Emily+R.

April 14, 2011 SCIENCE: The science lesson was the first lesson that I taught, so I was anxious before teaching to my peers. When I began the lesson, I did more "explaining" rather than teaching. While this worked, I had less of an opportunity to practice the timing of the lesson because of the way I carried out the activity. Looking back, I wish I gave less background information and dove directly into the lesson. In the lesson, I used __The Mammal Book__, which has pop outs and interesting facts about all different types of mammals. The book choice was probably the most well received part of the lesson. I used the animals in the book to allude to the characteristics of an omnivore, herbivore, and carnivore. Later in the lesson, the "students" filled out a chart and made guesses on 5 mystery animals (by examining their jaws). My original plan was to use fossils or replicas of various jaws from the Anthropology museum, but they did not end up having any. Instead, I printed off pictures. This worked for college aged students, but most of my peers and I agreed that elementary students would get frustrated without being able to actually touch the teeth. While the book worked out really well, and we all agreed the lesson was great in theory, I decided that this would not be a good lesson to teach in the field. In the future I will consider the importance of having tangible items, rather than pictures, when students are asked to perform specific investigations.
 * TEACHING TREMENDOUSLY**

MATH: I enjoyed teaching the math lesson because I had a better idea of what to expect from "Teaching Tremendously." In my math lesson, I included an activity that called for the set of iPads. I used [|this app] to carry out a lesson where students learned to create bar and line graphs. The application was very useful, and included a test that students could take in the end. If possible, I will like to use this application in a real classroom setting. Another part of my lesson asked students to watch a video and answer some inquiry questions. I was nervous that the hypothesizing questions on the worksheet were going to be too hard for 4th graders, but all of my peers seemed to believe that the students would be capable of answering the questions. I chose not to alter the questions in my lesson plans. One thing that I did not take into account in my lesson is what happens if a student fails the graphing test at the end. I wrote in my lesson plans that once students pass the test, they move on to the next activity. From the teaching tremendously exercise I realized that I need to have a plan for students that do not pass. Asking them to retake the test will not increase their understanding.

MARCH 28, 2011

FORMATIVE ASSESSMENT What did you learn from reading the Stiggins article (on Sakai - under assessment)?

The Stiggins article explains that assessment, depending on how it is carried out, can be encouraging or discouraging to students. As students internalize the results from summative tests they are also deciding if they believe themselves to be capable learners. Students who frequently pass standardized tests are positively motivated and more likely to push themselves academically. However, the students who are failing are more likely to come to the conclusion that it is easier not to try than to continue subjecting themselves to the painful reality that they are failing tests. These students who give up on themselves are the exact students standardized tests are aimed to motivate. The emotional ramifications of standardized tests have led teachers and researchers to believe that by conducting formative assessments (assessments throughout the learning process) students/teachers can identify their weaknesses/talents earlier on and use the information to help the learner improve.

Identify 3 ways that you might create a formative assessment for your unit (either this lesson, or the lesson you created for Science, or even another lesson you plan to do). Identify several sources for formative assessment ideas - including your texts from your current methods courses.

1. Thumbs up/ Thumbs Down: The science lesson #1 that I wrote includes an activity where students investigate "mystery" jaws and guess which type of animal (carnivore, herbivore, omnivore) they believe the jaw set belongs to. At the end of the activity one member of the group is supposed to write their groups guesses on the overhead. At this point and time (before giving away the mystery identities) it would be a good idea to use hand singles to gauge student understanding. I would ask students to give a "thumbs up" if they agree with the student's answer, a "thumbs down" if they disagree, and a "sideways thumb" if they still are unsure. [|source]

2. Clicker questions/ Texting Answers: This can be used in any of the lessons that I've designed/ planned to design for my unit. Simply asking, "Does anyone have any questions" never actually words. The students who need to ask questions are normally too embarrassed or shy to raise their hand. When I am gauging student understanding before a new lesson it would be a good idea to have a short quiz that students can answer by clicker or by cell phone. These answers would most likely be anonymous, but they will help me identify the knowledge of the class as a whole. [|source (Vanderbilt link)]

3. Think-Writes: My science competency goal includes a standard for all students to understand how all forms of life are connected, and how we, as humans, are impacted by the world around us. I think a think-write would be a good opportunity for students to consider the life cycle and the world around them. I will then be able to gauge if there are any major aspects like air, pollution, plants, and energy that the student did not connect to his/her life. source: [|__Classrooms That Work__] (Cunningham)

How will you document the information you receive from collecting information on your students' understanding? What will you do with that information? How can it inform your future instructional decisions? Can you identify ways to use a SmartPhone to collect data? For formative assessments that take place in an undocumented way (hand signals, white boards, etc) I will write notes to myself explaining the number of students that seem to have an understanding of the material. I will also write down the questions that had the largest discrepancies in answers. I will use this information to edit my lesson plans and retouch on subject matter that the class does not understand. In the case of clickers or text messaging, the data will already be documented. I this case I would like to ask the same questions multiple times in a lesson (or unit) to document the class progress. In addition, think-writes are a useful form of formative assessment because each think-write can be compared and an individual student's understanding can be monitored.

