Friday, 14 March 2014
Monday, 3 March 2014
Michelle Wehrle- Grade 4: Introduction to Sound Lesson
Introduction into Sound Lesson: Grade 4
Rationale:
A brief introduction to the sound unit; should be fun
and not introduce to much information. Keep it fun and light so students are
engaged and excited. To much information will be overwhelming, try to draw on
students current knowledge of the topic.
Prescribed
Learning Outcome(s):
4-3-01:
Use appropriate vocabulary related to their investigations of sound.
Include:
energy, sound, vibration, vocal cords, pitch, loudness, sound waves, outer ear,
middle ear, inner ear, brain, transmit, absorb, reflect, detect.
4-3-02: Recognize that sound is a form of energy.
Instructional
Objective(s):
Introduce students to new vocabulary and make sure
they are able to recognize that sound is a form of energy, through a fun and
interactive lesson.
Prerequisite
Concepts and Skills:
None (introductory lesson)
Materials and Resources:
|
Teacher
|
Students
|
|
1.Access to computer with projector and sound for
activator
2.Board to write acquire questions on
3.Board or piece of paper to write apply URL on
|
1.One piece of paper and one pen for each table
group to complete acquire
2.Computer to complete apply
|
Lesson Activities:
|
Teacher Activities
|
Student Activities
|
Time
|
|
Activate:
Wonderopolis #161 What makes sounds louder? (2mins)
http://wonderopolis.org/wonder/what-makes-sounds-louder/
à Show the video clip and do the first part of the
reading below video on website. Take time for questions to follow.
Acquire:
In your table groups answer the following three
questions to the best of your ability based on what we just saw.
1) What is sound?
2) What causes one to hear sound?
3) Sound is a form of __________ made by
_______________.
Apply:
“What is Sound Interactive”
First link: http://resources.woodlands.junior.kent.sch.uk/revision/science/sounds.html
With partners------ Play – Changing
Sound (all instruments) (quiz)
------ Play – Sources of Sound (wait
for NEXT button to light up to hit it)
|
Activate:
Watch film and participate in discussion
Acquire:
Answer questions in table
group
Apply:
Participate with
interactive sound game on computer
|
10 mins
8 mins
20
mins
|
Universal
Design for Learning (UDL) and Differentiated Instruction (DI):
For my lesson I focused on using the mode of
technology. I showed a video at the beginning and the main activity was playing
an interactive computer game exploring with sounds. Using technology was
selected for this introductory lesson because it is based more on fun and
exploration rather than being taught or lectured. Children when being
introduced to a new subject want the chance to explore before teachers direct
their ideas and thought. Technology is also a way to teach different learning
styles. Interactive games are appealing to auditory, visual and kinesthetic
learners. Technology also promotes students
taking control over their own learning. They learn how to make their own
decisions and think for themselves.
Organizational
Strategies:
One of the most effective organizational strategies I
find is utilizing effective classroom management and transition times. Quick
transitions between activate, acquire and apply activties ensure students spend
the majority of their time on task rather than getting oriented. Make sure the
lesson and expectations for the students are clear. Working in table groups
minimizes the time spent making new groups and relocating. Also to cut down on
wasted time have the video pre loaded to watch before the class starts.
Behavioral
Management Strategies:
Place students in situations where they will have
success. Create strategic table groups to do group work in. Arrange students in
computer lab or classrooms in a space where they can work effectively as an
individual or in a pair.
Assessment
and Evaluation:
My assessment for the first class will be to see what
the students learn from the film when they answer the questions with their
groups. As a teacher I will base my next lesson on what I have learned from
assessing the students. If the students do not understand the basics then I
will spend another lesson on developing this understanding. If students
understand the key concepts of the new vocabulary and that sound is energy I
will then move onto my next SLO’s.
Extensions:
Teacher and educational assistant will circulate around the
room assisting students and making sure they are on task. They will help students long onto the
internet and become active on sound website, while answering questions and
providing support to the students.
