Week 11 Google Earth

https://www.dropbox.com/s/7i651349vgy9vgb/Geography%20Lesson%20Plan.docx?dl=0

Week 10 Assignment# 3

https://www.dropbox.com/s/iub7av51nejtplc/Recording%20%239.mp4?dl=0

Week 10 Assignment #2

Gaming Literacy

Gaming Literacy is an approach to literacy that is based on game design. Children love to play games, and by playing they are learning. 

One of the things children really love is to play video games. If you ever watch a child play a video game they are really focused, and they demonstrate major discipline. Video games really keep children engaged, and while playing these games they are learning a new interactive language that allows them access to virtual worlds that are intriguing, keeps them engaged, and challenges them in a meaningful way. Also by playing these video games they also learn to problem solve in a more creative manner. This also teaches children to ask more exploratory questions, and they become more knowledgeable.

**** 4 Major Intrinsic Motivators are: Challenge, Curiosity, Control, and Fantasy****

There are 3 gaming elements that are provided for the player (students) during the games which are very important:

-        Text:  the players (students) need to be able to read the text in order to understand the information that the game is presenting to them. During the games the player needs to identify the main idea of the textual information which is given. They are shown in a game-generated dialogues, this challenges the players to critically analyze textual information. Reading, and understanding what is being read is really important while playing these games, because if they don’t read they won’t be able to play the game properly and this might result in a failure.

-        Visual-Graphic Elements:  this is when players need to have the ability to identify meanings that are transmitted through graphics and animation. Also the players have to learn to distinguish ones player’s perspective from the other players. They not only have to distinguish one player from another; but they also have to distinguish objects in 2D and 3D dimensions. Certain games exercises the player’s visual imagery techniques, and they develop spatial skills.

-        Audio Elements: the sound elements provides the players with a very realistic atmosphere, and it can also signal players to understand and deal with more information that is being provided. There are games that provides a voice chat features that allows for verbal communication between the players. This also enhances the interaction between online game players, and it can strengthen the relationships between online game acquaintances.

Game Goals: the goals are different depending on the type of game that is being provided. Some goals can be to master a certain sets of skills, and there can also be complicated goals that may require for the player to possess a “specialized knowledge” to solve specific problems. It is important for games to be specific, clear, and for them to have challenging goals. This will encourage students to obtain and to retain knowledge better compared to learning through text books, and other text materials.

Game Rules:  there are rules in games, and the rules vary by game. Some rules can be very simple, and other rules can be complicated. In order to “comply” the games rules, students need to explore different and effective strategies in order to achieve their goals. During the games there is also a tutorial prompter in the initial level where they can learn and follow the rules. By following the rules the players can advance to higher levels, and master the game.

Scenario Designs: The scenario designs affects the educator’s decision in selecting a game that may help encourage students gaming literacy, and this can be a great way to motivate them. There are three types of gaming scenario designs.

1.      The first game type has no embedded scenario such as puzzle games. This can help the younger students to learn fundamental cognitive skills, and motor skills.

2.      The second game type is fabricated scenario design. This promotes players to be motivated in regards to a goal realization. This type of scenario can relate to players behavioral change, social networking, mental health, or self- concept. These types of games with fabricated scenario designs are more for entertainment purposes, this could be very time consuming, and educators need to be aware of this type of designs because their students won’t achieve the desired learning outcome.

3.      The third type of game has a scenario design embedded in curriculum – related content. In this type of game, the scenario is designed to be a part of the gaming literacy. This type of game enhances reading and comprehension. There are tutorials to be read, and also they have to understand the meaning of the graphical icons, the game rules, and also the players need to focus on the goals of the game. This encourages and promotes thinking skills, problem solving which is beneficial for all different subject areas. This scenario is geared to be educational. 

Game: Alphabet Bingo

Website: http://www.abcya.com/kindergarten_alphabet_bingo.htm

www.abcya.com

Grade Level: Kindergarten

Alphabet Bingo is a very interactive game. The teacher is allowed to choose between Letter Name and Letter sound. There are characters and music in the background. Before playing the game the rules are given. 

* * If the teacher pics the letter sound, the student can go up to the board game and choose the correct letter of the sound the little monster makes. If he/she pics the correct sound a little monster appears in the correct letter. There is also a Repeat button as well. After Bingo has been won there is a score report and students can see the errors and how many they got right. After they can go to the next level.

