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.

 

Week 9: Science Challenge

What are some ways you can tell that you have successfully integrated technology into your lesson?

I believe that if the kids seem to actively engaged in learning and enjoying the lesson that this is a sign that the technology one chooses to use is being used successfully.

What do you feel technology should accomplish in order to be a legitimate addition to your lesson?

I think that if the technology isn't helping the students to actively engage in learning then it isn't a legitimate addition.

What indicators can tell you whether or not you have chosen an appropriate technology for your lesson?

As with the first two questions, if the students aren't actively engaged in learning then it wasn't the appropriate technology.

Science Challenge Movie:

Science Project:

Here's the link to my group's technology planning document for the Science Challenge:
http://brigettem3.pbworks.com/Science-Challenge

Week 8:

What are some of the problems with learning TPACK skills?

Some people aren't familiar with what types of technology are available or applicable for a content area. Others aren't very good with using technology in general. Some think of technology as a great bonus, but it's easier to come up with activities that don't include certain types of technology. Sometimes technology for a content area just isn't available. All of these can inhibit developing TPACK skills.

What is the main idea of the article?

TPACK is a very useful method of helping teachers learn to integrate technology into the lesson. Instead of basing the lesson off of the technology, teachers learn to base the technology off of the lesson.

What are some of the ideas in the article that led you to your main idea?

It is argued that it is necessary to teach technology in context of the connections between technology, content, and pedagogy (the means of teaching the content.) "Possibilities for technology use should be considered according to the types of learning activities that each digital tool or resource best supports. Possibilities for learning activities to use should be considered according to the curriculum-based learning goals most appropriate for students' learning in a particular learning context and at a particular time."

What are some reasons that this article might be important for you as a teacher?

It explains why learning technology and that method of learning technology is important. It also helps teacher be more comfortable with using technology by basing the technology use around the content instead of the other way around.

Virtual Field Trip-Ecosystems

Here's my virtual field trip: