Sol Assignment

Michelle Yalavarthi

History K.1 (not tested)

The student will recognize that history describes events and people of other times
and places by
a) identifying examples of past events in legends, stories, and historical
accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and
Abraham Lincoln
b) identifying the people and events honored by the holidays of Thanksgiving
Day; Martin Luther King, Jr., Day; Presidents Day; and Independence Day
(Fourth of July).

For this SOL, The classroom teacher and the librarian will collaborate on
the important events in history. The librian and teacher will gather prior
knowledge on famous historians and events and make a list of possible
events and famous people for the students to read about. The librarian
will show students where to locate books, magazines, videos and online
resources about famous events, people in history and holidays dedicated
to these people.

History VUS.10 (TESTED)

The student will demonstrate knowledge of key domestic events of the 1920s and
1930s by
a) analyzing how radio, movies, newspapers, and magazines created popular
culture and challenged traditional values;
b) explaining the causes of the Great Depression and its impact on the American
people.

The librarian could assist students on locating newspapers and magazines

from the 1920s and 1930s online. Also the librarian could show students
books, videos and other resources from other points of view rather than
the teacher. Students could then blog about the causes of the great
depression with support from the teacher and librarian.
3.11 Science (TESTED)

The student will investigate and understand different sources of energy. Key
concepts include a) energy from the sun;
b) sources of renewable energy;
and c) sources of nonrenewable energy.

The librarian could lead a web quest where students would work in
pairs to be actively engaged and investigate energy source topics.
After the webquest, the librarian and teacher can show where to
find additional information to students as they complete a prezi or
powerpoint with a partner.

English 11.4 (TESTED)

The student will read, comprehend, and analyze relationships among American literature, history, and
culture.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal
characters, and genres.
e) Analyze how context and language structures convey an authors intent and viewpoint.
f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration,
assonance, and parallelism) supports the subject, mood, and theme.
g) Explain how imagery and figures of speech appeal to the readers senses and experience.
h) Explain how an authors specific word choices, syntax, tone, and voice support the authors
purpose.
i) Read and analyze a variety of American dramatic selections.
j) Analyze the use of literary elements and dramatic conventions including
verbal, situational and dramatic irony used in American literature.

The librarian and classroom teacher can collaborate to discuss possible

American dramatic selections and where to find them in the school
library or electronic database that would be appropriate for American
drama. Students would then have a list of possible selections to search
from. Students would then share and present their findings with a
powerpoint presentation.

Science 4.7 (TESTED)

The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.

The librarian could show students where to find appropriate electronic

and print resources for the solar system. Students need to find the
information before they can investigate and understand the solar
system organization. Without the support of the librarian, students
would have difficulty finding resources for their project. Students
would then work in groups to create a poster, replica or powerpoint on
the information they learned.

Physics PH.4 (not tested)

The student will investigate and understand how applications of physics affect the world. Key concepts
include
a) examples from the real world; and
b) exploration of the roles and contributions of science and technology.

This example is calling for help from the school librarian. The librarian could help generate a list of
possible topics with help from the class teacher. The librarian could show students where to find
resources explaining the roles and contributions of science and technology, and where to find
examples form the real word. Students would then share their response on the class vision page.
Family Life Education
2.8 The student will be conscious of how commercials use our emotions to make us want products.
(not tested)
Descriptive Statement: Children are introduced to the concept of media influences,
which is developed further at higher grade levels. The students are given examples
of techniques used by the media to create excitement and a desire to purchase
products. Students will begin to understand how the media affects mental health
issues such as self- esteem or body image.

With support from the classroom teacher, the librarian could show where
to find appropriate commercials for students. Students would then watch
the commercials and jot down how it makes them feel to buy a product.
The class teacher and librarian could lead a discussion on how
commercials make us feel by watching them.

Health and Physical Education (not tested)

5.4 The student will critically evaluate how print media, broadcast media, and Internet technology
influence perceptions of health information, products, and services. Key concepts/skills include
a strategies for validating health information;
a) tools for the critical evaluation of advertisements and promotions. (not tested)

The librarian will do a mini lesson on evaluation of resources.

Students will then evaluate how various sources impact our
perception of health information. The students would be given time
to evaluate various resources that the librarian gave them and
share out with their classmates.
Driver Education (not tested)
DE.21 The student will research and evaluate personal transportation needs and their impact on the
environment, and demonstrate skills necessary to be an informed consumer. Key concepts/skills
include
b printed and Internet resources;
b) community resources;
c) vehicle pollution, including carbon monoxide, carbon dioxide, ozone-causing gases, and
acids;
d) appropriate disposal of batteries, fluids, tires, and other environmentally hazardous
materials;
e) energy conservation, alternative or renewable sources of energy, and conservation of
natural resources.

The students will use the library computers to research and

evaluate transportation needs and resources in the community. The
librarian will guide students to find appropriate resources both print
and electronic for the student project. The students will then share
their findings in a brochure.

Geometry (TESTED)
G.8 The student will solve real-world problems involving right triangles by using
the Pythagorean Theorem and its converse, properties of special right triangles,
and right triangle trigonometry.

The classroom teacher and librarian could help students brainstorm

real world problems in society with Pythagorean Theorem. After
guidance and support from the librarian, the students will then
research real world problems and create problems for their peers to
sovle.