Substitute Teacher Template

Document Sample
Substitute Teacher Template Powered By Docstoc
					   A Substitute
   Teacher Guide
           From the
     Illinois Agriculture
    in the Classroom Program
Dear Prospective and Current Substitute Teachers,

We hope that this packet of information will help you learn more about be-
coming a substitute teacher, give you valuable classroom activity ideas, and
provide practical organizational tools. This packet is made available through
the Illinois Farm Bureau, Illinois Agriculture in the Classroom, the IAA Foun-
dation and the County Farm Bureaus of Illinois.

There are many benefits to substitute teaching such as:
♦ Strong demand for substitute teachers
♦ Extra income
♦ Flexible work schedule
♦ Your choice of age groups to work with
♦ You take no work-related problems home
♦ Great experience for those pursuing a full-time teaching job
♦ You influence the lives of your students

For additional FREE agricultural teaching materials, contact your County
Farm Bureau®.

We wish you well in your substituting teaching and please contact us for fur-
ther information.


Ag in the Classroom
Illinois Farm Bureau®
1701 N. Towanda
Bloomington, IL 61701
Fax (309)557-2057
                             Table of Contents

How to Become a Substitute Teacher               4

Substitute Teacher Tips                          5

Activity Track Sheet                             6

Seating Chart Template                           7


     Pork Producing States                       8

     Pumpkins of Illinois                        9

     Soybeans All Around Us                      10

     Soybeans Around America                     11

     After Lunch Activity                        12

     My Favorite Pizza?                          13

     What’s in my Candy Bar?                     14

     A Drop of Water                             15

     A Slice of Soil                             16

     Corn: A Valuable, Renewable Resource        17

Recommended Children’s Agricultural Books        18

Additional Resources                             19
              How to Become a Substitute Teacher

The procedure to become a substitute teacher varies from district to
district. The main two steps are:

1. Register your teaching certificate with your Regional Office of Education.
    If you do not have a teaching certificate, register for a substitute certifi-
    cate . You can find more information on how to register for a substitute
    certificate at This site
    also has information which will help lead you to the ROE for your area.

2. Call the district you would like to substitute teach in for further directions. The
   district may ask you to complete an application, submit an official transcript of credits,
   obtain a TB test, complete a child abuse report form, complete an employment eligibility
   verification form, complete a criminal history background investigation request form,
                                 Substitute Teacher Tips
∗ Keep a note pad and pencil by your home phone to answer early morning calls for substituting.
∗ Pack a “Sub Bag” with items such as: pencils, pens, tape, dry erase markers, chalk, stickers,
   name tags, hall passes, band-aids, seating chart forms, teacher report forms, daily schedule
   forms, activity ideas, videos, small items to be used as rewards, and a whistle.
∗ Leave home early enough to arrive at school at least 30 minutes before class.
∗ Report to the principal or office secretary at the school.
∗ Obtain any keys that might be necessary.
∗ Find the locations of restrooms and the teacher lounge.
∗ Ask the names of the teachers on both sides of your classroom. If possible, introduce your-
∗ Put your name on the board of the classroom.
∗ Locate the school evacuation map and classroom seating chart.
∗ Read through the lesson plans left by the permanent teacher. However, always have your own
   set of lesson plans ready, in case the teacher did not leave any for you.
∗ Locate the books, papers, and materials which will be needed throughout the day.
∗ When the bell rings, stand in the doorway and greet the students as they enter the classroom.
∗ Learn the students’ names. Use name tags, name tents, etc.
∗ Review the classroom rules or your personal guidelines with the students.
∗ Have the students call you by your proper name. (Mr., Ms., Miss., Mrs., Dr.)
∗ Carry out the lesson plans and assigned duties to the best of your ability. Improvise using the
   materials in your Sub Bag to fill extra time, enhance activities, or supplement lesson plans as
∗ Expect interruptions such as fire drills, power outages, visits to classrooms, and assemblies.
∗ At the end of the day, challenge students to recall topics they have studied that day and re-
   mind them of homework. Also, ask the students to straighten and clean the area around
   their desks.
∗ Organize, label, and grade student work as much as possible, unless the permanent teacher
   has requested you not to do so.
∗ Leave a note for the permanent teacher stating which lessons were covered during the day, a
   summary of student behavior, and any other important information.
∗ Make sure the room is at least as clean as you found it, close the windows, turn off lights and
   equipment, and lock the door.
∗ Stop at the office to check-out with the secretary or principal.
                             Activity Tracking Sheet

Use this page to keep track of which activities you tried and how they worked.

