Internet Safety Reflection:

What article did you choose to read for your article of choice?
I chose to read Let our Voices be Heard by M. Russell Ballard.

Describe the video resources you watched?
We watched a video on internet safety as a class. It was very interesting and had some surprising facts.

I think what stuck out to me the most was that using the internet can be a lot more dangerous than I've given it credit for. I know it's dangerous. I even knew most of the statistics and facts that were shared through the movie, but I had the mindset of "that'll never happen to me." What the movie helped me with was the idea that everyone needs to be careful because no one is an exception. The internet can present very serious danger both temporally and spiritually, if one isn't careful.
I chose to talk about internet safety with my mom. She actually already knew everything I'd learned and more about the internet. My mom has eight kids and since we're getting into the teenage stage and using the internet more she has already taken the initiative to learn about internet safety recently. Although she wasn't surprised by any of the statistics or facts that we talked about, it was still a sobering reminder about just how dangerous using the internet can really be. I was a little surprised that she already knew so many specifics and more, yet they still had a sobering effect. I think my mom is going to be a bit more careful with programs like Facebook that my siblings and I use so often, among other things after our discussion. I do know that my mom has had a talk with my siblings since we had our discussion about internet safety. Hopefully, that'll help start the chain of internet safety in my area.

TPACK Project Report

Week 12 PLE Post

Description of the most important thing learned from the videos about using technology with young children.

I chose to watch I Love Spiders and Habitats. The emphasis on the importance of teaching children to use technology effectively and safely really stuck out to me. Now that I’ve been able to use the basics of technology for a while I’ve taken those skills for granted. It doesn’t occur to me automatically that we need to teach our students these skills and that they don’t come naturally. I also noticed that the technologies that were used in the movies were very practical technologies that the students would need to become fairly adept with in the future. Learning how to use a camera and create a multi-media presentation are two very common skills that you are called upon to use throughout your life. It seems to me that teaching effective, safe use of technology and teaching practical technology skills are very important to incorporate into a lesson plan.

Week 11 PLE post 3

Digital Storytelling Project:
Visual & Auditory representation

Virtual Field Trip:
Visual and Textual representation

Science Project:
Dynamic representation

Helps the students visualize and relate to the content being taught

Week 11 PLE post 2

I've never actually taught a lesson in a classroom. I've been an assistant volunteer in a few classrooms and spent one-on-one time with students. As far as being an instructor I think the best example from my personal experience would be teaching a couple of my students how to use the electronic check-out system at the library. I was assigned to teach the children how to use a library and the electronic check-out system is an essential part of that skill. It was a technology that aided in teaching the content area. :)

Week 11 PLE post

TPACK (Technological Pedagogical And Content Knowledge):

1.) Technology Content Knowledge
This entails knowing the technologies that are relevant to a particular domain and how to use those technologies within the domain.

Some examples might include:

a scientist using a scanning electron microscope to analyze insects
a journalist using desktop publishing software to prepare a manuscript for the press
a historian using online databases of primary source pictures and letters from the civil war

I think this was the biggest thing I really learned about. I never really thought about making technology a central part of my lesson plans, hence, I'd never really explored any educational technology extensively. It's been a fun experience learning how to integrate technology.

2.Pedagogical Content Knowledge
can be defined as general knowledge and skills related to teaching.
An example might be knowing how to use DIBELS to test reading ability.

3.)Technological pedagogical knowledge (TPCK): is the knowledge of how technologies can be used in a general (non-content specific) teaching context. An example of this might be knowing how to manage classroom technology and knowing disadvantages and advantages of possible technologies to be used in the classroom.

