Senior Seminar Thematic Unit

Thematic Unit: Hawaii
Valerie Martinez
University of La Verne
EDUC 499D
History
"Diving Into
Hawaii's History"
Science
Culminatin
g Activiy
"Erupting
Volcanoes!"
Luau Party
Hawa
ii
Art
ELA
"Tiki SelfPotraits"
"Froggy Goes to
Hawaii"
Math
"Fishing For
Fractions"
LESSON PLAN: History

INSTRUCTIONAL UNIT:
TEACHER
Ms. Valerie Martinez
COURSE
GRADE
EDUC 499D
5th
DAY
SUBJECT
Wednesday
History/ Social
Studies
CAMPUS
LESSON TITLE
Diving Into Hawaiis
History
LENGTH OF LESSON
55 minutes
Main Campus
CONTENT STANDARDS AND CONTENT OBJECTIVES

CA STATE STANDARD
GOAL OF UNIT
5.8 Students trace the colonization, immigration,
and settlement patterns of the American people
from 1789 to the mid-1800s, with emphasis on the
role of economic incentives, effects of the physical
and political geography, and transportation
systems.
Students will come to learn about the history,

formation, culture, and values of the state of
Hawaii through a variety of different medians,
projects, and activities.
OBJECTIVE OF LESSON
COMMON CORE STATE STANDARD
CCSS. ELA-LITERACY.SL. 5.2:
Summarize a written text read aloud or information
presented in diverse media and formats, including
visually, quantitatively, and orally.
Summarize the points a speaker makes and explain
how each claim is supported by reasons and
evidence.
Report on a topic or text or present an opinion,
sequencing ideas, logically and using appropriate
facts and relevant, descriptive details to support
main ideas or themes
Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main
ideas or themes.
Utilizing a report on the history of Hawaii, students

will create a timeline of 18 major events that
occurred in Hawaii from the third century CE to
present day.
MULTIPLE INTELLIGENCE ADDRESSED

Musical Intelligence- Music is played at the
beginning of class to gage interest and excitement
for the days lesson.
Verbal/Linguistic Intelligence- Students read
aloud, compile a list of important events, and
determine whether statements are true or false
during the assessment portion.
Interpersonal Intelligence- Students work
collaboratively with one another to compile a list of
major events that were mentioned in the reading.
Visual/Spatial Intelligence- Students create a
timeline (graphic organizer) based on the
information given to them in text.
DOK/RATIONALE
To review the key ideas expressed and draw
conclusions in light of information and knowledge
gained from the discussions provided from the
reading. This assignment also draws insight on
how Hawaiis diverse population came to be and
all the significant events that took place to make it
what it is today. Rather than just viewing Hawaii as
a vacation spot, the goal is for students to come to
appreciate its vibrant culture and history.
ASSESSMENT
STRATEGY FOR ASSESSMENT
Teacher will assess whether or not students were paying attention by asking true or false
questions/statements to the class after reading the report on Hawaiis history. Students will be asked to
close eyes and raise their hands if they think the statement is true or false. This provides for an efficient
way to see who is having a harder time with reading comprehension, while simultaneously reviewing the
material.
Students will be asked to make a list of all the important events that occurred in Hawaiis history within
their group, thus making them accountable for one another. Teacher will walk around to each group to
answer any questions they may have and make sure groups are staying on task.
Students will take home the list they compiled with their group from the reading and then make a
timeline that is to be turned in the next day.
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
By separating students into groups (preferably 3 students per group), it provides a way for those students
who may be struggling to receive help from their peers and keep those who have a hard time paying
attention, engaged and active.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Computer with access to YouTube

Copy of Report on Hawaiis History for each student
Lined Paper
Writing Utensils (Pencil, Pen, Highlighter, Markers, Colored Pencils)
Construction Paper
Rulers
STEPS THROUGH THE LESSON

INTO
RATIONALE
Teacher places a copy of the report on

Hawaiis history upside down on the
desks of each student before they enter
the class.
Teacher begins class by playing He
Mele No Lilo from the Lilo & Stich
soundtrack as students enter classroom
and take their seats.
Teacher tells students that they are going
to be taking a trip to the islands of
Hawaii to learn about its unique history
(Students are then asked to turn over their
papers).
Students names are picked out to read
aloud to the class from the report
provided.
After the reading has been done, the
teacher will then assess students by
asking True or False questions.
Students are asked to close their eyes,
place their heads on the desks, and raise
their hands if they think the statements
are true or false.
THROUGH
Once True or False questions have been

asked to the class, teacher divides
students into groups of three.
Within their group, students are to
compile a list of the 18 major events that
occurred in Hawaiis history that were
mentioned in the reading in
chronological order (Have students
highlight the years that are sporadically
mentioned throughout the reading to help
them compile their list).
By placing reports on students desk

before they enter, it is an easy way to be
ready to start once students come in.
Music is played to make students excited
about what is to come and set the mood
for the days lesson.
Suspense is built as the papers are turned
over and it is a simple transition into the
activity.
Teacher calls out names and has the report
read aloud so that the class remains on
task and actively engaged.
True and False questions are asked at the
end of the class reading to check for
understanding and see who was on task.
Students are asked to close their eyes and
place their heads on their desks so they are
not embarrassed if they get the answer
wrong.
A show of hands is a quick way to check
for assessment of the whole classroom
before starting the next portion of the
lesson.
RATIONALE
Teacher assigns groups so that different