Date Teacher        School     Grade         Activity         Comment
                Seating Chart Template

Copy this page off each time you get a substitute teaching posi-
tion. It can be used as a backup if the classroom teacher has
not left a seating chart for you. Write the students names in
the blocks below.
Pork Producing States


                                  #6                          #9
                                                      #4 #8


The above map marks the ten leading pork producing states. Write the
states in alphabetical order.

Used with permission from the Illinois Pork Producers Association.
Pumpkins of Illinois
Illinois is the leading state in the production of pumpkins. There are
502 pumpkin farms in Illinois that use 13,679 acres of land for pumpkin
production. Some pumpkin growers in Illinois sell their pumpkins at
stores near their homes. Their pumpkin farm becomes a harvest festival as visitors pick
pumpkins, drink apple cider, purchase crafts, and take hayrack rides.

It takes 110 days, or almost four months, for a pumpkin vine to produce mature pumpkins.
Timing is very important because pumpkins are frost-sensitive plants. Pumpkins should not
be planted until the soil is warm and all danger of frost or severe chilling is past. Seeds
should be planted four feet apart, allowing six feet of space between rows, to give them
plenty of room to grow. Two to three pumpkins grow on a vine, and each vine may reach 15-
20 feet in length. Not every seed will develop, so extra seeds need to be planted. Pumpkins
need special nutrients from the soil, lots of sunshine and rain, and proper soil and air tem-
perature to grow. Pumpkins are pollinated by bees. The size of a pumpkin depends on wa-
ter, temperature, insects, diseases, pollination, fertility, soil type, plant population, and

To draw a pumpkin:
Draw a large round circle with a stem on the top.
Draw half-circles from the stem to the midpoint at the bottom of the circle.
Draw a face on the pumpkin to make it a jack-o-lantern.

Now, write a story about your pumpkin and how it grew.
Soybeans All Around Us
1. Discuss the products that come from soybeans.

2. Prepare game pieces by putting letters and points on cards.
    You may want to laminate the cards.

3. Place all letter cards face down on a table.
    Each student should draw seven cards.            Letter      Number to   Points
4. The first player tries to make a word that          A            15         1
    relates to soybeans with his/her letters.          B             5         3
   Sample words can be pancakes, chocolate,            C            15         3
   fabrics, flour, medicine, soap, cement,             D             7         2
   crackers, bug spray, bread, antibiotics,            E            15         1
   make-up, inks, and plastics.                        F             4         4
                                                       G             6         2
5. If the player makes a word, he/she must lay
                                                       H             4         4
     the word face up on the table, say the
     word, and spell it. The other students can        I            15         1
     check the word. If the word is spelled            J             1         8
     correctly and it is a soybean product, the        K             3         5
     student may total the points on the cards         L            10         1
     used and then draw the same number of             M             5         3
     cards used in the word. If the player             N            10         1
     cannot make a word, he/she may trade              O            15         1
     cards and pass his/her turn.                      P             5         3
                                                       Q             1        10
6. The game is over when the cards are gone,
                                                       R             8         1
    time runs out, or no one can make words
    that relate to soybeans. The winner is the         S            10         1
    person with the most points.                       T             9         1
                                                       U            10         1
                                                       V             4         4
                                                       W             4         4
                                                       X             1         8
                                                       Y             4         4
                                                       Z             1        10
         Soybeans Around America
           Transportation is a very important part of the agriculture industry in
           Illinois. Semi trucks, trains, airplanes and barges are used to
           transport goods throughout the state, across the nation, and to
other parts of the world. While the United States does have an advanced transporta-
tion system, it hasn’t always been that way. There are issues that farmers and those
involved in the agriculture industry deal with every day. Read the following scenarios.
Then write a short answer response. Be sure to include how each scenario affects ag-
riculture in your area.

1. The United States uses refrigerated rail cars and semi trailers to transport many
   goods across the nation. The first refrigerator car patent was issued in 1867. De-
   scribe how this invention has affected agriculture in your area. Be sure to include
   goods that are shipped in refrigerated cars as well as how items were shipped prior
   to this invention.

