Sunday, October 30, 2011
Saturday, October 22, 2011
Week 9 Technology Integration Lesson
Subject: Sciences- Life Science
Grade Level: Kindergarten
Estimated Time: 1-2 Days
Lesson Topic: Environment, weather/climate, seasonal changes
Title: Living Things and Their Environment
Learning Goals/Objectives:
•To interpret everything in an environment as connected
•To recognized the difference in climate and strategies for survival in harsh climate
•To distinguish survival strategies such as hibernation etc
• To determine adaption and changes in climate for living things including self
Technology that you are going to use and rationale
•Smart Board technology
•Computers/Internet
•Experiment Tools: 2 large bowls filled with Ice, Cooking Shortening, Large Plastic Sandwich Bag, Thin Plastic Gloves, Rubber Band
A scenario of how students use the technology in the lesson:
Students will use the internet before results are recorded/assessment portion of the lesson. After students have learned that living things within an ecosystem must find ways to secure food and water. They must avoid several dangers such as being eaten by using strategies to survive such as camouflage ad mimicry. They will adapt to survive harsh climates and seasonal changes.
Students will read along digital copies on smartboard and print copies of:
1)What Color Is Camouflage? By Carolyn B. Otto (HarperCollins Juvenile Books, 1996)
2)Why do Bears Sleep All Winter?: A Book about Hibernation by Mary Englar.
We will then explore Kids National Geographic and view a few videos online:
http://video.nationalgeographic.com/video/player/nat-geo-wild/shows-1/expedition-wild/ngc-built-to-survive.html
Depicting different strategies on how animals adapt to various environmental conditions.
Post activity and final results to classroom blog. Additional Activities: Students will complete a science experiment titled “Keeping Warm”.
How student learning will be assessed:
Students will complete a “Record Sheet” of based on their experiment results. The record sheet they will answer different questions that assess them on the learning objectives and complete the sheet by drawing. We will post everyone’s results on a classroom poster board.
Our end result is to determine that some animals that live in cold environments such as sea lions, bears, wolves, etc. Students will be able to tell their group partners why and how animals adapt. Example: Whales have a layer of blubber/fat due adapt to cold climate.
Students will also be able to discuss on strategies we must follow during the winter. In example, we wear coats, gloves, hats to keep warm. Our parents might use a fireplace or a heater. Students will be able to discuss in their circles why we must wear these types of clothing. What happens to us if we don’t wear appropriate clothing (ex: we contract illnesses). Students must make a correlation on how all living things adapt to the environment including us!
Possible Extension: On a bulletin board, create a food chain using pictures and yarn. Begin with the sun which leads to a green plant, which also leads to a plant-eating animal, a meat-eater, a scavenger, a decomposer, and then another new plant growing from the soil
Classroom to Home Extension: Send suggestions home to parents on possible articles online they can explore with their children. Also encourage parents to take their children to their local library to ‘explore’ books on this topic with a few suggestions on titles.
VOCABULARY INTEGRATION: Camouflage, Environment, Mimicry
READING CORRELATION: Books mentioned above by Englar and Otto
Grade Level: Kindergarten
Estimated Time: 1-2 Days
Lesson Topic: Environment, weather/climate, seasonal changes
Title: Living Things and Their Environment
Learning Goals/Objectives:
•To interpret everything in an environment as connected
•To recognized the difference in climate and strategies for survival in harsh climate
•To distinguish survival strategies such as hibernation etc
• To determine adaption and changes in climate for living things including self
Technology that you are going to use and rationale
•Smart Board technology
•Computers/Internet
•Experiment Tools: 2 large bowls filled with Ice, Cooking Shortening, Large Plastic Sandwich Bag, Thin Plastic Gloves, Rubber Band
A scenario of how students use the technology in the lesson:
Students will use the internet before results are recorded/assessment portion of the lesson. After students have learned that living things within an ecosystem must find ways to secure food and water. They must avoid several dangers such as being eaten by using strategies to survive such as camouflage ad mimicry. They will adapt to survive harsh climates and seasonal changes.