learning levels are paired together and to
entice peer collaboration.
Students are asked to compile a list of the
18 major events that are mentioned within
the reading to use as guideline for their
timeline that they are to complete for
homework.
BEYOND
Once lists are compiled by each group,

teacher passes out construction paper to
each student along with rulers.
Students are to individually create a
timeline based off the list they compiled
within their group on their piece of
construction paper for homework.
Timelines are turned in the next day to be
graded and eventually hung up on the
walls of the classroom.
RATIONALE
Materials are passed out to students so that

each child is given an equal opportunity to
participate in the take-home activity.
The timeline they are to create is a way for
students to show what they have learned
through the use of a graphic organizer.
Example of Timeline List
3rd/4th Century CE- First people arrived in the Hawaiian Islands

1200 CE- Tahitians conquered first settlers of Hawaii
1778- Captain James Cook and crew reach islands of Kauai and Niihau
1790s- Chinese exporters establish business trading in Hawaiian sandalwood & Great
Britain, France, and the United States all wanted to claim territory
1810- Kamehameha succeeded in becoming the ruler of the Kingdom of Hawaii
1819- Protestant minister Hiram Bingham, other ministers, and their families sailed to
Hawaii as missionaries & Kamehameha II had taken the throne
1831- 52,000 Hawaiians attending school
Middle of 1830s- the first sugar cane plantation appeared on the island of Kauai
1886- the immigrants from the Japan, Portugal, and Germany imported to work in the
sugar cane fields outnumbered the native Hawaiians
1874-David Kalakaua was the King of the Hawaiian Kingdom
1887- Bayonet Constitution is adopted in Hawaii & Pearl Harbor was declared a U.S.
naval base
1891- Princess Lili-uokalani ascended the throne to become the only queen of Hawaii
1893- Princess Lili-uokalani was ready to attempt to restore the Constitution of 1864 in
place of the Bayonet Constitution, but Committee of Safety placed her under house arrest
and declared Sanford Dole the new head of government.
1898- President McKinley annexed Hawaii and the Hawaiian flag was replaced by U.S.
flag throughout the islands without any agreement from the citizens of Hawaii
Early 1900s- Hawaii was controlled by four American businesses and one German
company
December 7, 1941- Japanese bombers bombed the Pearl Harbor naval base
August 21, 1959- Hawaii became the 50th state
November 23, 1993- President Bill Clinton signed an Apology Resolution, formally
apologizing to the Hawaiian people for the overthrow of the Hawaiian monarchy one
hundred years earlier.
Example of Timeline
LESSON PLAN: Science

INSTRUCTIONAL UNIT:
TEACHER
COURSE
GRADE
LESSON TITLE
EDUC 499D
5th
Erupting Volcanoes!
DAY
SUBJECT
LENGTH OF LESSON
Wednesday
Science
55 minutes or two consecutive

days.
CAMPUS
Main Campus

CA STATE STANDARD
GOAL OF UNIT
ESS2.A: Earth Materials and Systems:
Earths major systems are the geosphere (solid and
molten rock, soil, and sediments), the hydrosphere
(water and ice), the atmosphere (air), and the
biosphere (living things, including humans). These
systems interact in multiple ways to affect Earths
surface materials and processes. The ocean
supports a variety of ecosystems and organisms,
shapes landforms, and influences climate. Wind
and clouds in the atmosphere interact with the
landforms to determine patters of weather.


formation, culture, and values of the state of
Hawaii through a variety of different medians,
OBJECTIVE OF LESSON
Students will learn about Hawaii was formed by
watching a video from the history channel.
Students will learn about how tectonic plate
movement can affect Earths surface by utilizing
Oreos as models.
Students will learn about the different types of
volcanoes, how they are made, and their
components by creating real-life models for
themselves.

evidence.
Verbal/Linguistic Intelligence- Students have to

write a description for each of the different types of
volcanoes and a summary of what they have
learned from the lessons activities.

Report on a topic or text or present an opinion
sequencing ideas logically and using appropriate
main ideas or themes; speak clearly at an
Logical/Mathematical Intelligence- Students are

asked to conduct an experiment to demonstrate the
different types of volcanoes and how they erupt.
Interpersonal Intelligence- Students have to work
understandable pace.
together to build a volcano using the supplies given

to them.

ideas or themes.
DOK/RATIONALE
This lesson teaches students about the types of
volcanoes and how they related to tectonic plate
movement. The experiment done also provides a
visual aide of how the islands of Hawaii came to
be formed through the use a real-life presentation.
Visual/Spatial Intelligence- A video is shown at

the beginning of class to show how Hawaii was
formed, Oreos are used to demonstrate plate
tectonics, students use Play-doh to make their
volcanoes, and are asked to draw a picture of the
different types of volcanoes for homework.
Bodily/Kinesthetic Intelligence- Movement is
done between each group as they work together to
build their volcano.
ASSESSMENT
During the Oreo demonstration, teacher makes sure that students are following along by doing the
presentation together.
Teacher goes around to each group to make sure they are building their volcanoes correctly before
continuing on to the next step.
For homework students are asked to draw and write a description for the different types of volcanoes.
Along with this they are asked to write a summary of how volcanoes are formed. These writing activities
allow for the teacher to see whether or not the students have adequately met the standards and objectives
of the different activities.
Strategies to meet ELS students are addressed by using Oreos to explain how plate tectonics work and by
creating real-life replicas of the different types of volcanoes. Though there may be a language barrier,
these visual aids provide ways for these students to have a memorable learning experience.
Computer with access to YouTube