Week 9 5 Lesson Plans using Technology

Teacher	Melissa Slater
Grade Level	Kindergarten

Procedures Followed:

Instructional Objective: Comparing Numbers, and learning to identify which sets of objects has more and which has less.

Materials/Resources Groups of leaves and flowers Notebook Pencils Glue Crayons projector Smartboard Internet https://www.youtube.com/watch?v=rLZbniMGAVA

CCSS Domain and Standards K.C.C.1 Need to know important Key Words such as More Than, Less Than, Fewer Than. - Students must know how to identify which group has fewer or more leaves or flowers. -Teacher will ask “are there more leaves than flowers?” -The Students will be encouraged to use subtraction in comparing the different groups, they will be asked “How many fewer flowers are there than leaves?” - Student will have to respond by using phrases such as “4 more than” and “4 fewer than.”

Instructional Procedure (include lesson starter and closing) Youtube video will be used to teach students about comparing numbers. https://www.youtube.com/watch?v=rLZbniMGAVA The students will sit in groups and they each will have different numbers of leaves and flowers which will be grouped (no more than 10). Example: one group will have 4 leaves and 6 flowers, and another group will have 3 leaves and 7 flowers. They will be instructed to write in their notebooks which groups have More Than, Less Than, and Fewer Than. In the notebooks there will be drawings of the leaves and flowers and there will be a graph printed out that will be glued in the notebook and the children will be required to count the boxes in the graph and color the numbers of leaves and flowers that each group has. Then they will be asked to use subtraction to compare the different groups, and they will have to use the phrase like “3 more than” or “3 less than.” The projector will be used so that all the students can see the graph on the smartboard.

Differentiation/Modifications/Accommodations If students are struggling with figuring out which group has more than or less than the teacher will sit with them and count the groups and write the numbers in their notebooks and show them on a number line which numbers are more and which numbers are less.

Formative Assessment This assignment is to see if the students know how to compare numbers by using objects such as the leaves and flowers to see which is more than and which has less than, and also to see if the students can use subtraction to compare the different groups.

Technology Infusion Internet:  https://www.youtube.com/watch?v=rLZbniMGAVA Projector and Smart board

Teacher	Melissa Slater
Grade Level	6th grade

Procedures Followed:

Instructional Objective:  The students will learn 1)what probability is, and 2)to learn the different ways on how to express probability numerically such as decimals, ratio, and percentage.3) Also they will learn how to solve problems based on probability (Introduction to Probability) The focus in today’s lesson will be on Ratio

Materials/Resources: http://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-ratios-prop-topic (video on probability) Activity Sheets about Probability Smart Board

CCSS Domain and Standards: CCSS.Math.Content.6.SP.1 The students must understand and apply the basic of Probability, and the concepts of Probability.

Instructional Procedure (include lesson starter and closing): The lesson will start by asking the students to define what probability is after watching the video on the Smartboard. Then the students must be able to express as a ratio of the number of likely outcomes, and compared with the total number of outcomes possible. Students will be asked to give an example of what probability is. On the activity sheet the students will figure out what the ratio is between girls and boys in their classroom. Students must be able to figure out each problem, they must set up a ratio between the total numbers of outcomes. Example of Questions: How many seats are in the classroom? How many students are absent? And Are their more boys than girls? Also on the worksheet there are several probability problems to solve and the students must solve them. The students will work together to solve the probability problems. The students will record the data from the probability problems in their activity sheets, and the teacher will write the data on the Smartboard.

Differentiation/Modifications/Accommodations: The students will be working in groups on their activity worksheets, and there will be a class discussion on the video and an explanation on how to do the activity sheet. If the lessons are too complicated for the students it will be modified, and the lesson will be retaught in a more simple way.

Formative Assessment: The students will be assessed on how to figure out the class’s ratio, and they will be asked about probability and what it means to the each student.