Mathematics Lesson_Plan_Template

Name: Brigette Magoffin
Title: Whole Numbers up to 100
Summary: Students will learn to count, read, and write whole numbers up to 100.
Primary Core Objective: 1st Grade - Mathematics Standard 1 Students will acquire number sense and perform simple operations with whole numbers. Objective 1 Represent and use whole numbers up to 100. Count, read, and write whole numbers.
Materials Used by the Teacher: Hundreds chart Hundreds chart number cards Tape	Materials Used by the Students: Connect the dots worksheets Pencils Crayons
Technologies Used by the Teacher: Promethian board Computer Printer Internet	Technologies Used by the Students: Promethian board Jumpstart First Grade
Intended Learning Outcomes: My students will be able to identify symbols of whole numbers up to 100 by sight. My students will also be able to count from 1-100 with a little assistance.
Instructional Procedures: This activity involves counting from 1-100 using a hundreds chart, then matching pre-made number cards to the numbers on the hundreds chart.  Preparation: Get 2 large hundreds charts.  Cut one chart into individual number cards, and laminate the cards for easy re-use.  If desired, the teacher can put tape on the back of each card before the activity or do it as the activity progresses.  Implementation:  The teacher should get out the large hundreds chart so all the class can see and access it.  Guide the kids through counting from 1-100.  When it seems the children are fairly familiar with the numbers have the children match the number cards to the numbers on the hundred chart.  Make sure to be positive and give praise for how well your students do.  This activity involves using the promethean board to help the students trace the numbers.  The teacher should make the worksheet before class with the desired numbers for the students to trace.  Make sure to give plenty of praise.
Extensions: Have connect-the-dots worksheets available as a time-filler.  This will provide practice with counting up to 100 in order.  A good online resource for this is: http://www.connect-the-dots.info/
Assessment Plan: I will be able to tell whether my student has learned the material by the number of correct matches in activity 1 vs. incorrect matches. I will also be able to tell whether my student has learned the material by accuracy of connect-the-dots worksheets that my student may have done.

Science Lesson_Plan_Template

Name: Brigette
Title: Balanced Diet
Summary:   The students will develop a sense of self through learning the importance of a balanced diet for their well being.
Primary Core Objective:   Science: 2nd grade Standard 1 Students will develop a sense of self. Objective 1 Describe and adopt behaviors for health and safety. a.        Explain the importance of balance in a diet.
Materials Used by the Teacher:   ·       Large picture/poster of food Pyramid ·       2-3 pictures of different foods per student for promethean board ·       2-3 pictures from each category of the pyramid for scavenger hunt ·       Tape ·       scissors	Materials Used by the Students:   ·       2-3 Pictures of different foods for promethean board ·       2 + pictures of different foods from each category for scavenger hunt ·       Pre-cut out pictures of various food items from each category of the food pyramid for “you are what you eat” activity ·       Sheet with a person pre-traced on it ·       glue
Technologies Used by the Teacher:   ·       Computer ·       Printer ·       Internet	Technologies Used by the Students:   ·       Promethean Board
Intended Learning Outcomes:   ·       My students will develop health awareness, specifically with regards to what they eat. ·       The students will demonstrate and understanding of the food groups by categorizing foods in the proper area.
Instructional Procedures:   1.) This activity involves using the promethean board to teach the students about the parts of the food pyramid.  Preparation:  The teacher will need to have a picture of the food pyramid along with at least 2 pictures of foods that match each part of the pyramid.  Implementation: Teach the children what each part of the pyramid is.  Then have the children match the pictures of food items to each part of the pyramid. 2.) This activity involves having the children go on a scavenger hunt for the food items that match each part of the food pyramid.  Preparation:  The teacher will need to design a scavenger hunt checklist.  Here are some ideas. a.)            It can have the main categories of the pyramid written in bold or underlined with specific pictures of items and their labels under each category for the student to find or b.)            It can be a picture of the food pyramid with just the parts labeled and the students have to write or draw a picture of the items they find in the correct category. The teacher will also need to print of pictures of the items that the students need to find.  There should be at least 2 pictures for each part of the pyramid.  Try to have one picture in each category different from those used in activity one.  Tape the pictures up around the classroom.  Be creative, but don’t make them too hard to find. Implementation: Explain how to do the scavenger hunt and explain how to do the scavenger hunt check list before starting.  Set a time limit.  Let the kids know when they have 5 minutes left.  After the time is up, gather the students together and go through the checklist with them.  For example, “How many of you found the apple?  Good!  What category does the apple go in?  Perfect, the apple goes in the fruit category.”
Extensions:   ·       This activity involves using pre-cut out pictures of different food items to make a person.  Preparation:  Have a sheet of paper per student with a person traced onto it.  Pre-cut out enough pictures of food items from each part of the food pyramid for each student to glue them onto the traced person. Implementation: Give the student a sheet of paper with a person already traced onto it.  Ask the child to find pictures of his or her favorite food and glue them onto the person, so that it becomes him or her.  (e.g., carrots for legs, egg for the head, spaghetti for hair, potato for the body, apple slices for the ears, etc.).  This shows that you are what you eat.
Assessment Plan: ·       I will be able to tell whether my student has learned the material by the accuracy of the scavenger hunt checklist and the accuracy of matching items to the correct part of the food pyramid.