One family size pack of Oreos
One pack of Mentos
One bottle of Ketchup
One box of baking soda (will use 2 tablespoons for each volcano)
One bottle of vinegar
One bottle of dish detergent
One packet of notebook paper
2 cups of warm water

Two 20oz. empty bottles (any brand)
Red food coloring
Three 6-packs of Play-doh or modeling clay
3 large baking dishes or baking pans
3-4 pairs of safety glasses/goggles

RATIONALE
INTO
Show video How Was Hawaii Formed?

to class. Link:
http://www.history.com/topics/usstates/hawaii/videos/how-was-hawaiiformed
Once video is finished, asks students if
they have ever seen a volcano on
television before.
Teacher asks students to make a list of
what they think they look like and how
they work, based on their television
observations.
THROUGH
Discuss Earths layers and where tectonic

plates are located. (Earths tectonic plates
are located on the mantel. Earths Layers:
inner core, outer core, mantle, plates,
crust, and mantle.)
Pass out Oreos to students to use as a
demonstration.
Have students break apart Oreo gently so
that one cookie has the cream and the
other one is creamless.
Have students break the creamless cookie
in half. The whole cookie represents the
inner and outer core, the cream represents
the mantel (which is soft), and the broken
cookie represents the tectonic plates.
Show how landforms are made when the
plates (broken cookie) move across the
mantel (cream).
Moving them apart creates trenches,
faults, and earthquakes.
Moving them together can create
mountains, volcanoes, and earthquakes,
sliding them along each other can cause
earthquakes.
This video is played at the beginning of

the class to show a correlation between the
theme of the unit and the days lesson.
Students will come to know that Hawaiis
islands were formed as a result of
volcanoes.
Teacher asks students this question and to
form a list to see how much background
knowledge they may already have about
volcanoes. It is also a simple way to test
what preconceived notions they may have
about the subject and what they have yet
to learn.
RATIONALE
This discussion sets the stage for what

they are to learn in the following school
year.
The Oreo demonstration allows for

students to have a visual aid of how plate
tectonics works. Through these different
demonstrations, they will come to
understand how trenches, faults,
earthquakes, and volcanoes are formed.
This is a great asset to help them
remember these important concept in a fun
and engaging way.
Talk about how plate movement creates

volcanoes. (Volcanoes are created when
liquid magma from the mantel moves
through the plates and cools. The process
repeats until a mountain like structure
forms.)
Discuss different examples of volcanoes.
Hawaiian Islands are shield volcanoes
(flat and extend for miles) and ooze out
lava.
Composite volcanoes are made up of
everything (dirt, dust, ash, lava, etc.),
have wide steep slopes, and an example
is Mount St. Helens in Washington.
Cinder cone volcanoes are very steep and
produce only ash. They are found in
Mexico.
Place students in three groups and assign
each group a certain type of volcano
(Composite, Cinder-Cone, or Shield).
Give groups a picture of their volcano, a
bottle, one 6-pack container of Play-doh
or clay, 20-30 sheets of notebook paper,
and a large baking tray/dish
The cinder cone group will have the 20oz.
diet coke bottle as the center of their
experiment.
The shield volcano will have the shortest
bottle.
The composite volcano will have the taller
empty bottle.
Have students, in their groups, work
together to build their volcano in the
baking dish using the bottle, Play-doh,
and paper. They will have 15-20mins to
build their volcanoes.
While students construct their volcanoes
the teacher needs to perform the following
tasks:
Set up station either outside (preferably)
or with newspaper and a tub if inside so
that you can perform eruptions.
Mix cup of warm water (heated in the
microwave), cup of vinegar, and 2-3
drops of food coloring together and add to
the composite volcano when students are
done.
Mix cup of warm water and -1 cup of
ketchup (depends on how thick you want
your lava) together and add to the shield
Talking about how plate movement creates

volcanoes helps students understand how
the islands of Hawaii came to be formed.
Students will learn that the types of

volcanoes that make up of Hawaii are
shield volcanoes and will come to
familiarize themselves with the other
types of volcanoes that can be found
around the world.
By providing these different types of

examples, students will be able to make
connections to how these other land
masses formed and aware of the
geographical world around them.
Students are placed in groups and assigned

a certain type of volcano to encourage
peer collaboration and apply what they
have learned by making real-life models
for themselves.
Giving the students a picture of their

assigned volcano gives them a model to
refer to while they are using the materials
given to them to construct their volcanoes.
The type of bottle directly correlates to the

unique features of each volcano and
determines how they will erupt once the
solutions are mixed in.
Teacher prepares the solutions while

students are working to prepare for the
different types of eruptions that will take
place within each groups volcano.
volcano when students are done.

