends 56 Years in Kindergarten
Senior Substitute Has No Plans to Retire
Mr. Lowe -- From the Classroom to the Funny Papers: An e-Interview with Teacher/Cartoonist Mark Pett
Millionaire Teacher: 'Teaching Is the Best Job on the Planet!'
Teacher of the Year Aims to Celebrate Teachers, Teaching
Outstanding Young Educator Connects Learning With Life
National Teacher Calls for More Teacher-Leaders
Lead and Learn: Lessons from the Teacher of the Year
No Retiring from Dedication
Teacher of the Year Targets Education Inequities
Author Frank McCourt Reflects on Teaching Career
Certification, Alternate Routes to
Liberal Arts Grads and Career Changers Finding More Paths Into Public School Teaching
Project Promise Delivers
Alternative Routes to Teaching: Do They Get You There in One Piece?
Teach for America Aims to Level Educational Playing Field
NYC Program Fast-Tracks Teachers to Needy Schools
A Son Became a Soldier, and a Dad Became a Teacher
Teach For America Diaries
Certification, National
National Board Certification: Tips from Teachers Who Have Done It!
In Search of National Board Certification -- One Teacher's Perspective
National Board Certification: Is It for You?
An e-Interview with Betty Castor, President of the National Board of Professional Teaching Standards
Character Education
(see also
Citizenship
;
Ethics Education
)
Mixing It Up to Make New Friends
Teaching Teaching Manners in a Manner-less World
Do Good Manners Contribute to Academic Success?
Can We Teach Social Conscience?
Promoting Respect and Service: Two Programs Get A+ for Impact
Twenty-Five Activities for Building Student Character, School "Community"
Is Character Education the Answer?
Three Ways To Make Values Last at Your School
Youth Frontiers: Changing the Way Young People Treat One Another!
Books of Character: Eighteen Books for Teaching About Character Across the Grades
Character Education Getting a Boost
Folktales of Cooperation for Your K-3 Class
Singing for Societal Change... Again
Dr. Ken Shore's Classroom Problem Solver: Preventing School Vandalism
Manners and Etiquette: Teaching Essential Ingredients for Success
Five Steps to Teaching Any Character Trait
Creating School-Wide Anti-Bullying Strategies
Creating Harbors of Hope Where All Children Can Learn
A Guide to Doing the Right Thing
Play Fair and Win
Ways to Teach Empathy Skills
Guide Offers Practical Character Education Lessons
How to Accentuate Respect and Eliminate Disrespect in Students
Students Clean Up Their Act and "Dare Not To Swear!"
A Guidebook for Teens
A Framework for Raising Well-Balanced Children
Charter Schools
Believe, Achieve, Triumph! Charter School Inspires Students to Reach Higher
Who Are We Proud To Be? Amistad Academy
Government Releases Charter School Report
More and More States Embrace Charter Schools
Paige Applauds School's Commitment to High Expectations
Cheating
(see also
Plagiarism
)
Cheating: How to Prevent It (and How to Handle It When It Happens)
What Can We Do to Curb Student Cheating?
Put an End to Plagiarism in Your Classroom
Uniting Against Cheating
Citizenship
(see also
Character Education
;
Ethics Education
)
Growing Caring Citizens Through Good Works
Can We Teach Social Conscience?
Hail to the Chief(s)! Lessons from Presidential Libraries
Promoting Respect and Service: Two Programs Get A+ for Impact
Learning
and
Living the First Amendment
Teaching Citizenship's Five Themes
C Is for Citizenship: Using Literature to Teach Citizenship Concepts
Advice About Middle School Advisories
Ten Web Sites for Exploring Conflict Resolution in the Classroom
Conflict Resolution Education: Four Approaches
The Giraffe Project: Encouraging Kids to 'Stick Their Necks Out' for Others
Pretzels
Students Create a Virtual Tour of Their Community
Building a Working Community in the Classroom: One Teacher's Experience
Use Editorial Cartoons to Teach About Elections Past and Present
Students Learn Respect -- Thanks to Good Manners!
Use Children's Literature to Teach About Elections: Ten Books Get Our Vote!
"Mister Rogers" Reflects on Respect, Diversity, and the Classroom Neighborhood
Fourth of July and Freedom Documents
Morning Sing: School's Weekly Tradition Is Music to the Ears
Celebrating the U.S. Constitution
O, Say, Does Your Class Know the National Anthem?
Programs Connect U.S. Students, Orphans Abroad
Students Clean Up Their Act and "Dare Not To Swear!"
