Phase III

Standard 1 

During all three of my lesson plans I was able to promote, support, and model creative and innovative thinking and inventiveness through the use of kidspiration and art. The students used kidspiration to make their own bar graphs and find their own data. The students created and colored the life cycles of a butterfly and the life cycle of a frog. I was able to promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes through having the students say what they knew about the topic already, what they wanted to know about the material, and then later after teaching the students the lesson what they learned. In the future I will engage students in exploring real-world issues and solving authentic problems using digital tools and resources through incorporating social studies into my content lessons. This will introduce real world issues to the students as well as teach them how to solve issues around the world. I will do this through the use of online games and current events students could find online. In the future I will model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments by educating myself on the topic I will teach before hand to the class as well as informing my co-workers. I can also take the students on a field trip with another class.

Standard2

I designed or adapted relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity by having he students play online games that were both educational and entertaining. In the future I will develop technology-enriched learning environments that enable 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 choosing computer programs such a kidspiration that are educational, entertaining, and gives them the opportunity to save their progress. In the future I will customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources by having them create their own work online. For example, I will have the students create their own poster online using pixie for whatever material we covered in class. I was able to provide 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 having the students use an online data base called kidspiration. The students had to create their own assessment and turn it into me.

Standard 3

In the future I will demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations by starting the children off on a simpler game and then getting them to a more challenging online game that is educational and pertains to the material being learned in class. I will for my future students collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation by sending out frequent emails to my student’s parents. I will communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats through email and sending out online flyers that were made to give them information. I will model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by showing the students how to properly research something online. I will tell them Wikipedia isn’t always credible.

Standard 4

I will advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources by teaching the students to cite their sources.
I will be able to address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources by finding different websites that have online activities and games that cater to all types of students. I will promote and model digital etiquette and responsible social interactions related to the use of technology and information by teaching the students to never copy anyone else’s work without giving them credit. I will develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools by showing the students other cultures way of using technology.

Lesson 3

Rationale: To learn the life cycle of a butterfly and a frog.

Overview:

Grade Level: 2^nd Grade

Subject: Science

Topic of Study: Life Cycles

Time Allotment: 1 hour

Standard: Strand 4 Concept 2 P.O 1 & 2 Learning about metamorphosis

Objective: Understand the life cycle of a butterfly and a frog.

Implementation:

Procedure: 1. Ask students what they know and want to learn about butterflies in a KWL chart. Call on students during this time and use pixie to write the chart out and have the students come up and write on the board.

2. Show the students the butterfly song.

3. Use the power point and then take the review on the power point as a class.

4. Review the stages and introduce the game for the students to play online and give them headphones.

5. Play the story The Very Hungry Caterpillar.

6.  Review the stages again in pixie and have the students make a craft for the assessment.

7. Bring back the KWL chart and see what the class knows about frogs and what they want to learn.

8. Play the frog life cycle song.

9. Introduce the topic through the power point and play the activity involved in the power point.

10. Review the stages and introduce the game for the frog lifecycle. Use head phones.

11. Play the frog and toad story and then have the students make a craft similar to the one the did for the butterfly.

12. At the end of the lesson bring the KWL chart back up and ask the class what they know now.

Technology integration: I will use pixie and have the student come up and write on it as well. The students will play online games. I will show the students songs and short stories with the use of you tube. Also I will have the use of power point twice in my lesson.

Differentiated instruction: Cognitive Delay: When making the craft I will have this type of student only make two stages of their choice.

Ells: Pair this student with a bilingual student and integrate their L1 into the lecture.

Gifted: This type of student will have to write a short story that goes along with their craft.

Assessment: Students will create two separate crafts by folding a piece of paper into four sections, writing 1-4 in each section, labeling each section as stages that the butterfly and the frog go through, and drawing each stage as well as coloring it. They will also need to write a sentence about each section below their drawing.

Materials and Resources:
1. Colored pencils

2. Pixie

3. Computers for games

4. Paper

5. Power point

6. Pencil

7. Head phones

Reflection: Assessing Prior Knowledge and Planning Instruction

1.     Students need to know how to use the computer to play the game as well as knowing how to draw and color.

2.     Before starting the lesson I will make sure to ask the students if they know how to use a computer.

3.     If all students know how to use computers I will continue my lesson as planned but if not, I will have a physical game the class can play that doesn’t involve the internet. If I have time I will teach those who don’t know how to use a computer.

4.     Students should be taught this at this level because they need to be old enough to learn that every living thing has a life cycle including themselves.

5.     The standard is to learn what metamorphosis is and the objective is to learn the metamorphosis of a butterfly and a frog.

6.     Towards the end of the school year so that the class has a chance to go outside and see butterflies.

Designing Instruction

1.     I am using a lot of repetition with this lesson plan so that the students in the classroom fully understand the concept I am trying to get across. I use repetition with the songs, power points, the games, and the craft the students will be doing.