Have box of baking soda, packet of
Mentos, and spoon ready for eruptions.
BEYOND
Before starting, have each group explain
their volcano.
Starting with the composite volcano, put
on safety goggles and discuss why eye
safety is important for this experiment.
Discuss what type of eruption might occur
(violent eruption with lava).
Add 1-2 spoonful of baking soda quickly
into your vinegar and water mixture and
observe eruption.
Moving onto the shield volcano, discuss
which type of eruption might occur
(slowly oozing lava).
Add 1-2 spoonful of baking soda and mix
thoroughly. Observe eruption and how it
is different from the first eruption.
Lastly do the cinder cone volcano by
adding 10-12 Mentos as possible (use a
funnel) and observe eruption.
After eruptions are done, clean-up and
place volcanoes in a designated area
For homework, have students draw and
describe each different volcano. Along
with this, have them write a summary
paragraph on how volcanoes are formed.
RATIONALE
Having each group explain their volcano

is a way to check for understanding and
can be used as an assessment.
The importance of using safety goggles is

addressed so that students know the
dangers of mixing solutions and the
importance of always being safe.
Solutions are poured into bottles once

everyone is ready to ensure that no
accidents happen
Students are assigned to draw and write

their reflections as a way for them to show
what they have learned while
simultaneously meeting the Common Core
State Standards.
Example of Take-Home Assignment

How Volcanoes are formed:
Volcanoes are formed when magma from within the Earths upper mantle works its way to the
surface. At the surface, it erupts to form lava flows and ash deposits. Over time as the volcano
continues to erupt, it will get bigger and bigger.
Illustrations:
Composite Volcano: Also known as a stratovolcano, a composite volcano is a conical volcano

built up by many layers (strata) of hardened lava, tephra, pumice, and volcanic ash.
Cinder Cone Volcano: Are usually made of piles of lava, not ash. During the eruption, blobs
(cinders) of lava, blown into the air, break into small fragmentss that fall around the opening of
the volcano. The pile forms an oval-shaped small volcano.
Shield Volcano: a broad, domed volcano with gently sloping sides, characteristics of the
eruption are fluid, basaltic lava. Are usually found at constructive or tensional boundaries.
Eruptions tend to be frequent but relatively gentle.
LESSON PLAN: ELA

INSTRUCTIONAL UNIT:
TEACHER
COURSE
GRADE
LESSON TITLE
EDUC 499D
5th
"Froggy Goes to Hawaii
DAY
SUBJECT
LENGTH OF LESSON
Wednesday
ELA
55 minutes
CAMPUS
Main Campus

CA STATE STANDARD
GOAL OF UNIT
2.1 Deliver narrative presentations:
a. Establish a situation, plot, point of view, and
setting with descriptive words and phrases.

formation, activities, culture, and values of the state
of Hawaii through a variety of different medians,
b. Show, rather than tell, the listener what happens.

2.3 Deliver oral responses to literature:
OBJECTIVE OF LESSON
a. Summarize significant events and details.
Within groups of 5, students will collaborate with

their group members to create a visual map on all
the activities Froggy does on his vacation based off
the book Froggy Goes to Hawaii, and present
their maps to the class.
b. Articulate an understanding of several ideas or

images communicated by the literary work.
c. Use examples or textual evidence from the
work to support conclusions.

evidence.
Report on a topic or text or present an opinion

Verbal/Linguistic Intelligence- Within their
groups, students will gather the major plot points
within the book Froggy Goes to Hawaii and
present them on a poster to the whole class.
Interpersonal Intelligence- Students will be
divided into groups and will have to work
collaboratively to complete the in-class assignment.
Visual/Spatial Intelligence- Students use a
pictorial model (flow chart, visual map, mind
mapping, timelines) to present the chronological
order of major events that occurred within the book
Froggy Goes to Hawaii.
sequencing ideas logically and using appropriate

main ideas or themes; speak clearly at an
understandable pace.
ideas or themes.
DOK/RATIONALE
The activity planned for this lesson not only ties in
with the theme, but also teaches students to
identify the major events in a story. Using visual
maps is also a great asset for students to use to
gather their ideas, or review material in an easy
and effective way.
ASSESSMENT
While students are working with their groups, teacher will monitor by walking around classroom and
observing each group to make sure they are following the directions and staying on task.
Teacher will be able to assess students during their group presentations of their visual maps. Events
should be in chronological order in regards to the plot and should include pictures of all the activities
Froggy does while on vacation with his family in Hawaii.
Teacher will ask reflection questions at the end of each group presentation to get their own opinions and
check for understanding.
For those students who may have learning disabilities, their needs are addressed by differentiating
content by using a variety of delivery formats such as reading, audio footage, and through the group
graphic organizer. By providing a variety of ways to explore the content outcomes, learners find different
ways to connect.
A computer with access to YouTube: https://www.youtube.com/watch?v=KRlwmJg1d80

Copies of the story Froggy Goes to Hawaii for each student
Post-It-Self- Stick Easel Pads
Markers

RATIONALE
INTO
Begin lesson by asking students if they

have ever gone on a vacation.
Ask them questions such as: Where did
you go? Who did you go with? What did
you see? What did you do?
After discussion, tell students that you are
going to be reading about a very special
frog that takes a trip with his family to
Hawaii.
THROUGH
Pass out copies of Froggy Goes to