2. The Illinois Waterway system consists of 336 miles of water from the mouth of the
   Chicago River to the mouth of the Illinois River at Grafton, Illinois. It is a system of
   rivers, lakes and canals which provide a shipping connection from the Great Lakes
   to the Gulf of Mexico via the Mississippi River. There is a series of eight locks and
   dams that control water flow from Lake Michigan to the Mississippi River System.
   Discuss how the lock and dam system is utilized in Illinois. Why is the mainte-
   nance, upkeep and upgrades to the lock and dam system so important? How has
   the lock and dam system affected agriculture in your area?

3. Imagine the Illinois Legislature passed a law to reduce the speed limit for semi
   trucks from 55 miles per hour (mph) to 45 mph. How would this reduced speed
   limit affect agriculture in your area?

4. Transportation costs continue to soar. How will the projected continuing increase in
   the prices of gasoline, ethanol and diesel affect agriculture in your area? How do
   transportation and shipping costs affect the prices of food and other consumer
After Lunch Activity
Try this activity to teach students about the ingredients in their lunch and
where those ingredients came from.

   ⇒ Ask the students to write down what they ate for lunch.
   ⇒ Tell the students that as a class you will be creating a graph on the
       floor to show where their lunches came from.
   ⇒   Pass 4-5 paper plates out to each student. (or pieces of paper if
       plates are not available)
   ⇒   Start the graph on the floor by setting down cards that read wheat, corn, soybeans, beef, pork,
       etc. (These cards will be the headings and students will place their lunch items under them.)
   ⇒   Ask each student to write down the items they ate on the paper plates.
   ⇒   Ask the students to take turns laying down the paper plates in the proper categories. (For exam-
       ple: If a student ate a ham and cheese sandwich, a plate with “bread” written on it would be
       placed under the wheat heading, a plate with “ham” written on it would be placed under the pork
       heading, and a plate with “cheese” written on it would be placed under the dairy heading.
   ⇒   Discuss how far their food traveled. Where is wheat grown? Which countries grow bananas?
   ⇒   Give each student’s lunch “mileage.” How many miles did the ingredients travel to get to your
       mouth? What are some high mileage foods? What are some low mileage foods?

Sandwich Facts:
Wheat-A-Grain-Grown on a Plant
Grains must be processed before people can eat them. Some grains are fed to livestock after they are
harvested. In addition to bread, what else can wheat be made into?

Bologna-From Hogs or Beef-Livestock
Glue, leather, gelatin, medicines, upholstery, and fertilizer are only a few of the by-products we get
from these animals. Can you name some other meats we enjoy that come from hogs and beef cattle?

Egg Salad-From Chicken Eggs-Poultry
Chickens can lay approximately 250 eggs each year. Egg whites are used in glue and egg yolks are used in
shampoos. We also raise chickens for their meat. In addition to egg salad, how else do we prepare eggs?

Cheese and Butter-Dairy Products
Milk comes from dairy cattle. It is high in calcium which builds strong bones. Many other products are
made from milk. What are some other dairy products?

Peanut Butter-From A Plant-The Seed
Peanuts grow in a pod under the ground. These types of plants are called legumes. Oil is also extracted
from the peanut. Can you name some other seeds we can eat?

Jelly-From A Plant-The Fruit
Jelly is made from different fruits. In addition to jelly and jam, fruit can be dried, made into juice, or
just enjoyed fresh. Name some flavors of jelly or jam you especially enjoy.

Adapted from SLICE—Student Lessons in Consumer Education, K-6 Classroom Activity Kit by the National Farm-
City Council, Inc.
My Favorite Pizza?
Survey each class member about his/her pizza preference.
Total the number for each category on this page and then
record the totals by completing the graph below.



                  Cheese                  Pepperoni                Sausage
1. What is your favorite type of pizza? ________________________________________________

2. What type of pizza do most students like?__________________________________________

3. What pizza is the least favorite? ___________________________________________________

4. How many people like pepperoni? ___________________________________________________

5. Do more people like pepperoni than cheese? _____________________________________
What’s in my Candy Bar?
Find the ingredients. They are listed in order of greatest amount to the least.

      What ingredient is used the most?
      What is used the least?

Using an encyclopedia, determine what ingredients are obtained from the United States.
      Name the ingredients and what state or part of the United States they came from.

      Which ingredient is most likely to come from Illinois?

      Which ingredients were imported from another country? Name them and the country or
      countries they would come from.

      What are the possible ways the ingredients were shipped to a food processor?