2.     I believe that making things harder by having the gifted students write a short story will keep them on their toes and challenge them. By pairing an ELLs student with a bilingual student and helping them with context clues will help this student understand the lesson. The cognitive delay student will still be able to understand the lesson and material with a less difficult assessment.

3.     By having the students create their own project as an assessment. They will have higher order thinking because they will need to say the stages of a butterfly and frog as well as writing a sentence about the stge.

Planning Assessment

1.     The assessment requires the students to know the stages of metamorphosis and the standard is the know what metamorphosis is.

2.     The point of the lesson is for the students to learn the life cycle of a butterfly and a frog, and the assessment will let me know if each student knows the stages properly.

3.     By having the students write a sentence about each stage incorporates language arts into the lesson, which promotes a higher order of thinking for the students.

4.     The assessment will show me that the students either understand the stages of metamorphosis for a frog and a butterfly or not.

How does your lesson meet each of the standards?

1.     Students will be inspired to learn through the fun song about metamorphosis as well as the game they will be playing. Their creativity will be used when the make the assessment that is actually a craft.

2.     By playing the song online, playing the story off of youtube, playing the game, and using the power point.

3.     Through the use of the power points on metamorphosis that has fun activities at the end of each of them.

4.     1)At the end of the power points there is citations as to were the information was found to create the power points. I will explain to the students how it is important to never use someone else’s work without recognizing that they wrote it. 2) By making sure that each student understand the material by making it more challenging or by making it at a level that they will understand. 3) I will show the students how to use a computer and how to access the Internet to play the online game. 4) When I show the students the citations to the power points, I remind the students not to use other peoples work and if they do they must cite it.

Phase 2:

1  Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

◦                     What went well and what didn't go well during the implementation of your lesson?

◦                     1. What went well with my lesson was using different aspects such as songs, power points, games, and stories to teach the class. Also I ended right on time. What didn’t go well was how the sound on the computer wasn’t loud enough. I didn’t think to connect speakers to the computer until the lesson was in progress. Now I know to always take that into consideration.

◦                     How well was the alignment to objectives and standards maintained?

◦                     1. The standard had to do with metamorphosis and I covered the life cycle of a butterfly and a frog. The standard was maintained throughout the lesson.

◦                     Describe any modifications made during the implementation of the lesson

◦                     1. I wanted to end with the assessment but had a few minuets left over so I decided to have the class play the second part to the frog game that they ended up really liking.

2  Mechanics:

◦                     What technologies did I use (for the teacher and the learner)?

◦                     I used the power points, the songs, and the games, and the stories on the computer.

◦                     How were the technologies used (by whom and in what manner)?

◦                     1. During the games the students would take turns playing on the computer. We used one computer as a class. For the songs, stories, and the power points I was the only one touching the computer so that the students could just listen and learn.

◦                     My lesson was within the correct time frame

▪                                       It was short because…

▪                                       It was too long because…

▪                                       The lesson was within the correct time frame because... The frog game I used earlier had a second part to it that we played together as a class for the last three minuets.

3  Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

◦                     Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

◦                     Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

◦                     1. Both students were successful in the assessments that were given for both the life cycle of a butterfly and a frog. I know this because they put each cycle in order and were able to name them as well as draw the correct picture.

◦                     Describe the level of success you had in teaching the lesson

▪                                       How do your individual reflections support this?

▪                                       1. Overall I did well I should have used head phones for the games and used pixie to draw the life cycles out.

▪                                       How do the comments from your classmates support this?

▪                                       1. They said I could have used head phones and pixie to make my lesson better.

Lesson Plan 2

Rationale: The world in spatial terms

Overview:

Grade Level: 3^rd grade

Subject: Geography

Topic of Study: The compass rose

Time Allotment: 30 minuets

Standards: Interpret political and physical maps

Objective: With the use of the compass rose, students will be able to find locations on a map.

Implementation: Procedure:
1. Introduce the compass rose through a  song and then show a power point explaining the compass rose by giving the students the definition of a compass rose, showing them the cardinal directions of the compass rose, and showing them the intermediate directions on the compass rose.

2. Then have the students fill out a worksheet on the compass rose once the power point is done. This should take ten minuets.

3. Explain to the students how to play an online game on the material they just learned for about a minuet. Then have them play the game called Over the Edge for five minuets.

4. Explain what the students need to do on the assessment and then hand it out. Give them ten minuets to finish it.

5. During the last few minuets reflect with the class on what they learned and still need help on.

Technology Integration: I will use the SMART board to present the power point to the class as well as showing them how to play the online game called Over the Edge. The students will play the game on their own computers.

Differentiated instruction: Cognitive Delay: These students will have an easier map to fill out that won’t include intermediate directions. Their maps will only have the basic cardinal directions. Gifted: Have these students have all directions on their maps as well as having them create their own maps of their home towns explain how to get to their house from school. ELL: I will use ESL talk as well as pairing them up with another student that is bilingual.

Assessment: Give students a map of a circus and ask them to fill out the questions on the paper. The worksheet will ask the students to say which direction each item or ride is in.