Hawaii to each student.
Begin playing YouTube video, or if
preferred, either read story aloud or call
on students to read.
BEYOND
After story is read, divide students into

groups of 5.
Give each group a Post-It-Self-Stick
Poster and box of markers.
Tells students that within their group they
have to create a visual map on the all the
activities Froggy does on his vacation
based off the book Froggy Goes to
Hawaii.
The activities must be in chronological
order and include pictures.
After each group has made their visual
maps, call each group up to the front of
the classroom to present their poster.
After each group presentation ask
students questions such as: Which activity
would you want to do if you went to
Hawaii? What would you pack in your
suitcase if you went on vacation? What
important lessons did you learn from
Froggy?
By beginning the class with discussion, it

sets the stage for the lesson while
simultaneously allowing students to share
their own experiences about the places
they have gone on vacation.
RATIONALE
Each student should be given a copy of the

book to follow along with during the
reading and use as a reference for the next
activity.
RATIONALE
Students are divided into groups to

encourage peer collaboration and
addresses one of the multiple
intelligences.
Each group is given a poster and markers
to draw their visual aids on that will later
be showcased on the wall.
Creating visuals aids on the events that
happened in the book addresses the CA
state standards and gives students a chance
to showcase their creativity.
The activities that Froggy does on
vacation should be in chronological order
to show the development of the storys
plot.
Presentations on the posters are done for
students to showcase their work and is
utilized by the teacher as a form of
assessment.
Questions are asked to each group to
check for understanding and have students
share what they took away from the story
and apply into their own lives.
Example of Visual Map Poster
Raced through a
giant bamboo
forest and had a
ninja fight with
a coconut tree.
Dived into a
nice cool stream
and almost went
over a waterfall.
Climbed a
volcano and
almost fell in.
Did a hula
dance in a grass
skirt.
Surfed while
riding on his
dads shoulders.
Sailed out on
the four winds
to look for sea
animals.
Dropped anchor
at coral reef and
played with
toys.
Went snorkeling
in his dolphin
underwear.
Swam with sea

turtles.
LESSON PLAN: Math

INSTRUCTIONAL UNIT:
TEACHER
COURSE
GRADE
LESSON TITLE
EDUC 499D
5th
Fishing for Fractions
DAY
SUBJECT
LENGTH OF LESSON
Wednesday
Math
55 minutes
CAMPUS
Main Campus

CA STATE STANDARD
GOAL OF UNIT
Number Sense:
1.0 Students compute with very large and very
small numbers, positive integers, decimals,
and fractions and understand the relationship
between decimals, fractions and percents.
They understand the relative magnitudes of
numbers.
2.0 Students perform calculations and solve
problems involving addition, subtraction, and
simple multiplication and division of fraction
and decimals.

OBJECTIVE OF LESSON
Students will identify the lowest common
denominator in equations and add & subtract
fractions with unlike denominators.
CCSS.MATH.CONTENT.5.NF.A.1
Linguistic Intelligence- Students are asked to

create their own words utilizing the material they
have learned inside the classroom about fractions.
Add and subtract fractions with unlike

denominators (including mixed numbers) by
replacing given fractions with equivalent fractions
in such a way as to produce an equivalent sum or
difference of fractions with like denominators.
Logical/Mathematical Intelligence- Students have

to create their own word problems involving
adding and subtracting fractions with unequal
denominators.
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and
subtraction of fractions referring to the same
whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations
to represent the problem. Use benchmark fractions
and number sense of fractions to estimate mentally
Interpersonal Intelligence- Students are divided

up into groups of 6 per table/station and are
assigned a partner to double check their work. They
work collaboratively with one another and hold
each other accountable.
Bodily/Kinesthetic Intelligence- Students are
physically engaged in the activity by fishing for
fractions using their fishing pole pipe cleaner to
and assess the reasonableness of answers.
retrieve a word problem and the answer from

separate buckets.
DOK/RATIONALE
The activity designed for this lesson incorporates
many of the multiple intelligences while
simultaneously addressing the standards in a fun
and creative way. Adding fractions with unequal
denominators is often a hard concept to grasp, but
this assignment encourages students to practice by
creating problems of their own, thus making them
more comfortable with finding the lowest common
denominator.
ASSESSMENT
As students are creating their own problems, the teacher walks around and observes to make sure there
arent any mistakes and math is done correctly.
Students are held accountable for one another and have a partner to double-check their work.
During the activity, the teacher walks around to every table and makes notes of which students may be
having a harder time with adding/subtracting fractions.
The homework assignment allows them to have extra practice adding & subtracting fractions with
unequal denominators and can be used as a tool to determine whether or not students have met the
lessons objective before continuing on to the next level.
For students who may have ADHD, the activity chosen to accompany the lesson is a way to keep them
constantly engaged and encourages them to be active participants.
INTO
Two beach buckets for each table to hold the index cards during the activity
One index card for each student or cut-outs of fishes
Writing utensils
Hole-punchers for each table
Pre-made fishing poles (pipe cleaners)

RATIONALE
Begin lesson by asking: Whats the

easiest way to find a common
denominator of two fractions?
Teach an initial lesson to review adding
fractions with like denominators and reintroducing the concept of LCD (lowest
common denominator) to students.
Make sure students understand how to
find common multiples, and together,
practice solving several problems that
involve adding and subtracting fractions
with unlike denominators.
THROUGH
Divide the students into groups of 6 and

assign each group to a designated
table/area.
Pass out supplies to each table: flashcards
(or fish cut-outs), markers, hole puncher,
and fishing pole pipe cleaners.
Have each student grab one index card
and fold it in half.
Have each student write a number
sentence that involves either adding or
subtracting fractions with unlike
denominators on the first half of the index
card and placing the answer portion of the
equation on the second half of the index
card.
Asks students to show their equation to a
partner to check for accuracy.
Have students cut their index cards in half
so the problem and answer to their
equation are now on two separate pieces.
Have students hole punch both pieces of
their index card that they cut in half.
Have students put the questions in one
bucket and the answers in the other.
Opening up with this question is a way to

