Standard 1: Facilitate and Inspire Student Learning and Creativity
1.) I promoted, supported, and modeled creative and innovative thinking and inventiveness by students taking their own pictures to document their paleontology findings in the cookie fossil lesson. In the measurement lesson, students showed this by choosing their own objects to measure and then drawing, talking, and writing about the difference in length or height in Pixie. In these two lessons, I encouraged students to use a variety ways to show their understanding of the content and give it a deeper meaning.
2.) I engaged students in exploring real-world issues and solving authentic problems using digital tools and resources by teaching the ocean pollution lesson. They learned about the affects of oil in the ocean and how they can do their part by recycling to help the world. They used Pixie to create proposals on saving the ocean animals, recycling, and keeping our world clean and healthy.
3.) I promoted student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes by them answering questions at the end of the cookie fossil lesson that we did not exactly cover in the activity. They had to use their new knowledge to make educated guesses and hypothesis about real life fossils instead of cookie ones using toothpicks. In the ocean pollution lesson, while doing the feather activity the students had to answer questions and take notes on what was happening in the water with oil and the clean water.
4.) I modeled collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments by sometimes working independently, sometimes in groups, and sometimes in partners. In the ocean pollution lesson, the students learned from me reading a book and from a video on the computer. In the measurement lesson, students learned from themselves and by seeing the outcomes first hand of which objects were taller or longer.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
1.) I designed or adapted relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity by having the students watch short videos for the cookie fossil lesson and the ocean pollution lesson. For the measurement lesson, the students played educational games on the internet that also taught them vocabulary.
2.) I developed technology-enriched learning environments that enabled all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress by them documenting their own findings throughout the activities. This happened in all of the lessons. In the cookie fossil lesson, students took pictures on cameras as a paleontologist would when at a dig sight. In the measurement lesson, students compared pictures on the iPad of the different objects they chose to measure. In the ocean pollution lesson, students filled out an interactive worksheet on the computer while learning what happened to a feather in clean water and water with oil in it.
3.) I customized and personalized learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources by letting students use the Pixie app for the measurement lesson and the ocean pollution lesson. This app lets students draw, make voice memos, write, take pictures, and more to make slides of their learning. Students could choose how they wanted to express their learning by what worked best for them and their learning style.
4.) I provided students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching by the students taking a measurement vocabulary test online for the measurement lesson. In the ocean pollution lesson, the students had the choice of taking an easy or a hard quiz on how oil affects ocean animals and plants. These formative assessments let me know that we could carry on with the rest of the lesson and the information was being obtained.
Standard 3: Model Digital-Age Work and Learning
1.) I demonstrated fluency in technology systems and the transfer of current knowledge to new technologies and situations by using common technologies such as the computer and the iPads/tablets but teaching students new things that they have to offer. In the fossil cookie lesson, I showed the student a science website that showed a video of how a fish fossil is created. In the measurement lesson, I showed the students a math lesson that had games for every grade level. In the ocean pollution lesson, I showed the students a website that provided all subjects and that was updated weekly with new free information. In the measurement and ocean lesson, I showed students the app Pixie that lets them learn while having free choice.
2.) I collaborated with students, peers, parents, and community members using digital tools and resources to support student success and innovation by using technology that the students are interested in. Most everyone has computers, cameras, tablets, etc. in their home. Sometimes the students know more about the tools than their parents or their teachers. In the case of my three lessons, I asked students before hand if they had ever used the informational websites and apps. The only one that they were familiar with was the brainpopjr for the ocean pollution lesson.
3.) I communicated relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats by letting the students explore the websites and apps further on their own after the lesson was complete so they could see what else it had to offer. In real life, I would have sent a letter home to parents before the lesson explaining what we would be doing and give them the information so that they could look up the websites and apps themselves to get familiar with it to help their child later.
4.) I modeled and facilitated effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by planning when it would be the best time to teach each lesson in the school year. For the ocean pollution, it worked out perfectly because it was during Earth week and there was a lot of extra learning tools on the brainpopjr website that I used to be apart of my lesson.