Technology Infusion: Smartboard will be used to watch the video and to record data from the activity sheet

Teacher	Melissa Slater
Grade Level	Kindergarten

Procedures Followed:

Instructional Objective: For students to identify and describe shapes such as squares, rectangles, triangles, circles, cubes, hexagon, etc. (Geometry)

Materials/Resources: Objects around the classrooms such as windows, books, balls, toys (example doll house), etc. Legos/Blocks Blackboard Notebook Pencil Internet: http://www.watchknowlearn.org/Video.aspx?VideoID=48995&CategoryID=1977

CCSS Domain and Standards: Geometry K.G.1 K.G.2 K.G.3 K.G.4 K.G.5 K.G.6

Instructional Procedure (include lesson starter and closing): Student’s will first watch a video to introduce the math topic about shapes. They will be questioned about what they learned from the video  Students will be asked to identify and describe objects around the classroom and the students will be asked to name and describe the shapes. They will also have to identify where they found the shapes such as “Above the bookcase.” The students will have to know terms such as below, above, beside, next too, behind, in front of, etc. The students will have to correctly name the shapes regardless of their orientation or size. They will need to identify the shapes and understand what two-dimensional “flat”, or three dimensional is “solid.” Analyze and compare two- and three-dimensional shapes, in different sizes and describe their similarities, differences, parts (number of sides and vertices/"corners") and other attributes (having sides of equal length) Model shapes in the classroom by building shapes from components (legos, blocks) and drawing shapes. Compose simple shapes to form larger shapes. Example: What two shapes that can be joined together can make a rectangle answer: 2 triangles. If that question is too complicated I would rephrase it as: Can you join these two triangles with full sides touching to make a rectangle?"

Differentiation/Modifications/Accommodations: The students will go on a Shape Hunt, and look for different shapes that the teacher will call out, and they will draw it in their notebooks The teacher will ask them questions about the shapes and the dimensions, and also see if all the students know the correct names of the shapes, identify where they found it, and be able to tell the teacher how many sides the shapes have. On the blackboard the teacher will write the correct names of the shapes, and draw the pictures of the shapes after the Shape Hunt

Formative Assessment: By doing this assignment the teacher will be able to see which students have learned their shapes, and the ones that are still confused the teacher will work with them and find a way for the students to learn their shapes.

Technology Infusion: Internet: http://www.watchknowlearn.org/Video.aspx?VideoID=48995&CategoryID=1977 SmartBoard

Lesson Plan: Language Arts, Math, and Science (Art)

https://www.youtube.com/watch?v=vkYmvxP0AJI&noredirect=1

Grade Level: Kindergarten, 1^st Grade, and 2^nd Grade (This is a great lesson plan because it can be adjusted to different grade levels)

Book: The Hungary Caterpillar By: Eric Carle

Instructional Objectives:

·        Students will write a story about a butterfly, and the process of how a caterpillar changes into a butterfly like in the story.

·        There will be a graph that will be sorted by the features given (example: apple, orange, pie, leaf, etc.), and put the data on a graph. Then the students will count and write the numbers down.

·        The students must name the days of the week.

·        They must also be able to retell the story by working together to make a picture of The Very Hungry Caterpillar.

·        The students will show how to use Tux Paint (this is a computer program that is aimed for children to do art work ages 3-12) to do their writing and drawings.

·        Students observations skills will be seen by questioning them on the way the Larvae changes to a butterfly

·        They will be asked to create a butterfly by using their fine motor skills and creativity.

Instructional Objectives:

·        Students will write a story about a butterfly, and the process of how a caterpillar changes into a butterfly like in the story.

·        There will be a graph that will be sorted by the features given (example: apple, orange, pie, leaf, etc.), and put the data on a graph. Then the students will count and write the numbers down.

·        The students must name the days of the week.

·        They must also be able to retell the story by working together to make a picture of The Very Hungry Caterpillar.

·        The students will show how to use Tux Paint (this is a computer program that is aimed for children to do art work ages 3-12) to do their writing and drawings.

·        Students observations skills will be seen by questioning them on the way the Larvae changes to a butterfly

·        They will be asked to create a butterfly by using their fine motor skills and creativity.

Math

·        Butterflies created of different colors using construction paper, and patterns such as leaves, flowers, sun from magazine cut outs.

·        A graph will be created for students to record the answers to questions. The students will be able to be creative, and color in the graph with different colors, or they can draw the foods that the caterpillar ate.

Science

·        The teacher will proved pictures of the different stages of a butterfly (from larvae, caterpillar, to butterfly).

• The teacher will be ordering Larvae that you can order to have a butterfly garden in the classroom.              http://www.insectlore.com/butterfly-garden

·        Pasta that is dyed-(green, spiral), (natural color, sea shell), (red, bow tie), Popsicle sticks, paper plates, cotton balls.