gage what students remember about
adding/subtracting fractions.
Doing a review of adding fractions is a
way to refresh students memory of past
concepts they have learned and pave the
way to teaching them how to add and
subtract fractions with unequal
denominators.
This guided practice is a way to see what
levels each student is at and get them
comfortable with adding/ subtracting
fractions with unequal denominators
before continuing on to the next part of the
lesson.
RATIONALE
Students are divided into groups to

encourage peer collaboration and it ties in
with the activity they are going to be
doing.
Supplies are passed out to each group to
prepare for the activity.
Index cards are folded in half to put the
questions on one portion and the answer
on the other.
Having students write their own number
sentences is not only a way to test
themselves, but get them comfortable with
solving word problems that involve
fractions.
Having a partner to check their work is a
great way to ensure that mistakes are
addressed and holds students accountable
for one another.
Each half of the index card are holepunched because that is how they are
going to be able to retrieve them using
their fishing poles.
Questions and answers are placed in
separate buckets to keep the two separate
flashcards organized.
BEYOND
Have students grab a fishing pole pipe

cleaner and inform them that they will be
fishing for fractions
Each student must fish for a question
made by one of the peers from the
Question Bucket.
They must solve the question on a
separate piece of paper and show work.
Once they have answered the question,
they must fish for the correct answer
from the Answer Bucket using their
fishing pole pipe cleaner.
Activity is repeated until they have solved
every question made by their peers.
Once every question has been answered,
ask students to clean up their area by
placing all their supplies in the buckets.
After they have finished, have a
discussion about the activity and pass out
homework for the night.
RATIONALE
The fishing poles are going to be used

to retrieve the flashcards from each
bucket.
Each student is given the chance to solve

the word problems their peers came up
with and practice adding and subtracting
fractions with unequal denominators in a
fun way.
Discussion is done at the end to get

feedback from the students about what
they liked and disliked, or found difficult,
about the activity. This is also an
opportunity for the teacher to assess
students and see if they have met the
lessons objectives.
Homework is given to students as extra

practice and as a tool to see which
students may still be struggling before
moving onto multiplying and dividing
fractions.
LESSON PLAN: Art

INSTRUCTIONAL UNIT:
TEACHER
COURSE
GRADE
LESSON TITLE
EDUC 499D
5th
Tiki Self-Portraits
DAY
SUBJECT
LENGTH OF LESSON
Wednesday
Art
55 minutes or two consecutive

days.
CAMPUS
Main Campus

CA STATE STANDARD
GOAL OF UNIT
2.4 Create an expressive abstract composition
based on real objects.
2.7 Communicate values, opinions, or personal
insight through an original work of art.
3.0 Understanding the Historical Contributions
and Cultural Dimensions of the Visual Arts.
Students analyze the role and development of
the visual arts in past and present cultures
throughout the world, noting human diversity
as it relates to the visual arts and artists.

OBJECTIVE OF LESSON
Students will learn about the history of Hawaiian
Tiki Masks and create their own Tiki self-portrait
modeling the traditional design and integrating
elements from their own life.
3.3 Identify and compare works of art from various

regions of the United States.
Intrapersonal Intelligence- Students will be

reflecting on themselves and incorporating personal
symbols into their Tiki Mask self-portraits.
Report on a topic or text or present an opinion,

sequencing ideas, logically and using appropriate
main ideas or themes
Visual/Spatial Intelligence- This lesson is heavily

centered on art and calls on students to be creative
and incorporate artistic design elements from
traditional Hawaiian Tiki Masks.
Verbal/Linguistic Intelligence- Students will have

to present their Tiki self-portraits to the class and
explain why they chose specific elements that they
felt best represented them.

ideas or themes.
Bodily/Kinesthetic Intelligence- Designing and

drawing requires great control of ones bodies,
precision, and finesse. Though this type of action
isnt rigorous, it is meticulous and demands focus.
DOK/RATIONALE
Students will be practicing problem-solving and
decision making skills. They will be engaged in
this project and reflecting as they choose what sort
of objects they want to include that best
symbolizes them. Additionally, they will be
planning and organizing. This is developmentally
responsive because students are engaged
physically in a hands on process that not only
teaches them about the cultural significance of
Hawaiian Tiki Masks, but also serves as a way
form them to be aware of their individual identities
and values.
ASSESSMENT
There are multiple opportunities for discussion and student input.
Before students begin drawing on their brown paper bags, they have to get their sketches approved by the
teacher.
A rubric is used as an assessment tool for grading each students Tiki self-portrait and checking that they
have met the lessons main objective.
For students who may
INTO
3-4 real-life models of Hawaiian Tiki Masks

Computer with access to YouTube: https://www.youtube.com/watch?v=0rE78dXfv-E
Fact sheet about the history of Hawaiian Tiki Masks to use as a reference
Pictures of different types of Hawaiian Tiki Masks to use as references
Brown Paper Bags for Each Student
Copy of Rubric for each student
Scratch Paper
Tracing Paper
Markers, Crayons, Color Pencils
Glue Sticks/Elmers Glue
Feathers

