Week 11 - Social Studies Lesson Plan with Google Map

Candidate’s Name: Karrie Chan

Grade Level:  Grade 3

Title of the lesson:  New Year Around the World

Length of the lesson: 45 minutes

Central focus of the lesson ·         Students to learn New Year celebration and traditions in different cultures ·         Students to understand the landmark buildings for New Year countdown around the world

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) How do people here in HK celebrate New Year and Chinese New Year? Which is the key building people use for count down in HK? Do you know any other countries celebrate New Year differently?

Social Studies Communities Around the World : Beliefs, customs, and traditions in world communities are learned from others and may differ from place to place. People in world communities may have different interpretation and perspectives about important issues and historic event The Location of World Communities World communities can be located on maps and globes Geographic representations such as aerial photographs and satellite-produced images can be used t locate world communities

Learning objectives learn the celebration and tradition of New Year around the world. compare and contrast celebration of New Year in different countries create presentation with mapping and landmark pictures to compare New Year celebration in each country

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·         -Teacher observations based on students’ participation in classroom ·         - Presentation

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ·         1. Ask students questions of what they know about New Year Celebration locally ·         2. Show students short videos of New Year tradition: American, Chinese, Greek ·         3. Before playing video of each culture, ask students in group (4 people in a group) to find the country of that culture on Google Map.  ·         4. After each video, have students to use Google Map to look up the key landmark building for new year countdown of that country by close up for street view ·         5. Explain group project to students.  Each group will prepare their journals of notes they took and remarks on google map for the 3 cultures discussed in class as well as one more culture that they will search on their own.

Instructional resources and materials used to engage students in learning. ·         -Short Videos for New Year Traditions of Chinese, American and Greek ·        - iPads (one for each group)

Reflection

Week 10 - Assignment#2: Teaching Philosophy

Teaching is an important role that can impact students’ lives in a positive way. Each student has the potential to bring something unique and special to the world in the future.  As an elementary teacher, I strive to bring enthusiasm and creativity so to develop a love of learning and to create lifelong learners.

I will embrace constructivist learning approach in my teaching in which I will act as the facilitator and the students being active and involved. I encourage students to follow their natural curiosity and think outside the box. I want students understand they are valued for their own individual unique talents and personalities. As each child learns at their own pace, it is my job to identify each of their strength and weakness.  I will tailor teaching with positive feedback and encouragement to my students as it is important students build up their confidence and develop intrinsic motivation.

I believe children should learn in an environment that encourages them to be expressive and have fun.  As technology is gradually finding its way into the classroom replacing traditional teaching, I will integrate technology into teaching so to help students be more engage to the lesson and promotes intellectual growth and lifelong learning for not just students but myself as well as I will also need to keep myself update in terms of technology. 

My love for teaching and desire for learning has continue to grow.   As a facilitator, my role is to develop students’ ability and desire to become lifelong learners.  Moreover, with the understanding that the use of technology will be an integral part of our students’ lives, it is my responsibility to prepare students for this future.  As a result, teaching with passion, understanding of student’s uniqueness, and technology integration can effectively impact students, ultimately connecting them to their passion and lifelong learning.

Week 10 Assignment#3: Summary of Article on Formative/ Summative Assessment

Below is the link of a scholar article I read about Formative Assessment in which the author, Vicki Davis, suggested 5 innovative, easy to use formative assessment tools to test the students' understanding during their learning:
5 Fast Formative Assessment Tools by Vicki Davis

and here is my narrated summary on this article:
Week 10 assignment#3 - Narrated Summary on the Article about Formative Assessment

Week 9 - 5 technology integrated Science Lesson Plans

Candidate’s Name: Ka Wai (Karrie) Chan

Grade Level:  Grade 1

Title of the lesson:  Living Things: Characteristics and Needs – Lesson 1: Living Things vs. Nonliving Things

Length of the lesson: 45 minutes

Central focus of the lesson ·        Recognize that living things grow, reproduce, and need food, air, and water ·        Identify and name living things and non-living things

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) What is living things? What is non-living things?  What are the difference between living things and non-living things?

Common Core State Standards Science: Standard 1 – Scientific Inquiry S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed Standard 4 – The Living Environment 1.1a – Animals need air, water, and food in order to live and thrive 1.1b – Plants require air, water, nutrients, and lights in order to live and thrive 1.1c – Non-living things do not live and thrive 1.1d – Non-living things can be human-created or naturally occurring

Learning objectives ·        Develop the concept that all things can be classified as living and non-living things ·        Discuss characteristics of living and nonliving things ·        Investigate and understand basic needs and life process of plants and animals

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·        Teacher observations based on students’ participation in classroom ·        Activity on taking pictures on Living Things and non-Living Things

