Let's cook up some great writing with "Recipes For Writing!" The primary purpose of this Wiki is to collect and share resources that link computer and information technology with genres of writing at the primary elementary level ( K-3 ). The Wiki currently includes "Recipes" for the following: 1) Informative Writing, 2) Personal Narrative, and 3) Persuasive Writing. The Wiki also includes external links to assessment checklists and rubrics, publishing, Lucy Calkins' research, and Language Arts related podcasts and blogs. You are invited to visit my Wiki at:
https://receipesforwriting.wikispaces.com. I would love to hear your comments and suggestions on how to elaborate and expand this site.
Thursday, April 26, 2007
Thursday, April 19, 2007
Lesson Title: Exploring the Planets Teacher: Deb Bridgewater
Grade Level: 2
Subject(s): Science/ Language Arts Date: 4/17/07 Time: 2 weeks
Objective(s):
1. In small groups, investigate interesting information about the planets in our solar system by accessing the internet and resources in the school library.
2. Complete a concept map to communicate key information about each planet.
3. Demonstrate or illustrate the placement of the planets in the solar system as they relate to the sun.
4. Demonstrate and explain the movement of the planets around the sun.
5. Write a poem/song about the planets.
6. Discuss how we can protect our planet EARTH for our generation and everyone in the future (To be investigated in the next unit of study).
Intelligences:
(as introduced)
Verbal/
Linguistic
Interpersonal
Visual/Spatial
Naturalist
Logical/
Mathematical
Bodily/
Kinesthetic
Musical/
Rhythmic
Intrapersonal
Existential
Technologies:
1.Internet Search/Wikis
1. Webquests
1. Library Computer Search
2. Kidspiration
5. Microsoft Word
6. Podcast
NETS for Students:
_____
Materials:
Computer Lab, Books, Magazines, Posters, Art supplies (markers, paint, paper, scissors, paste, Lamp (sun), paper mache, rubber balls, tape recorder (song)
Intelligences:
ALL
Procedure:
Take the class to the computer lab to access the internet and investigate wikis/webquests to find out interesting information about the planets.
Write and discuss the objectives on the white board at the front of the lab, and guide student investigations (done in pairs).
Visit the library, visit the computer system there, and gather materials to bring back to the room for continued investigations throughout the week.
On another day, visit the computer lab to use Kidspiration with a partner and develop a concept may to share information about the planets.
Make a poster or 3-D model to show the planets in our solar system.
Using people and/or objects, demonstrate how the planets revolve around the sun (lamp).
Write a poem/song about the planets (Choice of working individually, in pairs, or in small groups).
Extension and introduction to next unit: Discuss as a class ideas for saving our planet EARTH.
Post a podcast of these discussion points to the school webpage. Podcast can be scripted based on important discussion points of #8 above.
Intelligences:
(as added)
Verbal/
Linguistic
Interpersonal
Visual/
Spatial
Naturalist
Kinesthetic
Intrapersonal
Musical/
Rhythmic
Existential
Assessment:
Assessment is built into the activities and will be done through teacher observation each day.
Intelligences:
ALL
Reflection:
How did the technologies used accommodate the intelligences you identified?
Varying the presentation and the activities
If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?
Specific software or film clips could be added
How did the intelligences identified improve student mastery of the objective(s)?
Assessment was observed throughout the activities and there are many opportunities for the students to show what they know and understand.
Did you observe other intelligences come into play during the lesson? What were they and how did they aid in student learning?
All intelligences were represented to a certain extent, and other activities could be added to match those intelligences that best reflect the skills of the learners.
What other intelligences could be included in this lesson? (more of the same could be added as noted above
_____
Grade Level: 2
Subject(s): Science/ Language Arts Date: 4/17/07 Time: 2 weeks
Objective(s):
1. In small groups, investigate interesting information about the planets in our solar system by accessing the internet and resources in the school library.
2. Complete a concept map to communicate key information about each planet.
3. Demonstrate or illustrate the placement of the planets in the solar system as they relate to the sun.
4. Demonstrate and explain the movement of the planets around the sun.
5. Write a poem/song about the planets.
6. Discuss how we can protect our planet EARTH for our generation and everyone in the future (To be investigated in the next unit of study).
Intelligences:
(as introduced)
Verbal/
Linguistic
Interpersonal
Visual/Spatial
Naturalist
Logical/
Mathematical
Bodily/
Kinesthetic
Musical/
Rhythmic
Intrapersonal
Existential
Technologies:
1.Internet Search/Wikis
1. Webquests
1. Library Computer Search
2. Kidspiration
5. Microsoft Word
6. Podcast
NETS for Students:
_____
Materials:
Computer Lab, Books, Magazines, Posters, Art supplies (markers, paint, paper, scissors, paste, Lamp (sun), paper mache, rubber balls, tape recorder (song)
Intelligences:
ALL
Procedure:
Take the class to the computer lab to access the internet and investigate wikis/webquests to find out interesting information about the planets.
Write and discuss the objectives on the white board at the front of the lab, and guide student investigations (done in pairs).
Visit the library, visit the computer system there, and gather materials to bring back to the room for continued investigations throughout the week.
On another day, visit the computer lab to use Kidspiration with a partner and develop a concept may to share information about the planets.
Make a poster or 3-D model to show the planets in our solar system.
Using people and/or objects, demonstrate how the planets revolve around the sun (lamp).
Write a poem/song about the planets (Choice of working individually, in pairs, or in small groups).
Extension and introduction to next unit: Discuss as a class ideas for saving our planet EARTH.
Post a podcast of these discussion points to the school webpage. Podcast can be scripted based on important discussion points of #8 above.
Intelligences:
(as added)
Verbal/
Linguistic
Interpersonal
Visual/
Spatial
Naturalist
Kinesthetic
Intrapersonal
Musical/
Rhythmic
Existential
Assessment:
Assessment is built into the activities and will be done through teacher observation each day.
Intelligences:
ALL
Reflection:
How did the technologies used accommodate the intelligences you identified?
Varying the presentation and the activities
If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?
Specific software or film clips could be added
How did the intelligences identified improve student mastery of the objective(s)?
Assessment was observed throughout the activities and there are many opportunities for the students to show what they know and understand.
Did you observe other intelligences come into play during the lesson? What were they and how did they aid in student learning?
All intelligences were represented to a certain extent, and other activities could be added to match those intelligences that best reflect the skills of the learners.
What other intelligences could be included in this lesson? (more of the same could be added as noted above
_____
Thursday, April 12, 2007
The Power of Modeling Software
What a way to discover relationships in dynamic systems and integrate subject areas!
We, as educators, are constantly searching for ways to make learning real for our students, and modeling software certainly provides many opportunities to explore topics and use problem-solving strategies in creative ways. Exploration and documentation of "what if..." scenarios leads to the use of critical thinking skills, collaboration and communication in small groups and large group settings. Mapping and graphing skills can be developed and many of the situations I visited could also be expanded to include language arts through the use of additonal research/reading and conversations, both oral and written. As always, the modeling software chosen should enhance the instructional delivery of a standards-based curriculum, where the performance assessment matches the method of instruction.
We, as educators, are constantly searching for ways to make learning real for our students, and modeling software certainly provides many opportunities to explore topics and use problem-solving strategies in creative ways. Exploration and documentation of "what if..." scenarios leads to the use of critical thinking skills, collaboration and communication in small groups and large group settings. Mapping and graphing skills can be developed and many of the situations I visited could also be expanded to include language arts through the use of additonal research/reading and conversations, both oral and written. As always, the modeling software chosen should enhance the instructional delivery of a standards-based curriculum, where the performance assessment matches the method of instruction.
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