Reflection
This section is my personal favorite because it is the one section where I could shine and for a time I was most brilliant. I included four artifacts in this section because they show a well-rounded view of the proficiencies in the area of teaching with technology. The techniques used to create these lesson plans were the most familiar to me though a bit challenging. They were proof that my skills were becoming more proficient. I would still not consider myself to be proficient, but I fell that I am well on my way to being literate in this area. I believe that with practice and more practice once I am in a classroom setting, I will be able to use some of the technologies that I have learned to produce in this class.
Primary Source Lesson Plan
Subject Area: Nutrition and Physical Activity
Grade Level: Grade Two
Objective: Learners will demonstrate knowledge of/understanding of/ability to: classify various foods into their appropriate food groups
Content Standard: (California – http://www.cde.ca.gov/ci
(Write out the text of the specific standard along with the number).
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1N Classify various food into appropriate groups,
Technology Standard: (NETS for Students – http://cnets.iste.org/students/s_stands.html)
Select the specific technology standard to be met with this lesson:
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Primary Sources Used as Resources:
Lesson Activities: What will the students do? What tasks and activities will you have the students complete that will meet the lesson objective? List the student processes, questions you want answered, projects to be completed, class and/or individual activities, step-by-step instructions, etc. How will you use primary sources to meet your lesson objectives?
1. Anticipatory Set: Teacher will state objective to class and introduce and discuss various foods and their corresponding food groups.
2. Instruction/Procedure/Input/Teaching: Teacher will show various “real” foods and products, discuss food value, and then place foods into appropriate groups on front table.
Teacher will model, check for understanding, and repeat for each product.
3. Guided Practice: Teacher will pass out computer-generated worksheets created from the mypyramid.gov web site. Teacher will then show Power Point lesson and students will write in appropriate answers to posed questions.
4. Closure: When the lesson is finished, students will be called up to the white board and will write responses putting foods into their appropriate food group categories. Teacher
will review, clarify the lesson’s objective and check for understanding once again.
5. Independent Practice: Students will continue to practice the objective by completing a food diary worksheet at home. Students will write down the foods they ate and sort them into food group categories. Teacher will hand out the worksheets, read them together, check for understanding, and ask if there are any questions.
6. Evaluation: Informal evaluation will take place throughout the lesson. Teacher will evaluate student’s learning by checking in-class worksheets. Teacher will also assess student’s food diary worksheets that were taken home as homework.
Assessment: In what ways will the use of the primary sources promote student learning?
The food pyramid web site: http://www.nutrition.gov/ is extremely helpful to students in that it is easy to navigate through, even for the beginner. It is a fun way to promote health, to learn about foods, food groups, and the benefits to a healthy life.
The specific slides that were created and used in the Power Point presentation for this lesson were very helpful in explaining the basics to students and clarifying the lesson’s objectives using charts and pictures.
Reflection: How would these activities fit in your overall lesson planning?
Our Unit on Nutrition and Physical Activity has been well developed through a variety of visual aids. Technology has been integrated into this unit by way of web site access, charts, ideas, and worksheets. The entire unit of study can be accessed through this web site: http://www.nutrition.gov/. Materials can be ordered and used in the classroom. There is a wealth of information here and it satisfies many of our California Content Standards: http://www.cde.ca.gov/ci, and Technology Standards: http://cnets.iste.org/students/s_stands.html
Unit 2 power point
Unit 3
Essential Question Lesson Plan Template
| Title | The Life Cycle of the Monarch Butterfly |
| Grade: | Grade Two |
| Overview | Describe the project students will complete. How will technology be used? Students will write a two to three paragraph report in first person story form about their life as a Monarch Butterfly. Students will follow a teacher-directed on-line lesson plan format to access information about Monarch butterflies using the following link: http://wwwkidzone.ws/ |
| Essential Question | What question frames the main theme or idea you want students to explore and grapple with? How would my life be different if I were a Monarch Butterfly? |
| Subsidiary Questions | What would I look like? Where would I live? What would I eat? How would I come to be in existence? How would I get around? |
| Connection to Standards | Subject Matter Standard Subject: Science Content Standards – Grade Two – Life Sciences2. Plants and animals have predictable life cycles.A. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their patents and one another.
B. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice |
| Technology Standard Technology Standard 3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:B. locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
s. evaluate and select information sources and digital tools based on appropriateness to specific tasks. d. process data and report results. |
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| Assessment | How will students demonstrate understanding of the issues raised in this lesson, particularly in terms of the essential question? (Rubric to be included) Students will think about the question, participate in-group discussions, will navigate website as teacher directs, will complete assigned tasks, and will write a two to three paragraph report in first person story form about their life as a Monarch Butterfly. |
| Project-BasedActivities/TasksProcedures | What will students and teacher do? Be specific and provide a step-by-step process for student tasks and activities. What technology integration strategies are used? Teacher will ask students to think about this question: How would my life be different if I were a Monarch Butterfly? Teacher will give students think time then lead them in a discussion of how their lives are now as a human being. Teacher will introduce unit of study by guiding students’ attention to artifacts that are displayed around the room (pictures, charts, etc) Teacher will then tell students that they will expected to write a two to three paragraph report in first person story form about their life as a Monarch Butterfly. She will say “but first we will explore together the life cycle of the Monarch butterfly online. We are going to do this in the computer lab and I will assist you every step of the way.” Students will follow a teacher-directed on-line lesson plan format to access information about Monarch butterflies using the following link: http://wwwkidzone.ws/ After completing the lesson in the computer lab, students will come back to classroom and discuss what then learned about the Monarch butterfly. They will brainstorm a list of comparisons between humans and the Monarch butterfly. The teacher will remind students that all of the information, which has been gathered at this point, can be used for their stories. The teacher will then offer suggestions, story starters, sample sentences, etc. to help students prepare for writing. The teacher will remind students to use correct punctuation, complete sentences, and neat handwriting. This assignment may take up to a full week to complete depending on abilities time and scheduling, etc. |
| Samples of Student Work | What student work will be generated, particularly in terms of portfolio artifacts for assessment? Students will complete various basic tasks using tools such as type scroll, click, and print. Students will also look at pictures, choose and play an online jigsaw puzzle, and print out a life cycle worksheet to color. The information on the worksheet will be used to help them write their stories. |
| Teacher Commentary Reflection | What problems do you anticipate with this lesson? How will this lesson fit into your overall curriculum planning? This lesson is part of a unit of study of the Monarch butterfly, which in turn is a part of the larger unit of study in Grade Two Life Sciences. One of my concerns is that I do not know the capabilities of or levels of experience in the students I would have if I were teaching in a second grade classroom. In addition, I do not know if I would be able to access enough computers or use the school’s computer lab for my lesson. If it were at all possible to complete this lesson, I think it would be fantastic for the students, especially those who have limited ability or limited access to a computer at home. This guided lesson is a format in which most \, if not all student could be successful. |
Unit ?
Big 6 Skills Lesson Plan
Big 6 Online Research Assignment
| The Life Cycle of the Monarch Butterfly | |
| Grade 2 Science | |
| Students will gather the information that is necessary to draw, label, and color a life cycle flow chart. Students will use charts to write a story. | |
| Subject Matter:Subject: Science Content Standards – Grade Two – Life Sciences2. Plants and animals have predictable life cycles.
A Students know that organisms reproduce offspring of their own kind and that the offspring resemble their patents and one another. B. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice Technology: Technology Standard 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. s. evaluate and select information sources and digital tools based on appropriateness to specific tasks. d. process data and report results. |
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| Assignment | Big 6 Skills |
| What questions frame the main theme or idea you want students to explore and grapple with? (2-5) What are the four stages in the life cycle of a Monarch Butterfly? These stages must be in sequential order. Also what happens at each stage?If you choose the graphic organizer option: Create a graphic organizer as a part of task definition in order to help students brainstorm ideas and organize concepts and ideas. Graphic organizer will be used to help students with their research and answer the questions. | 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed in order to complete the task (to solve the information problem) Students will define the task, research and gather pertinent information to complete their assignment. |
| These may be more factual knowledge or comprehension questions that provide information supporting the essential questions. (Can be part of your graphic organizer). How do we compare with the butterfly? What are their physical characteristics? What do they eat? How do they travel? How do they grow? (A venn diagram will be used to compare traits such as eyes, legs, arms, wings, also for taste, smell, see travel. etc.) | 2. Information Seeking Strategies 2.1 Determine the range of possible sources (brainstorm) 2.2 Evaluate the different possible sources to determine priorities (select the best sources) Students will look at the different informational websites to get a clear understanding of the life cycle of the monarch butterfly. |
| Locate the Data Students will search websites and gather information about the life cycle of the monarch butterfly. They will use their graphic organizer to help them find the information. Internet Data Collection: (List websites and describe data you want students to collect for research and comparison in Excel)
If you choose the Excel Spreadsheet option: Create and mock up a student assignment example using spreadsheet, database, or graphing options. Include a step-by-step tutorial for students. |
3. Location and Access – Locate the Data 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources4. Use of Information – Collect the Data 4.1 Engage (e.g., read, hear, view, touch) the information in a source 4.2 Extract relevant information from a source5.Synthesis – Create the Spreadsheet Picturing the Data in Excel 5.1 Organize information from multiple sources 5.2 Present the information
Students will create their organizational chart. They will use the information to complete tasks of drawing, labeling and coloring the sequential stages of the life of the monarch butterfly. |
| How will students demonstrate understanding of the issues and questions raised in the text and in the essential question? Describe how you will asses the student learning, the criteria you will use – checklist or rubric Students will demonstrate understanding by correctly drawing, labeling, and coloring the graphic organizer (flow chart).. A simple rubric will be used: 4. Full accomplishment 3. Substantial Accomplishment 2. Partial Accomplishment 1. Little Accomplishment. | 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process (efficiency) |
Graphic Organizer