 

Language Arts lesson plan TPCK

Name: Brigette Magoffin
Title: Learn to Listen Attentively
Summary:   This lesson will help the students to develop their language skills through learning to listen attentively.
Primary Core Objective:   Kindergarten - Language Arts Core Standards of the Course Standard 1 Oral Language - Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1 Develop language through listening and speaking. a.      Listen attentively.   http://www.uen.org/cc/uen/core/pub/displayCoreCourse.action?ccId=4000
Materials Used by the Teacher:   ·       Rhythm sticks ·       Children’s book	Materials Used by the Students:   ·       Rhythm sticks ·       Blank or scratch paper ·       Crayons
Technologies Used by the Teacher:   ·       Tape recorder/player	Technologies Used by the Students:   ·       Computer Paint program ·       Tape recorder/player
Intended Learning Outcomes:   ·       My students will be able to listen attentively. ·       By listening attentively they will be able to show comprehension through following instructions.
Instructional Procedures:   1.) The teacher will introduce the concept of listening attentively by playing Copy Cat with rhythm sticks.  Before giving each child a pair of rhythm sticks, the teacher will explain how to play Copy Cat.  Here is an idea for giving instructions to play Copy Cat: “Okay, let’s see how well you all listen.  We’re going to play the Copy Cat game.  I’m going to give each of you a pair of rhythm sticks.  First I will make a sound with the rhythm sticks then you will try to make the same sound with your rhythm sticks.” Be sure to emphasize the listening aspect of the game to help the children learn that listening attentively is important.  While or after you are done giving instructions, give each child a pair of rhythm sticks.  Proceed to play the game, giving plenty of praise for those who do a good job listening with specific references to the skill of listening such as “Great job listening!”  (The Simon Says game can be substituted for Copy Cat if needed.)   2.) The next activity will involve reading a story and having the children show they were listening by drawing a picture of their favorite part of the story using Paint on the computer.  When finished playing Copy Cat help the children transition to the second activity.  Have the children sit where they can see the pictures of the book the teacher is going to read.  You can pre-determine which book you are going to read, have a child who is doing really well that day pick a book as a reward, or offer two choices and have the class vote on which book they want to have read to them.  Before you begin reading, tell the children to listen for their favorite part so they can draw a picture using Paint about it afterwards and then tell about it.  Read the story.  Set up each child with the Paint program at a computer.  Give them some time to draw their picture.  After the allotted time is over, the teacher can print each student’s picture, give the child the picture, and have the child show and tell the class about it or simply go from child to child and ask about the picture.  Let the child know that you are listening to him or her with comments such as, “Tell me about your picture.  I’m listening.”  Be sure that if the child shows that he or she was listening to the story by what he or she tells you about the picture, that you praise the child for good listening.    3.) Throughout the day, have the children practice making eye contact with you when you are speaking to them and not fidgeting too much if appropriate.   4.) Also, you may want to have the children practice reflexive listening.  After you give an instruction, have the child/children repeat back to you what you said.  If the child/children repeat back correctly, praise them for it and have them do what you instructed.  If the child/children doesn’t/don’t repeat back correctly.  Tell the child/children your instruction again more clearly.  Then, ask for the child/children to repeat back to you again.  Make it fun.  Possibly turn it in to a game.
Extensions:   1.) This activity involves a child or children listening to simple vocabulary words and drawing a picture of that word.  The teacher should pre-record simple vocabulary words such as “Cat,” “dog,” and “house” on a tape, cd, or other recording device that the children can listen to without much supervision.  If a child finishes the activities outlined above before other classmates, the child can go to the listening station where there will be paper and crayons available to draw pictures of what the child hears on the recording.  Make sure there is sufficient time between each new word for the child to draw a picture or maybe repeat the word a few times before moving on to a new word.  If more than one child is at the listening station and the recording is finished or they no longer want to use the recording, each child can take a turn naming something for everyone to draw.  Then they can check each other’s pictures to see if they all drew the same thing.  You may want to demonstrate how to press the play and stop buttons if needed.   2.) Children can also choose to listen to books on tape that are available and follow along with the book.
Assessment Plan:   ·       I will be able to tell whether my student has learned the material by whether the pictures match the content the child listened too. ·       I will also be able to tell whether my student has learned the material by the accuracy of repeated instruction content. (i.e. 5/10) ·       Assessments will be formative.