Standard 4: Promote and Model Digital Citizenship and Responsibility
1.) I advocated, modeled, and taught safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources by never printing out or stealing lesson plans or worksheets. The students always worked directly off of the technology tools and did so in a safe manner. All of the tools were teacher or students centered so there were no advertisements or ways to get children into trouble.
2.) I addressed the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources by students being able to work together if they were having difficulty understanding or grasping the concept. The app Pixie lets students draw, write, or record notes. This supports many needs from different students on how they best comprehend or share information. When there was a quiz on a website, there was an easy or hard one that let students choose which one they felt more comfortable with without sharing to the whole class what their level was at.
3.) I promoted and modeled digital etiquette and responsible social interactions related to the use of technology and information by in the letting students know the rules before handing out the tools. For the use of cameras, the students were not allowed to take pictures of just anything and had to focus on documenting their paleontology dig. When using the tablets/iPads, the students had to stay on the app that I chose for them and could not go to other ones that they may have been more interested in. The same goes for using the instructed websites on the computers.
4.) I developed and modeled cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools by doing a variety of subjects in my lessons and integrating other activities and subjects in them as we went along. The concepts we covered were relevant to every culture since we mostly focused on science and math. There are fossils all over the world that paleontologist have to excavate. Measurement is used in all parts of the world. Every country is surrounded by the ocean and is affected by it.
Tuesday, May 5, 2015
Wednesday, April 22, 2015
Lesson #3 Phase 1 Reflection
Assessing Prior Knowledge and Planning Instruction
Prior to this lesson, students need to know about the animals and plants that life in the ocean. When they learn how oil and pollutants affect the water in a harmful way they will realize that it hurts the animal and plant life. Prior knowledge and experience will be assessed by, after reading the book having our discussion on thoughts and feelings towards it. Student will bring up what they already know about the ocean and water. I will use this information to see what information we can overlook and what we need to spend more time on. The content of this lesson should be taught at the fourth grade level because they can now understand that they make a difference in the world and have the power to help change things. The objectives align with the standards because the overall goal is to learn how pollutants such as oil impact plants, animals, and humans which goes along with our science and social studies standards. This lesson will be taught after learning the life cycles of plants and animals and before learning about global warming. The students will be able to use background knowledge and then be able to build off this topic with new information in the future.
Designing Instruction (InTask Standards 7 and 8):
I am using the instructional methods I have described because it uses a variety of techniques that are affective, engaging, and interesting to the students. The instructional methods align with the best practices because we are reading, writing, doing a project, drawing, working alone, and then in groups. Students will be experiencing hands on activities, having choice, and being creative. I am engaging students in this way to promote higher order thinking. They have to create, analyze, evaluate, and apply throughout this lesson to move onto the next learning step.
Planning Assessment (InTask Standard 6):
The assessment aligns with the standards and objectives of this lesson by checking for understanding of how oil interacts with water, the oceans ecosystem, and the affects the ocean has on humans, animals, and plants. The standards include changes in the environment and science in personal and social perspectives. The assessments demonstrate how successful the students learning is by filling out their observations on the activity worksheet, sharing their interesting facts, getting a grade on the quiz, and creating their proposal for preventing oil spills. This also demonstrates their engagement by using multiple different tools in the higher order thinking process. Individual needs of students are met by the teacher being able to assess them in different ways so that if they do not succeed in one area they have other opportunities to prove themselves in others. There are visuals, sound options, and partner work to meet diverse learners needs.
How does your lesson meet each of the ISTE NETs Standards?
My lesson facilitates and inspires student learning and creativity by having them do a hands on activity that lets them see first hand and make their own observations on pollutants in water. My lesson provides digital-age learning experiences and assessments by using the projector, computers, and tablets for videos, quizzes, and notes. Sometimes I am modeling the technology and other times the students are themselves. We will all be working together and at the same pace so there is no time to get side tracked with other things our technology devices can be used for. Students will be responsible and take the lesson seriously since they are interested in the subject and to move on to the next activity. The main website we are using is for student and teachers that does not provide ads or any unsafe content fro young users. The ocean affects all cultures and the entire world so all learners will need this information in their life.
