Blog Phase One: Lesson 3 Reflection!!!!!!

Assessing Prior Knowledge and Planning Instruction:

Prior to this lesson, students should be aware of the different animals and plants that live in the ocean. The students can explore how important it is for us to keep the ocean clean just like we need to keep our world clean. This knowledge will then help the students understand how oil and pollutants negatively affect the water and harm all things living in it. Prior knowledge will be formatively assessed when the class has a whole group discussion after/during reading the book aloud. Students will also have time to ask any questions and make any comments about what we plan to learn (our objectives). In doing this, teachers will be given useful information on the student’s strengths and weaknesses on the topic. This lesson should be taught in the fourth grade because the objectives align closely with the state standards put in place. This lesson can be taught after learning about the life cycles of plants and animals, and before introducing global warming!

Designing Instruction (InTask Standards 7 and 8):

We chose these instructional methods to teach this lesson because students will always be engaged and actively interacting with the new information being taught to them. These instructional methods align with the best practices because we are reading aloud, writing, working on computer and creating opinionated proposals. The students are also given plenty the choice to work in small groups or alone throughout the lesson. In conclusion, the methods and activities planned will surely promote higher order thinking and a more meaningful connection and understanding to the material.

Planning Assessment (InTask Standard 6):

The assessment aligns with the standards and objectives of this lesson by checking for understanding of how oil interacts and negatively impacts water, our oceans, animals, plants, and us. The assessment demonstrates the student’s mastery by their ability to successfully fill out their observations during the online activity, sharing their personal thoughts and opinions related to the topic, score on the online quiz, and their personal proposals. Individual needs of the students are met throughout the lesson by the various activities planned. The students have plenty of opportunities to interact with the material and demonstrate their understanding. This lesson is student centered with plenty of opportunities for all students to succeed.

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

This lesson facilitates and inspires student learning and creativity by providing fun and hands on activities for students. These activities allow students to visually see how oil interacts with water and feathers. Students are encouraged to discover and make predictions during this process, which will promote a deeper and more meaningful understanding to the lesson. This lesson also encourages student creativity when they are asked to work on their personal proposals. This will give students the time to formulate their own idea and plans on how to prevent this problem in their own communities. In doing this, students will be making connections to their personal lives and practicing problem solving skills. This lesson provides digital-age learning experiences and assessments by using the projector, computers, and tablets for videos, quizzes, and notes. While working with all of these different types of technology, the teacher will (of course) be modeling appropriate and safe use of each. The teacher will also be walking around the classroom to ensure all students are on-task and being responsible. Also, the website chosen is teacher and students friendly—meaning no ads or unsafe content will be surprising anyone!

Lesson 3!!

I. RATIONALE
The reason for teaching this lesson is so that students understand how the ocean impacts the Earth, animals, humans, and food.

II. OVERVIEW

Grade Level: 4th

Subject(s): Science

Topic of Study: Ocean 

Time Allotment: 60 minutes

Standards: Science Strand 3: Science in Personal and Social Perspectives. Concept 1: Changes in Environments. PO 1.  Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams).
PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly or over a long period of time.
Social Studies Strand 4: Geography. Concept 5: Environment and Society. PO 1. Describe human dependance on the physical environment and natural resources to satisfy basic needs.
PO 3. Describe the impact of human modifications on the physical environment and ecosystems.

Objectives: Students will understand that the ocean is a complex ecosystem that is a home to a variety of animals which needs to be preserved. Students will make and test predictions about how oil and pollutants react with water. Students will explain how pollutants such as oil significantly impact humans and the environment.

III. IMPLEMENTATION
Procedure:

    1. Read 'A Drop In My Drink' by Meredith Hooper and Chris Coady.

2.     Facilitate a class discussion with emphasis on how humans depend on the oceans and why we need to take special care of them. Encourage kids to make connections to the text, themselves, their community, and the media.

3.     An Oil Spill Experiment (30 minutes) - Put students in cooperative learning groups of 2-3. Review expectations for working in science groups. Explain to the children that they will be doing an experiment to find how oil affects water habitats and life.

4.     Distribute the Activity page, read over the questions, and review the procedure.

5.     Ask the students to discuss with their groups and make predictions whether it will be easy or hard to remove the oil and why they think so. Give them three minutes to discuss. Have groups share their predictions.

6.     Model for the students how to fill the cups, pour the oil, and remove the oil.

7.     Allow students to engage in the activity and complete the activity page with their groups. In their groups, have the students describe one way that an oil spill can damage the environment. Allow each group to share for one minute.