RATIONALE
Begin lesson by presenting 3-4 real life
Hawaiian Tiki Masks to the class and
Real-life Hawaiian Tiki Masks are

showcased to incite curiosity and awe
have get them passed around to each

students.
On the bored make a chart and have
students list some similarities and
differences they see between the masks.
Ask them questions such as: What artistic
elements do you notice? What do you
think the masks represent? Where do they
come from? What are they used for?
Once discussion is over, play the
following video about a famous Hawaiian
Tiki Sculptor that talks about the history
of the tikis: https://www.youtube.com/watch?
v=0rE78dXfv-E
Have students take notes on any important

facts that are discussed during the film.
THROUGH
After watching the video, have students

share some interesting things they learned
about the history of Hawaiian Tiki Masks.
Tell students that they will be creating
their own Tiki self-portraits using the
traditional artistic elements as guidelines,
but also incorporating elements that
represent them.
Pass out a rubric to each student and go
over expectations with them.
Pass pieces of scratch paper to each
student and have them start brainstorming
what elements about themselves they
want to include and allow them time to
practice drawing Tiki faces.
Pass out pictures of traditional Hawaiian
Tiki Masks (or have a slideshow playing)
while students are gathering their ideas.
Each student must show teacher their
rough draft before they begin creating
their Tiki self-portraits.
within the students and can also be used as

references in the later activities.
Making a chart with similarities and
differences about what they notice about
each mask is a way to already get students
to question what each mask represents and
the history behind them.
Asking these insightful questions is a way
to allow students to contribute their ideas
and paves the way for the video that is
about to be shown.
The video introduces a famous Hawaiian
Tiki sculptor, and within the film he talks
about the history and what the masks
represent.
RATIONALE
By sharing some facts that they learned

about the masks, they come to appreciate
the cultural significance behind them
because of their understanding of what
they represent.
This project is chosen as a way to
modernize this traditional art form in a
creative and personal way.
Passing out a rubric is a great asset for
students to use a reference and make sure
they are meeting all the necessary
requirements.
Scratch paper is passed out so that
students can start brainstorming what they
want to include and what elements they
want to incorporate now that they know
what each facial characteristic symbolizes.
Pictures are also passed around for
students to use a sources of inspiration and
help them come up with a design.
By having each student have their work
checked before they begin the final
product it ensures that they are meeting all
the necessary requirements and acts as an
assessment tool.
BEYOND
Have a station set up with all the supplies

and dont allow students to grab anything
until they have done their final sketch on
tracing paper with pencil first.
Once given the okay, hand each student
the brown paper bag on which they can
begin to draw their Tiki self-portraits.
Students are allowed to take their brown
paper bags home and bring their finished
products the next day.
The following day, each student presents
their Tiki self-portraits and explains why
they drew what they did and teacher
grades them based off the rubric.
RATIONALE
The final sketch should be done on tracing

paper and in pencil first so that they have
the chance to make any last changes and
transfer it onto their brown paper bags.
Brown paper bags are used because not
only are they inexpensive, but are already
in the necessary shape and color for the
project. In addition to this, they will make
for amazing 3D displays once finished and
can be showcased during open house
night.
Having students present their Tiki selfportraits is a way for them to take pride in
their work and share a little bit about
themselves (and the culture of Hawaii) in
a meaningful way.
Example of Tiki Self-Portraits
Rubric:
PROJECT
REQUIREMENTS
Symbolism
4 - Excellent
3 - Good
2 - Average
1- Poor
Design and painting

have 3 elements of
symbolism which
represent the students
self or the story /
reflection the student
has written. Symbols
and meanings are
explained and
reflected on back of
project in writing.
Design and
painting have 2
elements of
symbolism which
represent the
students self or
the story /
reflection the
student has
written. Symbols
and meanings are
explained on
back of project in
writing
Application of
design is not as
clearly planned
or refined and but
has clean
craftsmanship.
The colors not as
crisp or
transitions are not
as smooth.
Design and
painting contains
only 1 symbol
which reflects the
student or
contains 3 or 2
symbols but the
symbolism is
poorly explained.
Only 1 symbol is
explained on
back.
Design and
painting have
no clear
symbolism
portrayed or
written and
explained on the
back of piece.
There is no
explanation for
any symbols on
the back.
Control of design
is somewhat
lacking. There is
some evidence of
errors, ragged
unclean edges but
it is evident
student made an
attempt to retouch
mistakes.
Student had a
plan and vision
for their final
project, but
student did not
keep sketch or
checklist near
them while
working. Piece
looks slightly
different from
planned sketch.
Student did get
sketch approved.
Class time was
used wisely but
student sketch
could have used
more clear
refinement. Was
reminded a few
times to stay on
task.
Student did not

follow sketch or
use checklist to
guide them
through the
project. Final
piece looks only
slightly
reminiscent of
original sketch.
Student did get
sketch approved.
Student needs to
work on
preplanning
design
application.
Muddy colors,
ragged edges,
drips and/or
blobs are
evident
throughout the
project. It has
an unclean and
messy finish.
Student has
thought very
little about the
project. Is
present but is
not invested in
the product.
Final piece
looks nothing
like sketch.
Student did not
get approval for
their sketch
before starting.
Class time was
not used wisely
and put in no
additional
effort. Final
project is sloppy
and shows little
effort or pride.
Skill &
Craftsmanship
Application of design
is clearly planned and
done in a neat and
patient way. It is clear
the student took pride
in creating a finely
finished piece. Colors
are sharp and crisp and
transitions are smooth.
Planning &
Explanation
Student can describe