Prior to this lesson, students need to know about the animals and plants that life in the ocean. When they learn how oil and pollutants affect the water in a harmful way they will realize that it hurts the animal and plant life. Prior knowledge and experience will be assessed by, after reading the book having our discussion on thoughts and feelings towards it. Student will bring up what they already know about the ocean and water. I will use this information to see what information we can overlook and what we need to spend more time on. The content of this lesson should be taught at the fourth grade level because they can now understand that they make a difference in the world and have the power to help change things. The objectives align with the standards because the overall goal is to learn how pollutants such as oil impact plants, animals, and humans which goes along with our science and social studies standards. This lesson will be taught after learning the life cycles of plants and animals and before learning about global warming. The students will be able to use background knowledge and then be able to build off this topic with new information in the future.
Designing Instruction (InTask Standards 7 and 8):
I am using the instructional methods I have described because it uses a variety of techniques that are affective, engaging, and interesting to the students. The instructional methods align with the best practices because we are reading, writing, doing a project, drawing, working alone, and then in groups. Students will be experiencing hands on activities, having choice, and being creative. I am engaging students in this way to promote higher order thinking. They have to create, analyze, evaluate, and apply throughout this lesson to move onto the next learning step.
Planning Assessment (InTask Standard 6):
The assessment aligns with the standards and objectives of this lesson by checking for understanding of how oil interacts with water, the oceans ecosystem, and the affects the ocean has on humans, animals, and plants. The standards include changes in the environment and science in personal and social perspectives. The assessments demonstrate how successful the students learning is by filling out their observations on the activity worksheet, sharing their interesting facts, getting a grade on the quiz, and creating their proposal for preventing oil spills. This also demonstrates their engagement by using multiple different tools in the higher order thinking process. Individual needs of students are met by the teacher being able to assess them in different ways so that if they do not succeed in one area they have other opportunities to prove themselves in others. There are visuals, sound options, and partner work to meet diverse learners needs.
How does your lesson meet each of the ISTE NETs Standards?
My lesson facilitates and inspires student learning and creativity by having them do a hands on activity that lets them see first hand and make their own observations on pollutants in water. My lesson provides digital-age learning experiences and assessments by using the projector, computers, and tablets for videos, quizzes, and notes. Sometimes I am modeling the technology and other times the students are themselves. We will all be working together and at the same pace so there is no time to get side tracked with other things our technology devices can be used for. Students will be responsible and take the lesson seriously since they are interested in the subject and to move on to the next activity. The main website we are using is for student and teachers that does not provide ads or any unsafe content fro young users. The ocean affects all cultures and the entire world so all learners will need this information in their life.
Tuesday, April 21, 2015
Lesson #3
I. RATIONALE
The reason for teaching this lesson is so that students understand how the ocean impacts the Earth, animals, humans, and food.
II. OVERVIEW
III. IMPLEMENTATION
Procedure:
1. Read 'A Drop In My Drink' by Meredith Hooper and Chris Coady.
Procedure:
-Their activity worksheet while doing the feather in oil
The reason for teaching this lesson is so that students understand how the ocean impacts the Earth, animals, humans, and food.
II. OVERVIEW
Grade Level: 4th
Subject(s): Science
Topic of Study: Ocean
Time Allotment: 60 minutes
Standards: Science Strand 3: Science in Personal and Social Perspectives. Concept 1: Changes in Environments. PO 1.
Describe how natural events and human activities have positive and
negative impacts on environments (e.g., fire,
floods, pollution, dams).
PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly or over a long period of time.
Social Studies Strand 4: Geography. Concept 5: Environment and Society. PO 1. Describe human dependance on the physical environment and natural resources to satisfy basic needs.
PO 3. Describe the impact of human modifications on the physical environment and ecosystems.
Objectives: Students will understand that the ocean is a complex ecosystem that is a home to a variety of animals which needs to be preserved. Students will make and test predictions about how oil and pollutants react with water. Students will explain how pollutants such as oil significantly impact humans and the environment.
PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly or over a long period of time.
Social Studies Strand 4: Geography. Concept 5: Environment and Society. PO 1. Describe human dependance on the physical environment and natural resources to satisfy basic needs.
PO 3. Describe the impact of human modifications on the physical environment and ecosystems.