Materials and Resources: 1. SMART board

                                                2. Computers

                                                3. Compass Rose worksheet
                                                4. Compass Rose Assessment worksheet
                                                5. Compass Rose power point

                                                6. Pencil

Reflection
Assessing Prior Knowledge and Planning Instruction

1.     Students need to know to find items on a map as well as have the knowledge to use a computer. They also need to know how to read.

2.     Before the lesson starts I will ask the class if they know how to find items on a map by looking at it as well as asking if they know how to use a computer.

3.     Based on the student’s prior knowledge of knowing how to read, write, use a computer, and finding items on a map, I will make sure to help those who have a smaller understanding than those who have the proper knowledge.

4.     This should be taught in the third grade because students need to be able to read, write, use the computer, and know how to look at a map. A student in a younger grade could struggle with doing these things.

5.     The standard is to interpret political and physical maps. I will teach the students how to do this with the use of a compass rose.

6.     At the beginning of the year because the students need to know how to navigate a map in order to construct their very own one later on in the year for another standard.

Designing Instruction

1.     The song will introduce the compass rose and the power point will go into more detail as to what it is giving the students a better grasp on how to use a compass rose. The game will help the students learn how to navigate which direction the item is in, and the assessment will show me if they understand everything.

2.     I believe that making certain tasks easier for a cognitive delay student would help them understand the concept without making it too difficult for them to comprehend the material. Making things a little more difficult for a student that is gifted will challenge them during the lesson, which will help them stay focused and won’t cause boredom. An ELL student will be able to learn the material will the help from another student that speaks both languages as well as my ESL talk.

3.     By having the students search for items on a map and figuring out which direction it is facing using both the cardinal and intermediate directions on the compass rose.

Planning Assessment

1.     By having the students find items and rides on the carnival map and figuring out their direction through the use of a compass rose.

2.     If the assessment shows the correct use of cardinal and intermediate directions then I will know that they understood the material.

3.     The students have to search for certain carnival items on a map and express the direction in which they are sitting which will cause them to think because an item’s direction could look as if it were in a cardinal direction when it is actually in an intermediate direction.

4.     By the students finishing the carnival map, I will know if they understand the lesson or not. If they show use of the correct directions then I will know that they understand the material. If they do not, I will know that I need to restate key points of the lesson and re-teach those students what they do not understand. Also I will know if they understand the lesson or not when I re-group at the end of class and ask what the students did and did not understand.

How does your lesson meet each of the ISTE NETS Standards?

1.     My lesson is creative by using the song about the compass rose as an opener, as well as having the students play the online game that is fun.

2.     By having the students play a game that is online to solidify their understanding of the compass rose, and playing the song that is online to introduce the topic.

3.     Through the use of the compass rose power point on the SMART board which explains what the standard is to the class as well as the online game that I will have the students play.

4.     1) By telling the class what other teacher created the power point and stress that it is always important to cite your sources. 2) By making the assignments either more difficult or easier based off of their abilities as well as making sure that any ELL student understand everything going on. 3) I will show the students how to access the Internet through the SMART board as well as showing them how to use it in general for its many different uses. 4) I will show my students how to cite a source when they use someone else’s work as well as explaining to them that plagiarism is bad and will get you into a great deal of trouble.

Phase 2

1.            Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

◦                     What went well and what didn't go well during the implementation of your lesson?
1. I was able to sufficiently teach the students about the compass rose and what goes into the compass rose, but I struggled with timing. I made timing but would have ended early if I didn’t have a back up game for the students to play. Next time I will run through the lesson before presenting it.
1. I gave an exit paper where the students had to write what they understood and what they didn’t. How do the comments from your classmates support this?
Assessment 

◦                     How well was the alignment to objectives and standards maintained?

◦                     1. The objectives align very well with the standards. The standard was to interpret political and physical maps through a compass rose. I taught them how to use a compass rose and how to find which direction something is in with the help of the compass rose.

◦                     Describe any modifications made during the implementation of the lesson

◦                     1. At first I didn’t plan to end the lesson in the extra game that I had found, but since I had extra time after the assessment I chose to include the game in the lesson plan.

2.            Mechanics:

◦                     What technologies did I use (for the teacher and the learner)?

◦                     1. I used the computer to show the students the power point and I had the students play two online games.

◦                     How were the technologies used (by whom and in what manner)?

◦                     1. I used the computer to show the power point and then I sent the link of the two games to the students email for them to play the games online.

◦                     My lesson was within the correct time frame

▪                                       It was short because…

▪                                       It was too long because…

▪                                       The lesson was within the correct time frame because...If it weren’t for the extra game I found, I would have been short on time, but since I had a backup plan I made time perfectly.

3.            Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

◦                     Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

◦                     Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

◦                     1. After reviewing the assessment I gave to the students I saw that they understood the topic because they got the answers right.

◦                     Describe the level of success you had in teaching the lesson

◦                     1. I believe that I was successful in teaching the content, but should have taught how to go from point A to point B on a map.

▪                                       How do your individual reflections support this?

▪                                       1. One student said that they understood the standard but wished I would have gone over how to get from one point to another with the use of a compass rose. I agree with them.

Compass Rose Activity