A Framework for Raising Well-Balanced Children
Civics
(see
Citizenship
)
Class Lists
From the Principal Files: Making Class Lists Needn't Be a Nightmare!
Class Size
Learning to Cope With Larger Classes
Are Smaller Classes the Answer?
Class Size Reduction: Success Stories Noted in New Report
The Debate Over Class Size Part 1: Class Size Does Matter!
The Debate Over Class Size Part 2: The Critics Have Their Say
Money for Class Size Reduction Is on Its Way!
Classroom Management
(see also
Classroom Management Resources
,
Classroom Problem Solver
)
Keeping Your Cool Amid Classroom Chaos
Machiavelli and Classroom Management
Token Economies Yield Promising Results
Quick Ideas for Clean-Up Activities
Rubrics Help Improve School-Wide Behavior
Classroom Management: Principals Help Teachers Develop Essential Skills
Creating a Climate for Learning: Effective Classroom Management Techniques
TONS of Tips! --- Six Great 'Teacher Tips' Sites on the Web
Speaking of Classroom Management: An e-Interview with Harry Wong
Know When to Discipline: An e-Interview with Howard Seeman, Ph.D.
Classroom Management: Ten Teacher-Tested Tips!
The King of Classroom Management: An e-Interview With Fred Jones
Preferred Activity Time (PAT) Is Preferred by Kids and Teachers!
Do Seating Arrangements and Assignments = Classroom Management?
Helping Students Find the 'Write' Way to Behave
Teachers, Start Your Engines: Management Tips from the Pit Crew
Class Meetings: A Democratic Approach to Classroom Management
Handling Difficult Students -- Lessons from Mrs. G
Teaching Students to "Go Fourth" Peacefully
Pretzels
The Secret's in the Little Things: Simple Tips for Successful Teachers
School "Rules"! Ten Activities for Establishing Classroom Rules
Microphone-Toting Teachers Grab Students' Attention
When It Comes to Volatile Kids, Pick Your Battles
Defusing Explosive Children
I Found My 'Teacher Voice' and Transformed My Classroom
Author Aims to Help Children Manage Anger
Civility Policies Surfacing in Schools
A "Nuts and Bolts" Approach to Classroom Successes
Restorative Practices Build Community, Responsibility
Teaching Self-Control: A Curriculum for Responsible Behavior
Evaluating In-School Suspension Programs
Signaling an End to Classroom, Cafeteria Chatter
In-School Suspension: A Learning Tool.
Dr. Fred Jones's Tools for Teaching Meaning Business: Part 1 Calm is Strength, Upset is Weakness
Dr. Fred Jones's Tools for Teaching: Escaping the Paper Grading Trap
Planning for a Substitute Was Never This Easy
Latecomers: Tips for Handling the Disruption of Students Who Come Into Class Late
Dr. Fred Jones's Tools for Teaching: Weaning the Helpless Handraisers, Part 2: Teaching To The Visual Modality
Taming the Three T's
Dr. Fred Jones's Tools for Teaching: Weaning the Helpless Handraisers, Part 1: Reinforcing Helplessness
Dr. Fred Jones's Tools for Teaching: Succeeding with Classroom Structure: Rules, Routines, and Standards
Tattle Tales
School-Wide Rules Creation
A Safe and Orderly Environment
Creating School-Wide Anti-Bullying Strategies
Creating Harbors of Hope Where All Children Can Learn
Helping Boys Learn
"Recovery Rooms" Put Disruptive Students on Road to Recovery
Students Clean Up Their Act and "Dare Not To Swear!"
Acting Out Could Be Sign of Stress
There's One in Every Class
Classroom Problem Solver
Classroom Problem Solver Archive
Dr. Ken Shore's weekly column offer advice for handling a wide variety of classroom problems.
Communication
Principals Share Lessons Learned About Communicating With Parents, Others
Why I Didn't Call
Don't Believe Everything You Read
Systems Let Schools Call More Parents Faster
Is Your Parent Newsletter the
Best
It Can Be?