8.     Collect the activity sheets and review the steps the class took for the experiment.

9.     Viewing the Ocean Habitats Video (30 Minutes) - Review the key vocabulary, using the Word Wall as needed.

10.  Have students view the Ocean Habitats video that is projected onto the whiteboard. Turn on closed captioning. Pause the video when the pause button blinks red for short, one-minute discussions.

11.  Allow students to take the Easy Quiz or Hard Quiz as a class using the whiteboard. Select students randomly to encourage participation.

12.  Have students discuss with a shoulder partner one interesting fact they learned from the video. Select 3 students to share their partner's fact.

13. Students will research the methods used to prevent and clean up oil spills. They will also work in groups to make a proposal for preventing oil spills and/or cleaning up oil after a spill. Students will use Pixie on the iPads to present their proposal.

Technology Integration:

-Teachers use the interactive whiteboard or projector connected to a computer with speakers to post the video

-Students will use computers to take the easy or hard quiz

-Students will use Pixie for the oil spill proposal

Differentiated Instruction: 

●      Create groups that will allow student success.

●      Words and concepts that students have a difficulty understanding should be discussed either in a class discussion, or one on one with the instructor or another student.

●      If appropriate, visual examples should be provided for students to offer clarity.

●      Children that have difficulties reading or understanding the literature may have it read to them with explanations by either their student partner or an instructor.

●      Learners with more difficulties will be given one-on-one direct instruction by the teacher may have the option of working with a peer.

●      Students that have difficulties focusing or staying on task can be given scheduled breaks.

●      Closed-captioning should be used on the video.

●      Allow appropriate think time for students.

●      The students can take the ‘easy quiz’ or the ‘hard quiz’.

IV. ASSESSMENT
Procedure:

-Assessment will be formative, continuous, and ongoing throughout the activity, focusing on questions asked during the activity, group work, basic understanding and response to questions and group discussions, as well as upon completion of assignments.

-Their activity worksheet while doing the feather in oil

-The students interesting fact from the video

-Their pixie project of their proposal for preventing oil spills

Instruments:
https://jr.brainpop.com/science/habitats/oceanhabitats/preview.weml (VIDEO)

https://jr.brainpop.com/science/habitats/oceanhabitats/activity/ (ACTIVITY WORKSHEET)

https://jr.brainpop.com/science/habitats/oceanhabitats/wordwall/ (VOCABULARY)

https://jr.brainpop.com/science/habitats/oceanhabitats/easyquiz/ (EASY QUIZ)

https://jr.brainpop.com/science/habitats/oceanhabitats/hardquiz/ (HARD QUIZ)

IIV. MATERIALS AND RESOURCES

●      Interactive whiteboard or projector connected to a computer with speaker

●      Computers for students to use (with headphones)

●      BrainPOP Jr. access

●      Materials for the experiment: cups, water, napkins, cooking oil, feathers

●      Paper and pencils

-Pixie on the iPads

http://www.brainpop.com/educators/community/lesson-plan/the-environmental-cost-of-oil-lesson-plan-how-oil-production-can-impact-oceans/?bp-topic=humans-and-the-environment

Phase 2: Reflection on Lesson 2 Implementation!!

1. Instructional Decisions/Teaching (InTask standard #9):

After teaching my second lesson, I believe the overall implementation process went more smoothly than this time around. I was sure to be completely prepared with the technology (website used) and worksheets printed for all students before class began. I was also sure to have plenty of options for student to do if they finished early and needed something to do while others finished. This lesson also filled the entire 30 minutes. The alignment to the objectives and standards were maintained throughout the lesson by the activities and groups discussions I planned for them to complete. The students were given plenty of time to explore the website on Acid Rain and were held accountable for the quiz given by me at the end of the lesson. We discussed the quiz immediately after the students were done to ensure everyone walked away with the correct answers and cleared up any confusions. If students finished early, they were given a word search with acid rain vocabulary form the website to better familiarize themselves with this terminology. Throughout the lesson, I made a few modifications when students were working on their computers. I initially allowed them to choose what they wanted to do while working quietly, however, some students went directly to the games and skipped the informational videos and readings. After realizing this, I began to walk around and make sure students were on task and taking notes on what they found interesting/ what would help them on their quiz. 