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: 1.       Let students watch Quick Time Video: Is it Alive?  Ask students to classify each example as living or nonliving and the differences between living things and nonliving things. Ask possible misconceive questions:  Are all things that move "alive"? Have students defend their opinions.  Show students video of life cycle of plant and short video clip of the coral and explain to them that these doesn’t really move but they are living things.  On the other hand, some non-living things move, such as river, etc. 3.       Explain to students the scientific definition of living (anything that is or has ever been alive) and non-living (anything that is not now nor has ever been alive).  And review the characteristics of living things together 4.       Students to use their Ipad “See-Saw” apps to take photos (can be anything they see in school or pictures from books in school) of 2 items that they think are Living Things and 2 items that they think are Non-living thing. Students press “upload photos” so teacher can see pictures they took. 5.       Review each students’ pictures together and go over if they are living or non-living things.

Instructional resources and materials used to engage students in learning. ·        Is It Alive? QuickTime Video ·        Images of living and non-living things ·        Video of life cycle of plants and video clips of coral ·        Ipads with “See-Saw Apps” that teachers helped signed up for students

Reflection Enrichment: Students who can take the challenge can tell the similarities and differences of living things and non-living things in their own words Support: Those who needs more help, teacher will review more images with them and explain in more details if they are living or non-living things

Candidate’s Name: Ka Wai (Karrie) Chan

Grade Level:  Grade 1

Title of the lesson:  Living Things: Characteristics and Needs – Lesson 2: Animal Groups

Length of the lesson: 45 minutes

Central focus of the lesson Observe that various kinds of animals have similarities and differences Sort and classify various kinds of animals: mammals, fish, reptiles, amphibians, birds, and insects

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ·        How are some animals alike and different? ·        How can you classify animal grouping?

Common Core State Standards NGSS: 1-LS3-1:  Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. LS3.A: Inheritance of Traits – Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. LS3.B: Variation of Traits - Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

Learning objectives ·        develop a simple classification system for grouping organisms ·        able to sort and classify various kinds of animals: mammals, fish, reptiles, amphibians, birds, and insects

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·        Teacher observations based on students’ participation in classroom ·        Rubrics on criteria: o   Did the children use new vocabulary? o   Were the children able to sort and classify categories with justification of characteristics of each? o   Did children work well in partners and in groups? o   Were the children engaged and on task the entire time?

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Ask students to name some animals that they think can be classified as the same group and explain why. Tell students there are six categories we can group the animals: mammal, reptile, amphibian, fish, bird and insects with example of the animal pictures.  . Discuss characteristics of each (mammal: fur, warm blooded, lungs to breathe; amphibians: smooth skin; reptile: scaly skin, lay eggs; bird: feathers, lay eggs; fish: cold blooded, aquatic, scales; etc.). Students will be divided into 6 groups (about 3-4 students in each group).  Each group will be assigned to find pictures of an assigned animal group on internet: google.com and print pictures out. Have students place their pictures on the charts under the animal group they are working on. Ask each group to share with their team about how the animals in that group are the same. Teach listen and help move any incorrect animals to the correct location with clarification

Instructional resources and materials used to engage students in learning. ·        Markers ·        animal pictures ·        Tape or another non-permanent adhesive ·        Large sheets of chart paper ·        6 available computer available for students to access google.com

Reflection ·        Have students draw a picture of an animal and put it under the correct grouping.

Candidate’s Name: Ka Wai (Karrie) Chan

Grade Level:  Grade 1

Title of the lesson:  Living Things: Characteristics and Needs – Lesson 3 – Needs of Living Things

Length of the lesson: 45 minutes

Central focus of the lesson ·        Animals need air, water, food, and shelter (protection from predators and the environment); plants need air, water, nutrients, and light. Every organism has its own way of making sure its basic needs are met in order to survive

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ·        What do living things need to stay alive? ·        What do you need? What do your pets need? ·        What do plants need?

Common Core State Standards Science: Standard 1 – Scientific Inquiry S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed Standard 4 – The Living Environment 1.1a – Animals need air, water, and food in order to live and thrive 1.1b – Plants require air, water, nutrients, and lights in order to live and thrive

Learning objectives ·        Understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light ·        Identify the ways in which an organism's habitat supports its basic needs ·        Recognize that organisms cause changes to the environment in which they live

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·        Teacher observations based on students’ participation in classroom ·        Activity sheets on Living Things and non-Living Things

