Here is my Lesson Plan. Enjoy!
Sorry I just realized I posted it last week on the wrong blog.
Saturday, March 18, 2017
Wednesday, March 8, 2017
Tuesday, March 7, 2017
Week 6 Assignment 1 Readers Response
1. I really enjoyed watching Ms. Caufal's class. She made everything seem so enticing and exciting. All her students seemed engaged at all times. I like that she kept the students on their toes by not dwelling on any specific activity for too long. One thing that was very impressive to me, was the way she sincerely acknowledged the children's need to have a good time. For example, she gave each child a witch finger to use as a pointer when they read. She also makes the children into super heroes and makes the different skills super powers. So fun and so encouraging and motivating for the students.
2-3. Ms. Caufal started her lesson by playing a phonics game called "Pop it". This is a phonics warm up and introduces the topic of the day, using pictures to figure out what a hard word says, or picture power as she called it. They then do a shared reading to practice using their picture power. After they move into independent reading. When children practice reading on their own. This is a good time for Ms. Caufal to do an informal assessment while walking around the classroom. She mentioned that she used these assessments to plan targeted groups that will help children with specific skills. After independent reading students turn around to join their partners for a partner reading. This time is a time for partners to help each other and work together. This is also a great time to do an assessment and see where children are holding. At the end they join back together to do a wrap up and closing time.
2-3. Ms. Caufal started her lesson by playing a phonics game called "Pop it". This is a phonics warm up and introduces the topic of the day, using pictures to figure out what a hard word says, or picture power as she called it. They then do a shared reading to practice using their picture power. After they move into independent reading. When children practice reading on their own. This is a good time for Ms. Caufal to do an informal assessment while walking around the classroom. She mentioned that she used these assessments to plan targeted groups that will help children with specific skills. After independent reading students turn around to join their partners for a partner reading. This time is a time for partners to help each other and work together. This is also a great time to do an assessment and see where children are holding. At the end they join back together to do a wrap up and closing time.
Wednesday, March 1, 2017
Week 5 Assignment 2
Desired Learning Outcomes:
Learning Activities
Day 1- Pre inquiry discussion:Students will form groups and brainstorm on the effects of human activity on water quality using prior knowledge.Teacher will guide students on overall strategies for conducting internet research.Students will research the direct and indirect effects of human activity on water ecosystems they will then share their findings with the rest of the class.
Day 2- Model the Structured inquiry processTeacher will model the inquiry process.
Day 3- Guided inquiry research processThe teacher will guide students to develop scientifically researchable questions that they will be able to answer using internet research and then formulate their hypothesis by asking questions.
Day 4- Initiated open inquiry research processStudents will form research questions and hypothesis. They will then collect data using the internet and examine their hypothesis using the evidence.
Students will enter their data into a spreadsheet to analyze, create charts, examine their hypothesis, research questions, data analysis and conclusions.
- Students will identify factors that affect water quality.
- Students will identify and explain factors that alter water ecosystems
- Explain the relationship between the different factors that affect water quality.
- Describe how the factors affect the living organisms in water ecosystem.
- Use credible cyber resources for data collection.
- Manipulate ICTS to facilitate the process of pin point scientifically testable questions and locating valuable and accurate information
- Use ICTS to support data organization, data presentation and draw conclusions
- Use ICTS to communicate findings to the learning community using assortment of media formats.
- Analyze and interpret data to provide evidence for the effects of resources availability on organisms and population of organisms in an ecosystem.
- Construct an explanation that predicts patterns and interactions among organisms across multiple ecosystems.
- Construct an argument supported by empirical evidence that changes to physical of biological components of an ecosystems affect populations.
Learning Activities
Day 1- Pre inquiry discussion:Students will form groups and brainstorm on the effects of human activity on water quality using prior knowledge.Teacher will guide students on overall strategies for conducting internet research.Students will research the direct and indirect effects of human activity on water ecosystems they will then share their findings with the rest of the class.
Day 2- Model the Structured inquiry processTeacher will model the inquiry process.
Day 3- Guided inquiry research processThe teacher will guide students to develop scientifically researchable questions that they will be able to answer using internet research and then formulate their hypothesis by asking questions.
Day 4- Initiated open inquiry research processStudents will form research questions and hypothesis. They will then collect data using the internet and examine their hypothesis using the evidence.
Students will enter their data into a spreadsheet to analyze, create charts, examine their hypothesis, research questions, data analysis and conclusions.
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