Edith Larson

We the people of the United States, in order to form a more perfect union, establish
justice, insure domestic tranquility, provide for the common defense, promote the
general welfare, and secure the blessings of liberty to ourselves and our posterity,
do ordain and establish this Constitution for the United States of America.

Picture the Preamble

Preamble Phrase
We the people of the
United States,

Picture

Why Picture was

Chosen
I chose this image
because it shows the
flag of the Unites
States as well as U.S.
citizens below the
flag.

in order to form a
more perfect union,

I chose this image of

a puzzle put together
to represent the
perfect union of the
United States.

establish justice,

I chose the image of

the gavel to represent
justice because it
represents fairness
and the justice
system in the United
States.

insure domestic
tranquility,

I chose this image of

houses to represent
the domestic portion
of the phrase because
domestic means of
or pertaining to the
home, the household,
household affairs, or

provide for the

common defense,

the family. The

picture also being in
the calm lighting of
dusk represents the
tranquility portion of
the phrase.
I chose this image of
a military man
because they protect
and defend us in the
United States.

promote the general

welfare,

I chose this picture of

a woman being
happy and enjoying
life because she is in
the United States
where general
welfare is promoted.

and secure the

blessings of liberty to
ourselves and our
posterity,

I chose this lock to

show that liberty and
our posterity are to
be secured, or locked
in as stated in this
phrase of the
preamble.

do ordain and
establish this
Constitution for the
United States of
America.

This is a picture of
people viewing the
Constitution in
Washington, DC. I
chose this to show
the people of America
benefitting from and
enjoying their rights
through the
constitution and
viewing it in a
museum, as it is the
foundation for the
United States.

Reflection
Today, I learned about the Preamble and created a word processing project
involving clip art to represent the nine phrases of the Preamble. I believe the
Preamble captures the fundamental purpose of the United States Constitution.
Every phrase in the Preamble establishes that all people have rights as United States
citizens and that we, as citizens, should strive to fulfill all points in the constitution
to ensure our welfare.
Creating the table above helped me better understand each individual phrase
of the Preamble. Breaking it down and choosing images to represent each phrase
made me think hard about each phrase to truly understand what it means to me. I
believe all of my images shown in the table represent the various phrases of the
Preamble well and would help a reader to better understand to Preamble.

Lesson Ideas
Lesson 1: Scientific Method
Teacher: Edith Larson
Date: October 2, 2014
Grade and Topic: Grade 6, Science: Embedded Inquiry
Length of Lesson: 60 minutes for one day
Lesson Standards:
TN Science- GLE 0607.Inq.1 Design and conduct open-ended scientific investigations
ISTE Standard: 1. Creativity and Innovation: Students demonstrate creative
thinking, construct knowledge, and develop innovative products and processes
using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
ISTE Standard 3: Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making: Students
use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.
c. Plan and manage activities to develop a solution or complete a project
Lesson Idea: The student will create a table showing each step of the Scientific
Method, describing each step, and choose an image to represent each step. The
student will then apply their knowledge of the Scientific Method to an experiment
described in the Problem Statement. The student will make a list that includes what
that student would do to complete the experiment described in the problem
statement using the Scientific Method.
Student Product Description: The student is to create a table with 3 columns and
5 rows. Title the three columns Scientific Method Step, What it Means, and Image.
Put the 4 steps of the scientific method (Observations, Hypothesis, Experiment, and
Conclusion) in the first column. Describe what each step of the scientific method
entails in the second column. In the third column, choose an image from the
Microsoft clipart gallery to represent that step in the Scientific Method and briefly
state why you chose that image. After creating the table, the student will use what
they have learned to list the steps they would take to complete the experiment
described in the Problem Statement.

Lesson Objectives:
1. To conduct a scientific investigation, we will need to understand how to
properly use the Scientific Method. Based on what we have learned in class
about the Scientific Method, create a table in a Word Processor to show each
of the four steps in the Scientific Method, what each step entails, and an
image to represent each step.
2. The table must describe all steps of the scientific method correctly and
contain images that represent the steps with a brief description of why the
image was chosen.
3. To demonstrate what the student has learned about the Scientific Method
and apply it to a scientific experiment, the student will create a list of the
steps he/she would take to conduct the experiment described in the Problem
Statement.
Problem Statement:
Imagine you have been hired by scientists to work in a lab to find the best chocolate
cake recipe. You have been hired because of your extensive knowledge and love for
cake, but you have never performed a scientific experiment before. You need to
figure out which cake is best by using the scientific method. First, you will need to
understand the Scientific Method. Create a table to show the four steps of the
Scientific Method, what they mean, and an image that represents that step. You will
then write a list of steps using what you learned about the Scientific Method to
describe what you would do to figure out which cake recipe is best.
Assessment Strategy:
In grading of this assignment, I will be looking for 100% accuracy describing the
four steps of the Scientific Method. The image portion of the chart gives the student
a chance to be creative and describe what that step in the Method means to them, so
there is really no right answer as long as it is justified and described by the student.
The list to be created should show that the student understands the steps of the
Scientific Method and that they have used their imagination to create the specific
steps to figure out which cake recipe is best. Again, the students are to be creative
with the steps they will describe in the list, but they should go along with the four
steps of the Scientific Method and make sense.

Student Product: Lesson 1: Scientific Method

Scientific Method Step
Observations

What It Means

Image

Observations are what you

see or experience with your
senses that makes you ask a
scientific question.