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: 1. Have students brainstorm answers to the following questions: What do living things need to stay alive? What do you need? What do your pets need? What do plants need? Record students' answers on easel paper or on the chalkboard. Then students will watch 3 short videos, take notes and write down words that they are not familiar and look up definition online after videos 2. Show students the What Do Animals Eat? video. Discuss the following questions: §  Why do animals need to eat? §  What kinds of things do they eat? §  Do all living things eat? §  Do plants eat? 3. Have students watch the Beavers video. Discuss the following questions: What do beavers need to stay alive? Where do they get what they need? What changes do beavers make to their environment? How do the beaver's activities help other organisms living in the same environment? 4. Have students in grades K-2 watch the Biome in a Baggie video.  Discuss the following questions: What do plants need to stay alive? Where does their food (energy source) come from? How do plants absorb water? What things do plants need that animals don't? What things do animals need that plants don't? How do you know plants are living things? 5  Each students to write 5 things they learn for the day, including new words they learned

Instructional resources and materials used to engage students in learning. What Do Animals Eat? QuickTime Video (1 min.) Beavers QuickTime Video (5 min.) Biome in a Baggie QuickTime Video (3 min.) ·        Kid friendly online dictionary:  http://kids.yahoo.com/reference/dictionary/english Computers for students to access online dictionary Smartboard to be used for movies ·        Plain white paper, Crayons or markers

Reflection Have students plant some seeds and record the growth of the plants under different light conditions.

Candidate’s Name: Ka Wai (Karrie) Chan

Grade Level:  Grade 1

Title of the lesson:  Living Things: Characteristics and Needs – Lesson 4– Life Cycle

Length of the lesson: 45 minutes

Central focus of the lesson ·        Students will learn that all living things go through its life cycle

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ·        What is the life cycle of Human? ·        What other animals have same life cycle as Human? ·        What animals have different life cycle than Human?

Common Core State Standards Science: Standard 4 – The Living Environment 4.1a – Plants and animals have life cycles.  They may include beginning of a life, development into an adult, reproduction as an adult, and eventually death.  4.1e - Each generation of animals goes through changes in form from young to adult.  This completed sequence of changes in form is called a life cycle.  Some insects change from egg to larva to pupa to adult 4.1f – Each kind of animal goes through its own stages of growth and development during its life span

Learning objectives ·        Understand that each living things will have its life cycle ·        Different group of animals may have different life cycle ·        Recognize the stages of life cycle for Human, Hen, Frog and Butterfly

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·        Teacher observations based on students’ participation in classroom ·        Online activities on life cycle stages

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: 1.      Introduce to students that we will learn about life cycle of living things, which is a series of changes from the birth to the time it produces its next generation. 2.      Watch an online video about life cycles in fast motion. 3.      Go over life cycles of mammal (human), insect (butterfly), bird (chicken), and amphibians (frogs).  4.      Let students work on online interactive activities on life cycle games 5.       Wrap up by reviewing with students on things they learn for the day

Instructional resources and materials used to engage students in learning. ·        Online Movie:  http://player.discoveryeducation.com/index.cfm?guidAssetId=53F4F60C-99B6-4E0B-85C4-B6491BFF8137&blnFromSearch=1&productcode=US# ·        Smartboard to be used for Movie

Reflection For students who need more support: partner with another students for online activities on life cycle stages

Candidate’s Name: Ka Wai (Karrie) Chan

Grade Level:  Grade 1

Title of the lesson:  Living Things: Characteristics and Needs – Lesson 5– Zoo Field Trip

Length of the lesson: 120 minutes

Central focus of the lesson ·        Observe animals in their habitats and to discover the animals’ diet and eating habits

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ·        Which animal category are you (Human) under? ·        What living environment do human lives in? ·        What do human eat and drink? ·        How do you get your food?

Common Core State Standards Science: Standard 4 – The Living Environment 4.1a – Plants and animals have life cycles.  They may include beginning of a life, development into an adult, reproduction as an adult, and eventually death.  4.1e - Each generation of animals goes through changes in form from young to adult.  This completed sequence of changes in form is called a life cycle.  Some insects change from egg to larva to pupa to adult 4.1f – Each kind of animal goes through its own stages of growth and development during its life span

Learning objectives ·        Recognize the names of animals and their animal category. ·        Observe their dietary habits and living environment

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·        Teacher observations based on students’ participation in field trips ·        Digital presentation group project

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: 1.      Have students work in a group of 4 students for the Zoo field trip project.  Each group to bring digital camera and take photos of each animals and what they observed. 2.      Each group to write down things they've learned about each animal under that animal's picture on their notebook (animal name, animal classification, their dietary habit, living environment, life cycle, etc.) 3.      Students will upload the pictures and work on a powerpoint with notes that they had during the field trip 4.      Students will email their files and we will review each group’s files together in classroom

Instructional resources and materials used to engage students in learning. ·        Remind students to bring digital camera, notebook and pen to zoo ·        Students’ files via email ·        Smartboard to review students digital powerpoint presentation

Reflection ·        Enrichment: If I Ran the Zoo by Dr. Seuss could be added to their lesson as a closing supplement. ·        Support: If making digital powerpoint presentation seems too complicated for some students, have them print photos on their scrap book with their notes written instead.