Smartphones will be helpful in collecting data when the students have the ability to use text messaging to anonymously send in their answers. As the teacher, I can use my own smart phone to record the % of student understanding that I determine from other forms of formative assessment. The smart phone will be a quick and easy way to store the data because I know I will have my phone when I need to compare results later on in the unit.

MARCH 24, 2011 There is a new solar farm in Taylorsville, NC (see: []). How would you plan a field trip to this this solar farm? Explain how you could connect the field trip to the content areas. Can you think of ways in which math would naturally fit into this field trip?

1) Student Outcomes: TSWBAT accurately solve problems using multiplication/proportions by computing the number of solar panels needed to power 600 homes. TSWBAT demonstrate their understanding of solar energy in a Venn Diagram. TSWBAT draw conclusions and contrast ideas from literature by comparing solar energy with a form of nonrenewable energy.

2) 4th grade NCSCOC Objectives: //Math:// 5.01- Identify, describe, and generalize relationships in which qualities change proportionally. 1.02- Develop fluency with multiplication and division //Science:// 3.08- Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. 3.09- Recognize lightning as an electrical discharge and show proper safety behavior when lightning occurs. //Literacy:// 2.05- Make inferences, draw conclusions, make generalizations and support by referencing text

3) Outline for the day: Before going on the field trip, students will need at least a basic understanding of how solar energy works. To introduce solar energy I would play[| this video]which briefly describes how solar panels use energy. [|This link] outlines advantages and disadvantages of solar energy. I would ask students to read this list as well and consider reasons to use, and not to use solar energy in their own homes. While visiting the solar farm, a tour guide (or I) would inform the class that 4,224 solar panels provide energy for 150 homes. This statistic would be used after returning from the farm in proportional equations. For example, students would be asked to pretend they are creating a community of at least 600 homes that function on solar power. In order to do so, students will need to determine the number of panels they need by setting up 150 and 600, proportionally. After returning from the field trip I would provide students with reading material on various forms of additional energy. Afterward, the students will be required to pick one other form of energy and create a Venn Diagram comparing it to solar energy. Possible examples are this link which outlines how [|coal is used for energy.]

FEBRUARY 24th, 2011 "Connecting Music and Math"

How can music help you teach math?

CONTENT: Music is a helpful tool when teaching math, because of the connections between music notes and fractions, and tempos and counting. Music is proven to help learners become better math students. This [|link] explains that piano lessons help students' performance abilities on math tests. The study shows that students who took piano lessons over a four week period, performed 27% percent higher on a computer math test than those who took only English classes, during the same time period. As a teacher, I could use this information by teaching a lesson that incorporates music. Here is an [|example] of a lesson that links music class and mathematics. It is also beneficial to use songs to help students remember important information.

PEDAGOGY: Any lesson that incorporates the arts, particularly music, into another lesson is extremely engaging for students. In the lesson plan above, students even get to use what they learned in one of their specials, in a math lesson. At Vienna, where I am doing my observation, the 4th and 5th grade students practice playing simple songs like "Hot Cross Buns" on a recorder. In 4th grade, students are also learning fractions. It would be exciting for students, and high on Blooms, to ask students to play the song, and count half and hole notes as a class.

TECHNOLOGY: In elementary schools, students often learn to play the recorder or the keyboard, depending on the resources in the school. As the first link in the content section suggests, not all students have access to musical instruments at home, and that isn't exactly something the school can provide. However, it is becoming more likely that students have access to a computer. Here is a link to a [|virtual keyboard]. Students could create a musical piece, learn the "fractions" in music notes, and gain technological experience by using the virtual keyboard.

SUSTAINABILITY: One way to incorporate sustainability into the music and math lesson is to ask students to create their own instruments using recycled materials. Students will be given an assortment of materials (soda cans, rubber bands, plastic bottles) and asked to create their own instrument, and play it for the class. After the students have created their instruments, the class could create a "song" using all the instruments.

ASSESSMENT: Students can apply their knowledge of music and math by creating their own song to play for the class. Each song must include a chorus (patterns), and the student must turn in their written music (fractions).

Additional Applications: Mobile Apps, Other Media This [|iPad app.] incorporates Sesame St. songs and math lessons. This [|YouTube Video] gives an example of an instrument the students could create. I would play this video as an introduction to the sustainability portion of the lesson.