I chose this image of a

magnifying glass to represent
observations because you
make observations using
your senses, like sight, and
they make you want to look
closer at the occurrence and
propose a scientific question.
Hypothesis

The hypothesis is a simple

statement describing what
one might predict as the
outcome of the experiment.

I chose this image of a person

with a question mark to
represent the hypothesis
because it is what you predict
to happen in your
experiment, but it is not sure.
Experiment

The experiment tests the

hypothesis. It is a tool
designed by the
researcher/student to either
confirm or reject the
hypothesis.
I chose this picture of
laboratory materials because
it shows an experiment
occurring.

Conclusion

The conclusion is the answer

to the research question
proposed found by
conducting the experiment. It
either confirms or rejects the
hypothesis made.
The check mark represents
that the experiment is
complete upon the
conclusion. Though further
testing and experimenting
may be required, one can
draw conclusions from any
experiment.

How to determine the best chocolate cake recipe using the scientific method:
1. Observations: As a veteran cake eater, I have experienced that some
chocolate cakes taste better than other cakes by using my sense of taste. Why
is this?
2. Hypothesis: I hypothesize that chocolate cakes that use milk chocolate taste
better than those that use dark chocolate.
3. Experiment: I will work in the lab to create two cakes using the exact same
recipe for both except one will be made with milk chocolate and one with
dark chocolate.
4. Conclusion: The chocolate cake made with milk chocolate tasted better than
the one made with dark chocolate. Through this experiment, my hypothesis
was confirmed.

Lesson 2: Consumers, Producers, and Decomposers

Teacher: Edith Larson
Date: October 2, 2014
Grade and Topic: Grade 6, Science: Life Science
Length of Lesson: 50 minutes for 2 days
Lesson Standards:
TN GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a
biological community
ISTE Standard 3: Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information
a. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
Lesson Idea:
Given what we have learned about the food chain and consumers, producers, and
decomposers, create a chart using a word processor that defines each of the three
terms (consumers, producers, and decomposers) and use clipart from the Microsoft
clipart gallery to find two examples of each term.
After this activity, students will write a paragraph using a word processor to show
their understanding of the food chain. They will be given specific examples of
members of our food chain in the problem statement. The student will identify
which group they belong to and where each group gets their energy in the
paragraph.
Student Product Description:
The chart will contain three columns and four rows. The top row should be labeled
Group in the Food Chain, Description, and Examples. The Group of the Food
Chain column will list Producers, Consumers, and Decomposers. The student should
use his/her own words to describe each member of the food chain in column two.
The student should then use the Microsoft Clipart gallery to find two examples of
each member of the food chain to place in the Examples column.
Upon completion of the chart, the student will write a paragraph in a word
processor to identify the given members of the food chain (from the problem
statement) as consumers, producers, decomposers and state how each member
obtains energy.
Lesson Objectives:
1. To understand our ecosystem and the way that all organisms are related to
one another, the student will create a table using a word processor including the
three main groups of our food chain with a description of each group and two
examples of each group.
2. The table created must have an accurate description of each group and contain
two examples of members of that group from the Microsoft Clipart gallery.

3. In paragraph form, the student must describe at least 4 different organisms which
group they are in, and how they relate to each other. This will demonstrate the
students understanding of the food chain and that all organisms are dependent on
one another.
Problem Statement:
Imagine there is a new student in school named Jack. Jack is in the fourth grade and
has not taken a biology class yet. You and Jack are on the playground when you see a
frog reach out its tongue and eat a bee. Jack is confused because he has never
seen this happen before, but you know all about the food chain having just learned
about it in class. Create a chart in a word processor to describe Consumers,
Producers, and Decomposers to show Jack so he has a better understanding of
the food chain. Your chart should include the three groups, a brief description of
each group, and two images taken from the clipart gallery that are examples of
members of each group. Then, create a write-up that uses the frog, the bee
and two other organisms of your choice to describe their relationship with each
other. Indicate which group of the food chain each organism belongs to and indicate
where each organism obtains their energy.
Assessment Strategy:
I expect that the chart produced should be easily read and understood with correct
grammar and spelling. The images chosen should be accurate examples of members
of each group. The write-up should be in complete sentences with correct grammar
and accurately describe the relationship between the four organisms, how they
obtain their energy, and what group of the food chain they belong to.

Student Product: Lesson 2: Consumers, Producers, and Decomposers

Group of the Food
Chain
Producers

Consumers

Description
Producers create
organic compounds
from inorganic
compounds. They
produce their own food
using photosynthesis
and obtain their energy
from sunlight.

Consumers are animals.

They consume plants
and/or other animals
for their energy. They
do not make their own
food, like producers do.

Examples

Decomposers

Decomposers are
organisms that eat dead
or decaying matter,
break it down in their
body, and then return
the nutrients back into
the soil.

Write-up:
For my example I will be using a bee, a frog, a daisy, and a mushroom. A daisy is a
flower so and it retains its energy by converting sunlight into chemical energy
through photosynthesis. It is a producer. A bee is a consumer and obtains its energy
from consuming producers. In this case, the bee could eat the pollen from the daisy
described early. The frog is also a consumer that obtains its energy from eating
other consumers. In this case, the frog ate the bee, another consumer, to make
energy. A mushroom is an example of a decomposer, which obtains its energy from
breaking down dead or decaying organisms. If the frog were to die of natural causes,
for example, a mushroom may begin to grow by breaking down the cells of the frog
and using its tissue for a food source.