Students will read along digital copies on smartboard and print copies of:
1)What Color Is Camouflage? By Carolyn B. Otto (HarperCollins Juvenile Books, 1996)
2)Why do Bears Sleep All Winter?: A Book about Hibernation by Mary Englar.
We will then explore Kids National Geographic and view a few videos online:
http://video.nationalgeographic.com/video/player/nat-geo-wild/shows-1/expedition-wild/ngc-built-to-survive.html
Depicting different strategies on how animals adapt to various environmental conditions.
Post activity and final results to classroom blog. Additional Activities: Students will complete a science experiment titled “Keeping Warm”.
How student learning will be assessed:
Students will complete a “Record Sheet” of based on their experiment results. The record sheet they will answer different questions that assess them on the learning objectives and complete the sheet by drawing. We will post everyone’s results on a classroom poster board.
Our end result is to determine that some animals that live in cold environments such as sea lions, bears, wolves, etc. Students will be able to tell their group partners why and how animals adapt. Example: Whales have a layer of blubber/fat due adapt to cold climate.
Students will also be able to discuss on strategies we must follow during the winter. In example, we wear coats, gloves, hats to keep warm. Our parents might use a fireplace or a heater. Students will be able to discuss in their circles why we must wear these types of clothing. What happens to us if we don’t wear appropriate clothing (ex: we contract illnesses). Students must make a correlation on how all living things adapt to the environment including us!
Possible Extension: On a bulletin board, create a food chain using pictures and yarn. Begin with the sun which leads to a green plant, which also leads to a plant-eating animal, a meat-eater, a scavenger, a decomposer, and then another new plant growing from the soil
Classroom to Home Extension: Send suggestions home to parents on possible articles online they can explore with their children. Also encourage parents to take their children to their local library to ‘explore’ books on this topic with a few suggestions on titles.
VOCABULARY INTEGRATION: Camouflage, Environment, Mimicry
READING CORRELATION: Books mentioned above by Englar and Otto
Saturday, October 8, 2011
TPACK Assignment
This article was very technical in nature and it has been over 5 years since I have been in the classroom. However, if I were to apply this to my own classroom, I would like to improve on the integration of pedagogical techniquest with technology incorporation. I had always enjoyed using technology with my kindergarten students. It was difficult at times due to time constraints, scarcity of equipment, etc. Therefore I had to be very selective in the activities that were well suited for them. The article also mentions how students learn in a different capacity and level when technology is appropriately integrated into the lesson. I completely agree. At times, I would select activities that were not grade appropriate perhaps would have worked for a first or second grade level. I would have to re-organize the lesson without technology or select a different activity all together. I liked these articles because they use a 'prescriptive' way of encorporating technology.
2) I enjoyed using technology especially when we needed to focuse on certain topics. For example, selecting activities that would reinforce reading/sound discrimination. Kindergarten students are required to be reading phonetically by the end of the year. Several students reach this milestone but some do not. For the TPACK activity I would definitely use technology such as computer programs or tape recorders as well. Practice is key for students at this grade level and also finding valuable links is a great resource. I would create a newsletter for students' parents so that they could assist with online activities to reinforce skills. I could then reinforce these again during our computer lab time. I also would coordinate with the computer lab teacher or coordinator to have any necessary programs to be downloaded.
2) I enjoyed using technology especially when we needed to focuse on certain topics. For example, selecting activities that would reinforce reading/sound discrimination. Kindergarten students are required to be reading phonetically by the end of the year. Several students reach this milestone but some do not. For the TPACK activity I would definitely use technology such as computer programs or tape recorders as well. Practice is key for students at this grade level and also finding valuable links is a great resource. I would create a newsletter for students' parents so that they could assist with online activities to reinforce skills. I could then reinforce these again during our computer lab time. I also would coordinate with the computer lab teacher or coordinator to have any necessary programs to be downloaded.
Saturday, October 1, 2011
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