 * "Counting on Estimating..."**

Last class, my group was asked to estimate “How long does it take to walk to the baseball field?” We estimated the distance it takes to walk to class from Kitchen, and altered the time based on the up-hill walk to the field. The point of this exercise is to make estimations from the information you already know. Based off of this idea, a good question to pose to an elementary class is: //How many meals are sold in the cafeteria each day?//

CONTENT: This question is easily incorporated into many 4th grade lessons involving estimation and healthy living! When students are presented with the question, they can solve the problem by estimating the answers to any string of the following questions: How many students in their class do not bring a lunch from home? How many classes go to each lunch period? How many lunch periods are in a day? Students can estimate and solve the initial question by creating a multiplication problem. In addition, fractions can be incorporated into the lesson by making conclusions based on our class. (ie. Does 1/3rd of the class buy a lunch?) This is also a great way to incorporate a science lesson involving the food pyramid and a discussion on healthy living. Students could look at the weekly meals served in the cafeteria, and make their own meals using options that are the healthiest. [|This link] is a good application to ensure that students understand how to make healthy life decisions. Students enter their age and gender, and must fuel the “jet pack” with healthy choices (including 60mins of exercise) in order to blast off!

PEDAGOGY: This lesson will keep students engaged because they can discuss each other’s estimations, leave the room and go to the cafeteria, and learn real life applications to their new knowledge.

TECHNOLOGY: Students can use multiple means of technology during this lesson. When my group tracked the distance to the baseball field we used a stopwatch on a smart phone. For this lesson, students can use a graphing calculator or smartphone to record their date. They can use the smartboard to graph the information they discover, and play the online rocket game as a final application!

SUSTAINABILITY: After students record the menu for the week in the cafeteria, we can discuss the importance of eating locally grown food. Many of the fruits and vegetables we eat travel an extremely far distance. If we compare the pollution from fruits/vegetables grown in North Carolina, as opposed to imported goods, students will learn the importance of sustainability even in their diet. [|**__This video__**] about eating local produce is more applicable to younger grades. If I were making this lesson for k-3, I would play the Sesame St. clip.

ASSESMENT: Students can apply their knowledge of estimation and sustainability by estimating the number of foods they eat a day that they could obtain locally. This will require students to record the foods they eat in a week, research crops/ animals grown in North Carolina, and estimate the number of times they can incorporate local produce in their diet**__. [|This site]__** allows visitors to type in a particular food and find out if it is available locally. Students could use the site to investigate their options.

Additional Applications: This [|collection of songs], found on iTunes is also appropriate for younger students, but could be incorporated in any elementary class. The album, titled “Farms, Food & Fun” even includes a song titled, “Buy Local.” This [|mobile app] is perfect for all learners because they can graph by simply touching the screen. In addition, the app stores data with one simple touch. This is beneficial for group projects and sharing iPads, so information is never lost.


 * "Less than, More than, Scarcity, Abundance"**

CONTENT: (Math, Science, Literacy, Social Studies) //What do we have too much of on our campus? What do we have too little of on our campus?//

When my group left the classroom to discover the most common answers, we found that Wake Forest students believe there are too many students on campus, but not enough diversity. This can be used to teach a cross-subject lesson by asking students to find the average number of students per class in their grade level. Students will need to count heads, add and divide. In addition, we could discuss overpopulation and the amount of waste we produce as humans. This animated video **[|__(“Less is More”)__]** shows the impact humans have on animals and the entire world! The answer, //diversity// presents many further opportunities in the classroom. The class can define diversity and even create a **__[|wordle!]__** In fourth grade social studies, the grade I am observing, students learn about American history. Understanding the meaning of diversity is crucial to our country’s foundation; America the melting pot! By the end of the lesson, students will be able to understand why diversity is important to their lives.

This book [|__The Whole Human Race__] is adorable, and it explains diversity to young students!

TECHNOLOGY: We used Smart-phones to find answers to the two questions Dr. Bennett presented. I found that by videotaping people’s responses, I have a clearer memory of their answers. In addition, the videos that we took in Benson show crowded areas on campus. The Smart-phones can also be used in the lesson when students record classroom populations.

SUSTAINABILITY: In an elementary class, students could be asked to keep track of how often the recycling bins and trash cans fill up in the room. By asking students to notice the amount of waste they produce, it will be easy to teach them the importance of sustainability. **__[|This video]__** shows the ocean garbage patches around the world. Students will see that our waste impacts people and animals thousands of miles away.

ASSESSMENT: (math and science): Each student could be required to calculate how much water they use at home on a daily bases and include ways they can limit their usage. During the project, students will calculate how many gallons of water are used when they flush a toilet, take a bath or do a load of laundry.

Additional Applications: As students discover the importance of diversity, [|this application] can be used as a daily tidbit to connect with other states and countries. The app mentions holidays or facts from around the world, correlating with each day of the year.