2. Mechanics

I chose to integrate technology throughout this lesson by having students spend a majority of their time exploring a website on the lessons topic -- acid rain! This website offered great information for students to read about in a very student friendly layout. It also offered short informational videos along with educational games and activities for students to complete. This technology was used individually by students to explore throughout the lesson. This time around, my lesson was exactly 30 minutes long. I believe this was due to all of the different options I had for students to complete individually on their computers. This allowed for some flexibility in case one of the students finished early and/or later than others. Also, I believe the implementation of the first lesson helped me gauge just how long a 30 minute lesson looks like and how to better plan for one. Creating and implementing the first lesson definitely helped me plan this time around.

3. Assessment of Learning (InTask Standard #6)

Acid rain vocabulary word search!!! :)

Quick write and quiz!!! :)

Another quick write and quiz!!! :)

After reviewing my artifacts, I believe my students were very successful at achieving the state standards and objectives I chose for my lesson. All of my students were able to discuss what acid rain is, how it negatively impacts the environment, and how they can help minimize it in their community. After reflecting on the implementation of this lesson, I believe I was very successful and achieved exactly what I set out to when planning. My classmates gave me very positive feedback on my reflection survey, however, I do plan to incorporate more videos and/or exmaples for students in my next lesson. The website I chose was very helpful, but I think I need to help students make more meaningful connections to their own lives. For example, I could have found more information and ways to help out specifically in Flagstaff instead of keeping these ideas very general.

4. What did you learn from designing and teaching this lesson and how will you use this in the creation in future lessons/learning activities?

After designing and teaching this lesson, I've once again learned the importance of preparing and planning in advance. I've learned how crucial it is for the teacher to be flexible and allow for students to work at their own pace when completing the different tasks. Also, this lesson and my peers have taught me the importance of helping my future students make real and meaningful connections to their daily lives. In doing this, my students will take much more away from the lesson and gain a deeper understanding of the overall concept I am trying to teach.

Blog Phase One - Lesson 2 Reflection!

Blog Phase One - Lesson 2 Reflection!

Assessing Prior Knowledge and Planning Instruction:
Prior to teaching this lesson, students will need to know about different chemicals and how our environment can be impacted by them. They may need to explore how humans can produce different chemicals into the air by various everyday activities. I plan to assess this prior knowledge by having students write a quick write on this topic the day prior in their journals. This will show me where all students stand on the topic, and will help guide my instruction on where to begin the next day. It will also spark students interest on what we will be learning the following day. This content should be taught during this grade level because it aligns very closely to the standards for fourth grade in Arizona. The objectives I have for this lesson directly relate to the state standard and ensure students will be able to understand acid rain, how it impacts our environment, and how they can prevent it. This lesson will likely be taught in the middle of the school year. This will allow time for students to gain the background knowledge needed, and will also allow time for students to (possibly) create and implement a plan (as a class project) on how to help their community.  

Designing Instruction (InTask Standards 7 and 8):
I’ve chosen these instructional methods to teach this lesson because they offer plenty of opportunities for all students to be fully engaged and learning the new content in a variety of ways. I believe the fun and interactive website will spark student’s interest while offering plenty of picture, activities, and games for students to make meaningful connections. I also offer plenty of time for students to interact with one another and myself throughout the lesson. This will promote ALL student engagement. Furthermore, I made sure to offer time for students to show what they’ve learned during the final quick write. This will hold each and every student accountable for his or her learning and progress during the lesson. Lastly, I am engaging students in creative and higher order thinking by addressing these essential questions.. What is Acid Rain? How does it impact the world around you? What can you do to help minimize Acid Rain in your community?

So what? Acid rain is harmful to the world around you; however, there are many different ways YOU can help minimize this in your very own community.

Who cares? YOU should definitively care about keeping your earth, community, and water in a healthy condition for you and your friends and family!

 
Planning Assessment (InTask Standard 6):  

The assessments throughout the lesson align closely with the standards I’ve chosen because they specifically ask the students to discuss and explain different causes of acid rain, how to minimize it in their community, and also the negative impacts of acid rain on their environment. By completing the final quick write and answering the questions, I will be able to see if students were able to fully grasp the new content based on their answers. I also plan to assess students throughout the lesson when working on the website, in groups, and during whole group discussion. In ding this, I will be sure to pay close attention to students who may be struggling with the content and offering any assistance on their individual needs. This formative assessment will also ensure all students are engaged and on task. The essential questions provided will also ensure students are looking at the ‘big picture’ and making meaningful connections to their ever day lives and communities.