Objectives: Students will understand that the ocean is a complex ecosystem that is a home to a variety of animals which needs to be preserved. Students will make and test predictions about how oil and pollutants react with water. Students will explain how pollutants such as oil significantly impact humans and the environment.
III. IMPLEMENTATION
Procedure:
1. Read 'A Drop In My Drink' by Meredith Hooper and Chris Coady.
2.
Facilitate a class
discussion with emphasis on how humans depend on the oceans and why we need to
take special care of them. Encourage kids to make connections to the text,
themselves, their community, and the media.
3.
An Oil Spill
Experiment (30 minutes) - Put students in cooperative learning groups of 2-3.
Review expectations for working in science groups. Explain to the children that
they will be doing an experiment to find how oil affects water habitats and
life.
5.
Ask the students to
discuss with their groups and make predictions whether it will be easy or hard
to remove the oil and why they think so. Give them three minutes to discuss.
Have groups share their predictions.
6.
Model for the
students how to fill the cups, pour the oil, and remove the oil.
7.
Allow students to
engage in the activity and complete the activity page with their groups. In
their groups, have the students describe one way that an oil spill can damage
the environment. Allow each group to share for one minute.
8.
Collect the activity
sheets and review the steps the class took for the experiment.
9.
Viewing the Ocean
Habitats Video (30 Minutes) - Review the key vocabulary, using the Word Wall
as needed.
10. Have students view the Ocean Habitats video that is projected onto the whiteboard. Turn on closed
captioning. Pause the video when the pause button blinks red for short,
one-minute discussions.
11. Allow students to take the Easy Quiz
or Hard Quiz
as a class using the whiteboard. Select students randomly to encourage
participation.
12. Have students discuss with a shoulder partner one
interesting fact they learned from the video. Select 3 students to share their
partner's fact.
13. Students will research the methods used to
prevent and clean up oil spills. They will also work in groups to
make a proposal for preventing oil spills and/or cleaning up oil after a spill.
Students will use Pixie on the iPads to present their proposal.
Technology Integration:
-Teachers use the interactive whiteboard or projector connected to a computer with speakers to post the video
-Students will use computers to take the easy or hard quiz
-Students will use Pixie for the oil spill proposal
Differentiated Instruction:
●
Create groups that
will allow student success.
●
Words and concepts
that students have a difficulty understanding should be discussed either in a
class discussion, or one on one with the instructor or another student.
●
If appropriate,
visual examples should be provided for students to offer clarity.
●
Children that have
difficulties reading or understanding the literature may have it read to them
with explanations by either their student partner or an instructor.
●
Learners with more
difficulties will be given one-on-one direct instruction by the teacher may
have the option of working with a peer.
●
Students that have
difficulties focusing or staying on task can be given scheduled breaks.
●
Closed-captioning
should be used on the video.
●
Allow appropriate
think time for students.
●
The students can take
the ‘easy quiz’ or the ‘hard quiz’.
IV. ASSESSMENTProcedure:
-Assessment will be formative, continuous, and ongoing
throughout the activity, focusing on questions asked during the activity, group
work, basic understanding and response to questions and group discussions, as
well as upon completion of assignments.
-Their activity worksheet while doing the feather in oil
-The students interesting fact from the video
Instruments:
https://jr.brainpop.com/science/habitats/oceanhabitats/preview.weml (VIDEO)
IIV. MATERIALS AND RESOURCES
-Their pixie project of their proposal for preventing oil spills
Instruments:
https://jr.brainpop.com/science/habitats/oceanhabitats/preview.weml (VIDEO)
https://jr.brainpop.com/science/habitats/oceanhabitats/activity/ (ACTIVITY WORKSHEET)
https://jr.brainpop.com/science/habitats/oceanhabitats/wordwall/ (VOCABULARY)
https://jr.brainpop.com/science/habitats/oceanhabitats/easyquiz/ (EASY QUIZ)
https://jr.brainpop.com/science/habitats/oceanhabitats/hardquiz/ (HARD QUIZ)
IIV. MATERIALS AND RESOURCES
● Interactive whiteboard or projector connected to a computer with speaker
● Computers for students to use (with headphones)
● BrainPOP Jr. access
● Materials for the experiment: cups, water, napkins, cooking oil, feathers
● Paper and pencils
-Pixie on the iPads
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