Put "Punch" Into Your Parent Handbook
Best Bulletin Boards: Principals Share Favorite Hallway Displays
Bulletin Boards: Powerful Teaching, Community-Building Tools
Weekly Folders Deliver News from School to Home
Dealing With Angry Parents
Community Involvement
(see also
Parent Involvement
)
Twenty-Five Ideas for Celebrating American Education Week
One Book, One School, One Community: a Singular Reading Experience
Study Circles Help Gather Input, Solve Problems
Reformers, School Leaders Work Closely to Improve Schools
Community Scavenger Hunt Teaches Research Skills, Much More
"Souper Bowl" Connects Kids to Their Communities
In-School Daycare Benefits Faculty, Community
Outreach Through the Airwaves: Schools Bring Message Home with Television
A Community Pitches In to Repair its Schools
Find Your Benefactor
School-Community Relations is Great PR
And Then Some
America Goes Back to School!
Best Face Forward
A Day With Experience Corps Volunteers
Calling All Grandparents: Senior Volunteers Transform Schools
Walking School Bus Paves Way to Healthier Kids
Schools Recruit, Recognize Contributions of Volunteers
Visitation Day: Parents "Walk in the Shoes" of Students
Got Three Hours? A School Needs You
Community Effort Links In-School, After-School Learning
Lessons in Service Learning
Teen Brings Unique Voice to School Board
Arms Open Wide for "Katrina's Kids"
A Son Became a Soldier, and a Dad Became a Teacher
WatchDOGS Unleashed on Schools
The Greatest Thing About My School Is
Even Little Makeovers Make a Big Difference
Community Learning Centers
Community Learning Centers: Keeping School Open After School Lets Out
Community Service
(see
Service Learning
)
Conflict Resolution
(see also
Bullying
;
Character Education
;
Citizenship
)
Students Make "Connections" With Small School
Conservation
Green Green Schools Save the Environment, Money
Schools Strive for Waste-Free Lunches
Cooking
Cooking with Joy Archive
Copyright
Who Said That? How to Cite Electronic Resources
The Educators Guide to Copyright and Fair Use
Corporal Punishment
Starr Points: Corporal Punishment: Teaching Violence Through Violence
Counseling
(see also
Career Education
;
Self-Esteem
)
Getting the Most Out of School Counselors
Advisories Inspire, Motivate Students
School Counselors Reflective On What Makes Them Effective
I Wish I Knew Then What I Know Now
Professional Organizations Can Make a World of Difference!
Counseling: A School Improvement Tool
Creating School-Wide Anti-Bullying Strategies
Creating Harbors of Hope Where All Children Can Learn
Help Students Rise Above the Clutter
Remembering, Supporting, "The Forgotten Middle"
Acting Out Could Be Sign of Stress
"Recovery Rooms" Put Disruptive Students on Road to Recovery
A Guidebook for Teens
A Framework for Raising Well-Balanced Children
An Insiders Look at Students Lives
Critical Thinking
(see also
Study Skills
)
Make Puzzles Part of Your Game Plan!
Chess Clubs Give Kids New Skills -- and New Hope!
Use It or Lose It: Puzzles to Exercise the Brain
Rock or Feather: A Critical-Thinking Activity
Students Reach for the 'Skylights' of Learning
Peer Assessment Teaches Students How to Think
Culture, School
Yearbooks Capture Elementary, Middle School Memories
Morning Meetings in Middle School: An Elementary Ritual Grows Up
Improving School Culture
State Your Mission: Creating Mission Statements that Work
Yearlong Themes: Principals Use Them to Build Spirit, Achievement
"Together We Can" Motto Spurs Columbia Elementary's Success
Rise and Shine with Morning Assembly
Does Your School's Atmosphere Shout "Welcome!"?
School-Wide Rules Creation
Got Motto? -- Twelve Slogans to Help Build School-Wide Community
Creating School-Wide Anti-Bullying Strategies
Creating Harbors of Hope Where All Children Can Learn
Saving Kids from Stress
Best Bulletin Boards: Principals Share Favorite Hallway Displays
Bulletin Boards: Powerful Teaching, Community-Building Tools
The Greatest Thing About My School Is
Dealing With Angry Parents
Students Clean Up Their Act and "Dare Not To Swear!"
Teachers, Parents, Kids Bond Over Books
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125 Report Card Comments It's report card time and you face the prospect of writing constructive, insightful, and original comments on a couple dozen report cards or more. Here are 125 positive report card comments for you to use and adapt! Struggling Students? Check out our Needs Improvement Report Card Comments for even more comments!
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! Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates! 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 Copyright© 2022 Education World
125 Report Card Comments
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
Where Did Foods Originate? (Foods of the New World and Old World)
50 "Needs Improvement" Report Card Comments
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. Related: 125 Report Card Comments for positive comments! Student Award Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Copyright© 2020 Education World
50 Needs Improvement Report Card Comments