Art Supplies

·        paper plate

·        variety of different colored paints

·        construction paper

Technology Infusion:

Internet Access (https://www.youtube.com/watch?v=vkYmvxP0AJI&noredirect=1)

·        Tux Paint (Art Computer Program for Kids) for writing and drawing.

·        Printer for printing childrens’ work and information off the Internet.

·        DVD Player

·        “The Very Hungry Caterpillar” Video

·        SmartBoard

Formative Assessments:

·        Review the days of the week. (The story mentions talks about the days of the week)

·        Review how to use Tux Paint to write and draw.(This can be done by demonstrating on the SmartBoard)

·        Review sorting by a given the food features (From the story).

·        Review the graph.

Activities

Language Arts

1.     The teacher will read The Very Hungry Caterpillar by Eric Carle. Then the story will be discussed with the students. After the teacher will talk about the days of the week and what the caterpillar ate throughout the story.

2.     The students will make a picture. The teacher will give each student a different page from the story to draw. They will be gluing the pictures in sequential order as events happened in the story. As they glue the pictures, the will write a brief paragraph of what happened from the page they were given. The students will be allowed to read the book together to review.

3.     The Writing Work Sheet will be handed out. The Students will be filling in the missing words and illustrate what they wrote. The Very Hungry Caterpillar ate through _________ _____________. (This will be added to their pictures)
Example: The Very Hungry Caterpillar ate through three plums.

4.     The students will create a Venn diagram comparing and contrasting butterflies and moths.

5.      

Math

1.    The students will use the butterflies that they cut out from the construction paper. Then they will put by categorize the butterflies by color. Then they will use the graph to graph how many of each color butterfly there is and they will write the numbers beside the color words that is being provided.

2.    Then have all the student read out loud or narrate the days of the week in order.

Science

1.     The teacher will discuss the life cycle of a butterfly. Then the teacher will show illustrations of the different stages.

2.     Then to show the different stages of the butterfly pasta will be used pasta. Take the paper plate and divide it into four sections. Number each section 1, 2, 3, and 4. In box number 1 make a green leaf and glue cotton balls on the leaf. In box 2 glue the green spiral pasta to represent the caterpillar. In box 3 glue the sea shell pasta on a tree branch. (Here you can use the Popsicle sticks.) In box 4, glue red bow tie pasta which will represent the butterfly.

3.     Then the teacher and students will be observing the different stages of the larvae turning into a butterfly. The teacher will discuss the different stages. (Here you can use the Butterfly Garden that was purchased to discuss the stages, and the students can see it in real life).

Technology Infusion:

1. Research information about butterflies on the Internet (youtube videos) http://www.youtube.com/watch?v=P8sAHQYvVf0

2.     Using Tux Paint, write and illustrate a story about butterflies.

3. Show the video “The Very Hungry Caterpillar”.  http://www.youtube.com/watch?v=vkYmvxP0AJI

Art Project:

Start by making a butterfly by using paper plates. The students will need to be able to cut on the line (this will help see the student’s motor skills). Then they will put small amounts of paint on one side of the plate. Then the teacher can help with this part and they can take the plate and fold it. After gently press down on the plate so the paint will go on the other side. Have the student cut out the body with antennae’s, and glue it in the middle of the plate.

Assessment

Review the students’ work
Listen and pay attention to students verbal feedback on the story and it’s details
Teacher Observation

·        Common Core State Standards

o   English Language Arts

§  Reading: Literature

§  Grade 1

§  1.RL.2 Retell stories, including key details, and demonstrate the understanding of the message or lesson of the story.

§  Kindergarten

§  K.RL.2 With prompting and support, retell familiar stories, including key details.

o   Mathematics

§  Kindergarten

§  Measurement & Data

§  K.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

o   Science

§  Grade 2

§  2.L.1 Understand animal life cycles. 2.L.1.1 Summarize the life cycle of animals: from birth development all the way to adult reproduction and aging even death 2.L.1.2 Compare life cycles of different animals such as ladybugs, fish, frogs, etc.

§  Kindergarten

§  K.L.1 Compare the characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1 Compare different types of the same animal (i.e. different types of cats, different types of fish, etc.) to determine the individual differences.

Lesson Plan

Grade Level: Kindergarten

Title of Lesson: Yummy Alphabet Soup

Length of Lesson: 45 minutes

Subject: English Language Arts and Music

Central Focus of this lesson is to create a fun and creative way for students to learn, identify, and learn the sounds of the letters in the alphabet.