Thursday, 27 February 2014
Kat- Lesson Plan Solids Liquids Gases
Lesson Name or Number:
|
What Do We Know About Solids, Liquids, and
Gases
|
Date:
|
Feb
11th 2014
|
|||||
|
Name:
|
Kat Fiddler
|
Subject:
|
Science-
Solids, Liquids, Gases
|
Grade(s):
|
2
|
|||
Rationale:
This lesson is relevant to
the grade two science curriculum because it allows children to explore
substances using the knowledge they have gained throughout the solids, liquids,
and gases unit. Teachers can use this lesson as a form of assessment in which
students express their knowledge through discussion as well as through their
predictions and conclusions. This lesson includes hands on, auditory, and
visual queues for all types of learners.
Prescribed Learning Outcome(s):
2-2-01 - Use appropriate
vocabulary related to their investigations of solids, liquids, gases.
2-2-15 – Recognize that the
states of solids and liquids remain constant in some circumstances but may
change in other.
Instructional
Objective(s):
The objective of this lesson is to have students learn
to express their knowledge about the three states of matter and use
constructive reasoning in order to come to a conclusion about unknown
substances. This lesson provides students the opportunity to use their newly
learned knowledge in a context that could be similar to a real life experience.
Prerequisite
Concepts and Skills:
For this
lesson, students should have the knowledge that helps us decide whether a
substance is a solid, liquid, or gas. This means that the students will be able
to recall how these three states of matter look, act, and change. This
knowledge would be covered within a variety of learning outcomes such as
2-2-02, 2-2-03, 2-2,04, and 2-2-05.
Materials and Resources:
|
Teacher
|
Students
|
|
Cornstarch Magic (baking soda & water)
Beaker/ Measuring cup
Examples of liquids (water)
Examples of solid (rock)
Worksheet for students (attached)
Hand washing station
|
Pencil
Prediction/ Conclusion worksheets
|
Lesson Activities:
|
Teacher Activities
|
Student Activities
|
Time
|
|
Activate:
-Begin by
asking students what they know about the three states of matter
-Have
students guess what will happen when you pour the liquid into the container.
Do the same with a solid object.
-Show
students “cornstarch magic” substance
Acquire:
-Give students
PREDICTION/CONCLUSION charts
-Have a mock chart made
up on the whiteboard
-After students predict, explain to them that
sometimes, solids, liquids and gases stay the same sometimes, and change
other times. Just like when we heat ice, it turns from a solid to a liquid.
When we put pressure on the liquid form of cornstarch magic, it becomes a
solid until we let go and release the pressure.
|
Activate:
- Have students
feel/play with the substance (Have hand wash station near by or put in
plastic bags)
-Ask students while
they are exploring the substance if they think the substance is a liquid or
solid
Acquire:
-Have students fill out predictions of what the
cornstarch magic substance could be and explain why in their own terms
-Have students write down in the conclusion side of
their worksheet that sometimes substances can be different states when in
different situations.
|
10
min
10 min
|
Teacher Activities
|
Student Activities
|
Time
|
|
Apply:
-Have a
discussion about what other objects can change or are more “flexible”
-Talk about
“flexible” solids like rubber, nylon, Styrofoam etc.
|
Apply:
-Have students
write some examples in the conclusion side of their worksheet
|
5 min
|
|
|
|
|
Universal
Design for Learning (UDL) and Differentiated Instruction (DI):
This lesson is universal as it is beneficial for all
learners and allows all types of students to succeed. Since the activity has a
variety of sections, we are able to touch on many different styles of learning.
Students who learn kinesthetically benefit from the section of the lesson where
they can feel the cornstarch magic and apply their discoveries to their
learning. Students who learn though auditory means will benefit from the
discussion sections of the lesson. Students who are visual learners benefit
from both seeing the cornstarch magic substance as well as having a worksheet
to document their learning. Students are encouraged throughout this lesson to
learn either independently or discuss with others.
Modifications for this lesson are as for students
within the classroom that may have special needs or learning disabilities.
Students who have sensory issues may not want to touch the substance. These
students will be encouraged to watch others investigate the substance so that
they are able to learn how the substance reacts to pressure. Students who may
have difficulty writing can be encouraged to draw pictures on their worksheets
rather than writing. Students can also express to the teacher or an educational
assistant what their predictions and conclusions about the substance are.
Teachers and educational assistants will be encouraged to circulate throughout
the room while students are making predictions and conclusions and having
discussions with their peers.
