juliechatfieldweather

Name: Julie Chatfield
Title: weather
Summary: I will use the digital thermometer from the McKay building to track the weather throughout the day.  We can then use the program Kidsperation to track the weather. We will look at a list of local animals, and use websites to see if the weather that day suits them.
Primary Core Objective: 2nd Grade Standard 3 Objective 2a. Describe how weather affects people and animals
Materials Used by the Teacher:   List of local animals that might be affected most by weather (ie. Insects, small mammals, etc.)	Materials Used by the Students:   List of local animals that might be affected most by weather (ie. Insects, small mammals, etc.)
Technologies Used by the Teacher:   Digital thermometer Computers with internet access	Technologies Used by the Students:   Digital thermometer Computers with internet access
Intended Learning Outcomes:  Students should be able to operate a digital thermometer, and how the temperature affects local animals.
Instructional Procedures: At the beginning of the day, I will explain the activity.  We will go outside every hour and look at the cloud formations, and take a temperature reading.  We will enter the data into Kidsperation, and observe the trend.  At the end of the day, we will look at a list of local animals, and choose a few that we would like to study.  We will look online at the weather that they survive in best, and the changes they have to make with the weather changes.  We will see what the animals are most likely doing that day.
Extensions:   We can talk about how people are affected by the weather.  What clothes to wear, what different foods we eat, games we play, ect.
Assessment Plan: Find pictures of each of the animals we discuss, and have them sort the pictures into summer winter spring summer columns by which season the animals thrive most in.

 

juliechatfieldguidedreading

Name: Julie Chatfield
Title: Guided Reading-Squirrel
Summary: Use a computer program to compose a graphic organizer to aid in making a summary for chapter 4 of The Great Squirrel Uprising.
Primary Core Objective: Standard 7 Objective 2g. Summarize important ideas/events; summarize supporting details in sequence
Materials Used by the Teacher:   The Great Squirrel Uprising Map of Central Park	Materials Used by the Students:   The Great Squirrel Uprising Map of Central Park
Technologies Used by the Teacher:   Kidsperation	Technologies Used by the Students:   Kidsperation
Intended Learning Outcomes:   The students should be able to effectively summarize the chapter we are focusing on.
Instructional Procedures: Before the lesson begins, the students should have read chapter four of the book.  We will come together and quickly brainstorm the main ideas and characters of the chapter.  As a group, we will get on the website and write down all the concepts we discussed in a spider graph.  From that we will put them in chronological order, and synthesize the ideas into a summary of the chapter.  This will help remind them of what happened in the chapter when we revisit it after we have completed the book.
Extensions:   We can use an online art program to draw a picture of the highlight of the chapter.
Assessment Plan:   Have them write a summary of their own, compare, and see if all the main parts of the chapter are there.

 

juliechatfieldplacevalue

Name: Julie Chatfield
Title: place value
Summary: We will use computer programs to explore the relationship between the base 10 system of counting and real-world scenarios.  We will learn how to count large numbers using counting methods in hundreds, tens, and ones.
Primary Core Objective: 2nd Grade Standard 1 Objective 1a. Represent whole numbers in groups of hundreds, tens, and ones using base ten models and write the numeral representing the set in standard and expanded form.
Materials Used by the Teacher:	Materials Used by the Students:   ·       A piece of paper and pen
Technologies Used by the Teacher:   ·       Computer ·       Painter program	Technologies Used by the Students:   ·       Computer ·       Painter program
Intended Learning Outcomes:   ·       Partition sets of objects into hundreds, tens, and ones ·       Quickly count large amounts of objects
Instructional Procedures: In small groups, the students will observe me drawing an object on the painter program.  When it comes time to create their own object, they can choose anything to draw that their imaginations can come up with.  I will then show them how to lasso and copy the object.  If they copy the object ten times, they will have a group in their tens.  I will show them how to lasso it and start copying that.  When they have ten copies of the set of ten, it creates 100 objects.  This will help solidify the fact that ten ones makes a group of ten, and ten tens makes a group of 100.  Then they can create uneven groupings, like two groups of a hundred, four groups of ten, and six ones.
Extensions: The students can create a number of objects, but not partition them quite yet.  Then they can switch with another student, and each student will partition the objects into groups of ten, then groups of 100 to quickly count how many objects there are on the screen.
Assessment Plan:   I will create a painting that will be loaded onto every computer, and the students will have to open it and count the objects.  They will use their paper and pencil to write the answer, and turn it in before they go back to their seats.

 

Practicum week 2

From watching the videos, I learned that it is important to make the activities meaningful by tying the content into their lives. With the spider video, they were able to learn about their environment, and the things one can find there. The technology was hands on and interactive, which really charmed the students. The vehicle digital story was based on a book that the children were already familiar with. It was connected to something physical, the book and actual vehicles they have seen, which they could refer back to if they became stuck on their digital story. With the habitats video, the teacher fulfilled many of the technology teaching requirements in a single lesson plan. She did not underestimate the students' ability to manage the technology, but gave clear instruction and expectations concerning it. The technology used really enhanced the lessons and made them more meaningful to the students, while giving them an opportunity to gain skills in technology.

Science: http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF82ZHg2NHI3YzI&hl=en
Math: http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF84ZHB0c3FnZDI&hl=en
Language Arts:http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF83ZHM1c2oyM2Y&hl=en