Look at the nutrition part of the label.

How many calories are there? ________________         How many calories come from fat?_______________

Nutrition Facts
Serving Size 1 Bar
Calories 230
Fat. Cal. 130
*Percent Daily Values (DV) are based on a 2,000 calorie diet
Amount/serving %DV*
Total Fat 14g 22%         Total Carb. 20 g 7%        Sat. Fat 7 g 35%             Dietary Fiber 1 g 5%
Cholest. 5 mg 2%          Sugars 18 g                Sodium 35 mg 2%              Protein 5 g
Vitamin A 0%              Vitamin C 0%               Calcium 8%                   Iron 4%

Make a fraction comparing fat calories to total calories. ____________________
Simplify it. _____________________            Make it a percent. ______________________

Read what DV means. How many candy bars would you have to eat to exceed 100 percent of the DV
Saturated fat? _____________________ Carbohydrates? ____________________
Dietary fiber? ____________________

Look up sodium in the dictionary. What is a synonym for it? ________________________________________

Using an encyclopedia, look up calcium, iron, thiamin, riboflavin, and niacin. Define these and name
   other foods that are good sources of these.
A Drop of Water
One of the most important natural resources that covers the earth’s surface is water. All
living things depend on water for survival. As the world population continues to grow, more
and more people, plants, animals, and other living creatures need water to live. Scientists
believe that all the water we will ever have is on the earth right now. Whatever amount is
available to humans and wildlife depends largely on how its quality is maintained. The fol-
lowing demonstration will show how little of the earth’s water is actually used for human

1 gallon of water        eye dropper                     measuring spoons
6 clear containers       paper to make 6 labels


   ♦   Measure and take out 5 tablespoons of water from the gallon of water and place in
       one clear container. Label this 2% polar icepacs or glaciers.
   ♦   Measure and take out 2 tablespoons of water from the gallon of water and place in
       another clear container. Label this container .62% groundwater.
   ♦   From the gallon of water take 1/8 teaspoon and place in a container labeled .008%
       inland seas/salt lakes.
   ♦   Take out another 1/8 teaspoon of water and place in a container labeled .009% fresh
       water lakes.
   ♦   In the two remaining containers place one drop of water in each. Label one .001% at-
       mosphere and one .0001% rivers/streams.
   ♦   The water remaining (97.2%) in the original gallon represents the oceans. What is avail-
       able as fresh water for human use? The combination of groundwater, fresh water
       lakes, and rivers and streams. (2 tablespoons + 1/8 teaspoon + 1 drop)

Where is the least/most water?
Which source is the least/most usable by living things?
Which source is most readily available?
How can you and your family conserve water at home?
What can farmers do to conserve water for plant and animal use?

Have students create a graph depicting the portion of the earth’s surface which is covered
  by land and water.
Explain the water cycle.
A Slice of Soil
One of the most important natural resources that covers much of
the earth’s land surface is soil. All living things depend on it as a
source of food, either directly or indirectly. Our food producing
land remains the same and yet the world population continues to
grow. Consequently, each person’s food portion becomes smaller and
smaller. It is the responsibility of each generation to use the soil
wisely to insure the future. The following demonstration will show
how little of the earth’s surface is actually used for food production
as compared to growing populations.

Large apple (softer apples work better)
Paring knife (or heavy plastic knife)


   ♦   Cut the apple into four equal parts. Three parts represent the oceans of the world.
       The fourth part represents the land area.
   ♦   Cut the land section in half lengthwise. Now you have two one-eighth pieces. One
       section represents land such as deserts, swamps, swamps, Antarctic, arctic, and
       mountain regions. The other one-eighth section represents land where man can live
       but may not grow food.
   ♦   Slice this one-eighth section crosswise into four equal parts. Three of these one
       thirty-second sections represent the areas of the world which are too rocky, too wet,
       too hot, or where soils are too poor for production, as well as areas developed by man.
   ♦   Carefully peel the last one thirty-second section. This small bit of peeling represents
       the soil of our earth on which mankind depends for food production!
Corn: A Valuable, Renewable Resource
Americans would be hard-pressed to live without corn, so it’s for-
tunate that U.S. farmers plant a new corn crop each spring. That is
why it is called a “renewable resource.” When harvested, approximately
59 percent of the crop is fed to livestock and 21 percent is exported to
other countries. The industrial use of corn co-products is increasing every
year. Ethanol, corn sweeteners, degradable plastics, and starch for recycled
paper and examples of just a few of the new uses.