Organizational
Strategies:
The teacher and the educational assistant(s) should
circulate the room in order to listen to and facilitate discussions amongst the
children. During the investigation aspect of the lesson, a teacher will
organize the children. The children should be lined up and waiting for their
turn to explore the cornstarch magic. If there is more than one adult in the
room there can be more than one line for the children to wait for their turn.
Children are encouraged to think about what we are learning about while they
wait. The worksheets help the students stay focused by having specific sections
for the different parts of the lesson.
Behavioural
Management Strategies:
In order for the lesson to run smoothly, the teacher
can individually pick students to come up and explore the substance. This
selection can be done using choose sticks (random) or by which children are
sitting nicely (rewarding positive behaviors). The adult supervision and
circulation throughout the room is important to keep children on task and
behaving. If students are not able to stay on task or are acting out they can
be given warnings and if they can still not comply those children will be
removed to a quiet part of the classroom where they can collect themselves and
relax until they are reading to come back and learn with the rest of the class.
Assessment
and Evaluation:
The assessment of this lesson is done in a variety of
parts. In part, the lesson itself is an assessment on how the students apply
their prior knowledge of the unit to a new lesson. Other assessment parts of
this lesson include the worksheet, which is a concrete assessment piece that
will come out of this lesson as well as the active discussion as a class and
between students and their peers. It is important that the teacher pay
attention to the vocabulary the students are using in order to properly achieve
2-2-01.
Extensions:
This lesson provides context for
future discovery lessons. Once children have a base idea of how to discover a
substance and apply their prior knowledge to conclude about a certain object or
substance, it will be easier for the class to discover other new substances.
This can be useful for a variety of inquiry lessons, not only pertaining to
science. The skill of being able to use prior knowledge to learn/find
out/conclude about new things is a universal skill in which this lesson
facilitates.
|
Substance Name:
|
|
|
PREDICTION
|
CONCLUSION
|
|
|
|
Thursday, 20 February 2014
Lesson Plan: Gr 2 Cluster 2
Lesson Name or Number:
|
Penny
Boats!
|
Date:
|
Feb 11th, 2014
|
|||||
|
Name:
|
Jennifer Cassels
|
Subject:
|
Science
|
Grade(s):
|
2
|
|||
Rationale:
This lesson can be used as a
final project for the grade two cluster, “solids, liquids and gases.” Penny Boats is an effective, inclusive
lesson as it incorporates both the student’s mental and physical knowledge.
Students will be required to design, build and test a boat over the span of 3
classes in order to meet the criteria. This interactive project is an excellent
way to assess student’s knowledge through both observation and written work.
Prescribed
Learning Outcome(s):
2-2-19: Use the design process to construct
an object that is buoyant and able to support a given mass/weight.
Instructional
Objective(s):
This lesson
will demonstrate whether the students have a concrete understanding of the
SLO’s, 2-2-17 and 2-2-18; which materials will float or sink. There will be a
cross-curricular instructional objective using an ELA writing piece and a graphing
component that will integrate math. Students will understand how to effectively
build a boat that will be able to withstand the weight of 25 pennies.
Prerequisite
Concepts and Skills: This lesson will be used as an end of unit
project. Students will be familiarized with the vocabulary and key concepts
covered throughout this unit. To be successful with this experiment, students
will need a proficient understanding of the SLO’s 2-2-17 and 2-2-18 as well as
the rest of the knowledge they have learned throughout the unit.
Materials and Resources:
|
Teacher
|
Students
|
|
Observational Clipboard
Rubric
Tub of Water
|
Straws
String
Masking Tape
Staples
Glue
Tinfoil
Styrofoam
Newspaper
Toothpicks
Pennies
Pencil
Workbook
|
Lesson Activities:
|
Teacher Activities
|
Student Activities
|
Time
|
|
Activate:
· Begin the class by showing the students a
tub of different materials, and asking the students whether they think the
material you’re holding up is buoyant or not.
· Show the students pictures of boats that
have been made in previous classes.
Acquire:
· Explain the criteria of the students boat,
and what should be included on the plan. Have students make a list of
materials and draw and label what their boat will look like. (Attached)
· Circulate throughout the room as students
complete their plan.
· Answer and help the students with any
questions they may have.