 
How does your lesson meet each of the ISTE NETs Standards?
My lesson meets Standard 1 because it allows plenty of time for students to work and learn in a variety of ways. It offers time for students to work with me, classmates, and on their own. It also allows time for students to navigate through a student friendly website on the new content being presented. Students are also encouraged to be creative when completing the quick writes. They will have time to explore new ideas to help their very own community after learning about Acid Rain and how it impacts their environment. My lesson also meets Standard 2 because it offers time for students to spend on a computer while learning new material. Standard 3 is met through my time instructing from the website, and through my time modeling for the students on how to successfully navigate the activities and games. In doing this, I will be showing students how learning can be done on the computer through educational websites. Lastly, my lesson meets all parts of Standard 4 because I will be modeling for students how to responsibly be using the computer and website. I will also be walking around for students to ask any questions while making sure everyone is on task. I will also be meeting all the needs of diverse learners by offering any assistance needed. Students may also choose to work in small groups if needed.

Blog Phase One - Lesson 2!

Blog Phase One - Lesson 2!

I. Rationale

This lesson will teach the students about Acid Rain and how it impacts their environment. The students will also explore different ways they can help minimize Acid Rain in in their community.

II. Overview
Grade level:
4th
Subject: 
Physical Sciences
Topic of Study:
Acid Rain
Time Allotment:
30 minutes

Standards:
Strand 3: Science in Personal and Social Perspectives
Concept 1: Changes in Environments
Describe the interactions between human populations, natural hazards, and the environment.
PO 1. Describe hot natural events and human activities have positive and negative on environments.

Objectives: 

1. Students will be able to name at least three different causes of Acid Rain.

2. Students will be able to name at least one way to help minimize Acid Rain.

3. Students will be able to list one fact about acid rain, and how it negatively impacts their community and the world around them.

 
III. Implementation
Procedure:

Teacher Procedures	Student Procedures
I will begin the lesson by having the students complete a quick write on what they already know about acid rain, what they would like to learn, and any questions they may have before the lesson.	Students will complete the quick write quietly.
I will have the students brainstorm their very own ideas of what acid rain is, and how it affects our community and environment. Think-pair-share.	Students will discuss quietly about their ideas and prepare to share them with the class in a whole groups discussion.
I will have the students volunteer and share the ideas they’ve discussed in their small groups.	Students will stand up and give a brief summary the main ideas they discussed with their partners.
As small groups are speaking, I will be writing down their unique and awesome assumptions on the white board.	Students will stand next to their ideas on the white board to engage in a group discussion about their ideas.
I will now have the students return to their desks for whole group instruction.	Students will notes about the main ideas of my discussion in their journals.
I will access the acid rain website and display it on the projection screen while instructing. I plan to use the fun images and games to help students understand what acid rain is, some different causes of acid rain, and a few ways we can help minimize it in our community.	Students will pay close attention to the website and my instruction while taking notes on their favorite topic.
I will now allow the students to navigate through the website and explore the different games and activities. I plan to walk around when students are completing these to assess their progress and answer any questions.	Students will work on their individual computers.
I will now ask the students to return to their seats and complete a 3-question quiz on acid rain. (What is acid rain, what are the causes, how can we prevent it in our community..)	Students will be allowed to work with a partner on their quiz. Each student will be responsible for turning in their own sheet of paper with their answers.

Technology Integration:
- Acid Rain Website www.epa.gov


Differentiated Instruction:
-Cognitive Delay: these students will be supported throughout the lesson by the teachers awareness of each child's strengths and weaknesses. For example, the teacher will plan to assist these students when completing the activities and working in groups.  These students may also be allowed to work in partners on the quick writes.
-Gifted: gifted students will be supported in this lesson by working on different activities and games the website has to offer. They may also choose to help students who may still be struggling with the content.
-ELL: these students will be supported throughout the lesson by the teacher providing many examples using visuals throughout the lesson. The fun and interactive website offers plenty of opportunities for students to work with the content being discussed. These students may also draw pictures and work in partners if needed when completing the quick writes.

IV. Assessment

Pre: Quick write on what the students already know about acid rain, what they would like to learn, and any questions they may have on the topic before the lesson.

During (Formative): I will assess each of the students performance and participation in their small groups, during games and activities on the website, and their individual quizzes.

Post:  will ask the students to complete a quiz. They will take this mini quiz alone, and answer questions about what acid rain is, what causes it, and how they can minimize it in their community.

IIV. Materials and Resources
1. Acid rain website and activities ready for students to access!
2. Acid Rain Word Search