There are thousands of uses for corn. Its biodegradable characteristics and the fat that it
is a renewable resource make it extremely valuable to the United States. Look in the school
library or on the Internet and find out how many products you use contain corn.

Make your Own Biodegradable Plastic from Corn!

Place a tablespoon of cornstarch in a paper cup or plastic bag.
Add two drops of corn oil to the cornstarch.
Add 1 ½ tablespoons of water to the oil and cornstarch.
Stir the mixture.
Add two drops of your favorite food coloring to the mixture and stir well.

Scientific Observations . . .
What do you notice about your biodegradable plastic?
Is your biodegradable plastic the same as the other students’ plastic?
What could you make with this biodegradable plastic if you let it harden?

Microwave your biodegradable plastic for 20-25 seconds on high.
What happens to your plastic?
Form your plastic into a ball and describe what it will do.

Corn Putty

Play with it like clay, then watch it become a liquid again.

1 cup cornstarch
1/4 cup + 1 tablespoon water
Food coloring

Blend mixture with fork. It should flow when the bowl is tipped but feel solid when you
touch it. If it’s too thick, add a little water. If it’s too runny, add a little cornstarch.
Recommended Children’s Agricultural Books

Leah’s Pony by Elizabeth Friedrich
Century Farm: One Hundred Years on a Family Farm by Cris Peterson
Bread Comes to Life by George Levenson
Jack’s Garden by Henry Cole
Where Food Comes From by Janet Cook & Shirley Bond
Heartland by Diane Siebert
Corn Belt Harvest by Raymond Bial
Extra Cheese Please!: Mozzarella’s Journey from Cow to Pizza by Cris Peterson
Harvest Year by Cris Peterson
Hooray for Sheep Farming! by Bobbie Kalman
Hooray for Dairy Farming! by Bobbie Kalman
From Cow to Ice Cream by Bertram T. Knight
From Plant to Blue Jeans by Arthur John L’Hommedieu
From Wheat to Pasta by Robert Egan
Oh Say Can You Seed? by Bonnie Worth
Mighty Machines: Tractor by Claire Llewellyn
A Cow, a Bee, a Cookie, and Me by Meredith Hooper
Welcome to Our Farm - From the National Pork Producers Council
How Do Apples Grow? by Betsy Maestro
A Prairie Alphabet by Jo Bannatyne-Cugnet
Pick, Pull, Snap! Where Once a Flower Bloomed by Lola M. Schaefer
A Hog Ate My Homework by Gary Metivier
Pumpkin Jack by Will Hubbell
Farm Alphabet Book by Jane Miller
Peanuts: What’s for Lunch? by Claire Llewellyn
Hold the Anchovies by Shelly Rotner & Julia Pemberton Hellums
From Egg to Chicken by April McCroskie
Additional Resources
Contact the organizations below for additional resources to incor-
porate agriculture into your teaching.
   Illinois Farm Bureau®, Ag in the Classroom Program,
   1701 N. Towanda Avenue, Bloomington, IL 61701.
   United States Department of Agriculture, Ag in the Classroom.
   Illinois Farm Bureau®
   American Farm Bureau®.
   Illinois Department of Agriculture.
   Illinois Beef
   Illinois Corn Growers Association.
   Illinois Lamb and Wool Producers.
   Illinois Pork Producers Association.
   Illinois Soybean Association.
   Illinois Soil and Water Conservation Districts.
   Midwest Dairy Association.
   American Sheep Industry Association.
   American Soybean Association.
   National Association of Wheat Growers.
   National Cattleman’s Association.
   National Corn Growers Association.
   National Pork Producers Association.
   National Agricultural Aviation Association.
   National Chicken Council.
   National Cotton Council of America.
   American Egg Board.
   Facilitating Coordination in Agricultural Education.
   National FFA Organization.
   National 4-H Council.
   American Forests.
   American Meat Institute.
   National Potato Council.
   Illinois Wheat Association.

Find more substitute information at the site below:
¨Substitute Teaching Tricks of the Trade ( Get expertise
from a book on substitute teaching that provides practical and useful advice on a variety of
relevant topics.
  1701 Towanda Ave.
 Bloomington, IL 61701
 Phone: 309-557-3334

Shared By:
Description: Substitute Teacher Template document sample