in detail at any point
during the painting
process how they
envision the final
piece. They have their
sketch, photos and
checklist next to them
for inspiration as they
work. The final result
clearly reflects the
initial sketch plan. The
sketch was also
approved by teacher.
Class time was used
wisely. Much time and
effort went into the
planning and design of
the mask It is clear the
student created the
piece to the best of
their ability and
followed the checklist.
Time & Effort
Class time was

not always used
wisely and the
student seemed
distracted
regularly and had
to be continuously
reminded stay on
task
POINTS
EARNED
Total Score
Culminating Experience
The final activity that I would do to celebrate my Hawaiian thematic unit would involve
planning a huge luaua party as a reward for my students for working so diligently on all their
projects. Their projects would be showcased all throughout the classroom and I would have my
students come dressed in their best Hawaiian attire. My plan for the luau party would be to have
a variety of different stations set up with fun activities, which also tie-in with the theme, for each
student to particpate in. Station one would be a flower lei making section, station two would
have limbo, station three would have temporary Polynesian tattos, station four would have
cardboard cutouts of surfboards for each to student decorate, and station five would have hula
dancing. At each station I would also include a little fact sheet about the cultural significance of
each activity so that students can develop an even greater appreciation of the Hawaiian culture. If
possible, I would prepare fruit salad and serve coconut juice as a freshment so that all my
students senses are being nourished that day. Before being dismissed for the day, I would have
each student share what their favorite activity was and what their most memorable learning
experience was from the thematic unit. My hope is that they become aware of all the diverse
cultures that are all around them and reflect on their own place in the world.
Reflection
Although this thematic unit required a lot of time and effort, I will state that overall I had
quite a lot of fun creating it. It was challenging at times to come up with lesson plans that
addressed all the necessary requirements and fit in with the theme I chose, but if anything it
taught me to think outside of the box. My idea for choosing a Hawaiian theme came about when
I started thinking of fun activities that could be implemented within the classroom. Originally,
decorating surfboards as an art lesson was what inspired this theme to begin with, but in the end I
swaped it out for Hawaiian Tiki Masks because I felt they had more cultural significance. From
there, my creativity kicked in and I found myself jotting down all the ideas that came to me that I
could use for the other subjects.
I have become a lot more comfortable addressing standards and incoporating the multiple
intelligences, but one area I did struggle with was finding ways to meet the needs of diversified
learners. Throughout my field experience, I havent really been introduced to many students that
have ADHD, are English Language Learners, or have severe learning disabilities. Its one thing
to say that their needs are being addressed and another to know exaclty what will be the best
teaching method for them based on personal experience. I think the greatest lesson I took away
from this assignment was learning how to compromise with myself and always keep in mind
what would best benefit my students. My greatest source of motivation was ensuring that I
created memorable lessons that my students would not only have an opportunity to shine in, but
remember for years to come. In the end, they are ones who really matter.

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Thematic Unit: Hawaii

LESSON PLAN: History

CONTENT STANDARDS AND CONTENT OBJECTIVES

Students will come to learn about the history,

Utilizing a report on the history of Hawaii, students

MULTIPLE INTELLIGENCE ADDRESSED

Computer with access to YouTube

STEPS THROUGH THE LESSON

Teacher places a copy of the report on

Once True or False questions have been

By placing reports on students desk

Teacher assigns groups so that different

Once lists are compiled by each group,

Materials are passed out to students so that

Example of Timeline List

3rd/4th Century CE- First people arrived in the Hawaiian Islands

LESSON PLAN: Science

55 minutes or two consecutive

CONTENT STANDARDS AND CONTENT OBJECTIVES

COMMON CORE STATE STANDARD

Students will come to learn about the history,

CCSS. ELA-LITERACY.SL. 5.3:

MULTIPLE INTELLIGENCE ADDRESSED

Summarize the points a speaker makes and explain

Verbal/Linguistic Intelligence- Students have to

CCSS. ELA-LITERACY.SL. 5.4:

Logical/Mathematical Intelligence- Students are

together to build a volcano using the supplies given

CCSS. ELA-LITERACY.SL. 5.5:

Visual/Spatial Intelligence- A video is shown at

Computer with access to YouTube

2 cups of warm water

STEPS THROUGH THE LESSON

Show video How Was Hawaii Formed?

Discuss Earths layers and where tectonic

This video is played at the beginning of

This discussion sets the stage for what

The Oreo demonstration allows for

Talk about how plate movement creates

Talking about how plate movement creates

Students will learn that the types of

By providing these different types of

Students are placed in groups and assigned

Giving the students a picture of their

The type of bottle directly correlates to the

Teacher prepares the solutions while

volcano when students are done.

Having each group explain their volcano

The importance of using safety goggles is

Solutions are poured into bottles once

Students are assigned to draw and write

Example of Take-Home Assignment

Composite Volcano: Also known as a stratovolcano, a composite volcano is a conical volcano

LESSON PLAN: ELA

"Froggy Goes to Hawaii

CONTENT STANDARDS AND CONTENT OBJECTIVES

Students will come to learn about the history,

b. Show, rather than tell, the listener what happens.

a. Summarize significant events and details.

Within groups of 5, students will collaborate with

b. Articulate an understanding of several ideas or

COMMON CORE STATE STANDARD