OBJECTIVE: Students will sing responses in the song and bring their letter(s) to the board when asked for during the song.

Key Questions:

-        Do the students recognize the sound of the letters?

-        Can students identify the letters when pointed at randomly?

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)

Students will need to have the knowledge of the following: Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)

Standards:

 CCSS.ELA-Literacy.L.K.1.a
Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Learning Procedure: PROCEDURE:
1. Teacher and students will sing the Alphabet Soup song following the video http://www.youtube.com/watch?v=9q69zFQ_8a

Alphabet Soup (Alphabet Soup)
Draw a Big Bowl on the SmartBoard
Teacher stirs the letters up when Students bring her the magnetic letters
Teacher will say:
Who’s got the “A”? Students Response:  (We’ve got the “A”)
2. When all the students can sing the alphabet correctly the teacher will  pass out the 26 alphabet letters. Some students may have more than one. (There will be extra letters made)
3. During the song when each letter is called out, the student will come up to the SmartBoard, and they will place it inside the bowl.

4. Once all the letters are in the bowl, replay the song and sing a long and make a little dance.

Materials:

SmartBoard

YouTube Video: http://www.youtube.com/watch?v=9q69zFQ_8a0

Magnetic Alphabet letters

Formal and Informal Assessment: This lesson is very interactive and engaging. This allows for the teacher to see which students are struggling with letter recognition. After the lesson the teacher can Quiz the students on all the letters, and extra services will also be provided such as  a speech therapist, or special education teacher present to help the students in need. 

For an extra challenge the teacher can call out words and have the students bring up the letter of the beginning of each word this will also allow teachers to see if students are learning their sight words, and other vocabulary words.

REFLECTION: This lesson plan is a very creative way to teach students their alphabets, and because a video is being used it becomes a very interactive lesson. This is a great lesson for struggling students, because students learn by being hands on and they love songs, and music and this allows for them to memorize the song in a fun way, and when the Yummy Alphabet Soup that we are creating on the Board they will be challenged to get their letter and bring it up to the board so they will have to learn to recognize the letter, the sounds the letter makes, and even sounding out the words that are being presented in class as sight words, or vocabulary.

 Lesson Plan

Lesson Plan: Feelings/Emotions

Subject: English Language Arts

Grade Level: Kindergarten

Objective: Students learn to recognize and express different types of feelings and emotions that they and the people that surrounds them go through. Also they will have to identify the vowels in each different word that describes feelings in the worksheet that will be provided.

Length of Lesson: 45 minutes

Materials: Feelings worksheet http://www.kids-pages.com/folders/worksheets/Feelings/page12.htm

Youtube Video: E-Book about Feelings: http://www.youtube.com/watch?v=gqXX3yyvGI0

YouTube Video: Feelings Song: http://www.youtube.com/watch?v=7AkKk8XIcgU

SmartBoard

Procedure:

1.     Open up a discussion about feelings, and emotions to the class.

2. Ask students about their own feelings, and have them explain what they are feeling to see if they really understand the meaning of being sad, being happy, being excited, etc.

3. On the SmartBoard start the Ebook Story about feelings, and point at the important words, and after show them the vowels in each word.

4. Distribute the Feelings Worksheet and ask the students questions about what they see in the worksheet, and then have them fill in the blanks which are the missing vowels.

5. After your students have finished the worksheet, encourage them to ask questions of different types of feelings and emotions, and have them act it out.

6. Put on music video about feelings, and have the students follow the singer, and dance.

Key Questions:

What does happy, sad, hungry, angry mean?

What are the vowels in the alphabet?

Can the students follow and understand the E-Book that has been shown?

Can the students use the new vocabulary in a sentence?

Formal and Informal Assessments:  

Do students know all the vowels, and sounds?

Can students identify all the different types of feelings and emotions people feel?

Can the students fill out the worksheet independently?

Oral quizzes on vowels will be given to see if children know their vowels, and can read them when pointed to or shown in a text.

Common Core Standards:

CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

CCSS.ELA-Literacy.L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.ELA-Literacy.L.K.4.a
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Reflection: This is a very simple lesson plan that discusses the different feelings, and emotions people go through. In this lesson it’s a great opportunity for the teacher to discuss different emotions, and to use examples of real life situations, and ask the students how they would feel if they would go through it. Also it’s a great way to go over vowels, by using the worksheet that was provided.