Apply:
· Circulate through the room and help
students with any questions they may have.
· Observe and assess group work.
· Supervise the testing station and prompt
students to answer questions while testing.
· Example: Why do you think your boat sank
after 2 minutes? What materials do you think help your boat float the most?
· Give students the reflection sheet after
they have successfully completed the testing.
|
Activate:
· Have the students sitting at the
meeting area.
· Prompt students to answer
whether a material is buoyant or not by using their prior knowledge.
· Students should be encouraged to
begin thinking of what materials they will build their boat out of.
Acquire:
· Students will decide on their
role in the group. The recorder will draw and label the design plan that the
group comes up with.
· Students should take into
account their prior knowledge when deciding on the choices of the material.
· Each student should be
contributing his or her ideas to the group.
Apply:
· Students will build their boat
within their group.
· Each student should be working
on a part of the boat.
· When the group agrees they are
done their boat, they will begin to test with the teacher present.
· The designated penny placer will
place pennies on the boat 1 at a time until there are 25 pennies on the boat.
· The timekeeper will time the
boat for 2 minutes after the 25th penny is placed on the boat.
· Once they have tested their
boat, the group will verbally complete the reflection sheet, while having the
recorder jot down their answers. (Attached)
|
Class #1
(10 min)
Class #1
(20 min)
Class #2 & #3
(30 min for each class)
|
Universal
Design for Learning (UDL) and Differentiated Instruction (DI):
Penny Boats is an inclusive lesson that permits most
students to partake. As this lesson will be done in groups, it will allow all
students to contribute using their different multiple intelligences. Students
who have strong verbal linguistic skills will be able to take on their roll as
a leader, where as students with visual/spatial skills will be able to shine
when completing the planning process. Each learner will have its place to use
his or her preferred skill set throughout this lesson. Students with physical
and cognitive disabilities will be able to take part in this activity by using
the support of the group environment.
Organizational
Strategies:
Students
will work in groups where they have designated roles (leader, recorder, time
keeper and penny placer). All supplies will be organized in Ziploc bags at
their table groups, which have been picked by the teacher prior to the lesson. Each
group will be designated a spot to work at so their materials stay in one
place. The testing will be done at the teacher’s desk where towels will be laid
out to prevent spills. Students will be given a work book where they can
complete their plan and their reflection so all papers are kept together. It is
imperative that the teacher checks in with groups in order to keep them on
task.
Behavioural
Management Strategies:
In order to have students work effectively and efficiently
together, the teacher will create the groups prior to the lesson. Creating
groups allows the teacher to strategically place students with others who they
work well with, which should significantly cut down on behavior issues. Before
allowing students to begin the teacher should remind the students what good
group work looks like and reiterate that they will be assessed throughout the
project. Having a teacher circulate will help to cut down on any behavior
issues that should arise.
Assessment
and Evaluation:
Students
will be assessed in multiple ways. While the students are working, the teacher
will circulate through the classroom with their clipboard and rubric, making
notes of the student’s cooperation and input within the groups. Students will
not be marked on whether their boat floats or sinks, but rather the thought
process, quality of work, and justification of their choices of material. By
allowing for different forms of assessment, the teacher is able to effectively
award the student an accurate grade.
Extensions:
As
this is a final project for a unit, there are not many extensions that I would
apply. However, to make this lesson more cross curricular, I would have the
students graph the results the class found. They would be asked to create a
graph of the materials that were given. Students would take all the data that
was collected as a class and implement it in order to show which materials are
more buoyant than others.
Another
extension of this lesson that could be done is having students create another
boat based on what they learnt from the one they created as a group. This would
mean they are required to use the feedback from the previous boat to design one
that will hold more weight for a longer period of time. This is the extension
that I would use if I were to further expand my lesson.
Group
Members:
________________________________________
________________________________________
________________________________________
________________________________________
Penny Boats!
Draw and label your penny boat!
Materials:
Reflection
1.
Did your boat float or sink?
Float
Sink
2.
How many pennies did your boat hold?
____________
3.
Were there any materials you shouldn’t have used? What were they?
Yes No
____________________________
____________________________
____________________________
____________________________
4.
If we were to build this again these are the materials we would use to build
our boat…
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Subscribe to:
Posts (Atom)