5. Independent Student Practice: Students will do independent work at their individual desks.
20 minutes
Active participation strategy 3: Hands on activity.
Students will practice their new skills independently by creating a mobile that will categorize pictures into living and nonliving things. The teacher will list the steps for creating the mobile on the whiteboard. She will then verbally go over the following step.
1) Sort the pictures into living and nonliving categories by using their definitions that they created.
2) Have students color and glue onto construction paper pre cut into squares or circles of different colors. (Use square shape for living and circle for nonliving).
3) Have the students assemble their mobile by tying string
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to the picture cards and fixing securely to their mobile. The teacher will repeat to the children that things that are living will be glued on the square construction paper and nonliving things will be glued on the round construction paper. When the activity is concluded the students will display their mobiles in the classroom by hanging them on ceiling hooks. (Utah State Office of Education, 2004) 6.
Culminating or Closing Procedure/Activity/Event: Students will take a computer generated assessment individually
15 minutes
Student-centered technology strategies2: computerized multiple choice assessment.
The teacher will review with the whole class that living things must be able to move, grow, and reproduce and nonliving things cannot. She will then ask if any students still have questions and answer any questions they may have. The students will take a computerized multiplication test to assess their mastery (McCarty, Living nonliving assessment, 2015).
Pedagogical Strategy (or Strategies):
1. Direct instruction- During presentation of new information the teacher will utilize direct instruction.
2. Interactive instruction- During guided learning the teacher and students will develop a definition of living and nonliving things using. Also during independent practice students will participate by creating a mobile.
Differentiated Accommodations:
English Language Learners
Ell students if needed will have the opportunity to sketch their responses on the graphic organizer.
Instructions for each task will be made available in the student’s native languages.
ADHD
Extra break time will be given to ADHD students if
needed. If ADHD student begins to lose focus a private hand signal will be used to bring them back on task. Above Grade Level Learners Above grade learners will be grouped together. Above grade learners will have the option to create their mobile using their own examples the research as long as each mobile has at least 5 examples of each category. Below Grade Level Learners. During the computerized test below grade learners have the option to listen to the test question using the audio function. The teacher will spend individual time with the below level learners to check for comprehension by asking open ended questions. Student Assessment: Students will demonstrate mastery by taking an individual multiple choice assessment on the computer. The students must receive a 9 out of 10 to prove mastery of the content. (McCarty, Living nonliving assessment, 2015)
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
• Make approximately 10 copies of 1 cm grid paper on colored paper for each group of students.
Through the live lesson, because it was not a face-to-face lesson, I needed to make sure that the students were engaging in the lesson. I was told students at the end of the lesson need to have read George Orwell’s essay “Shooting an Elephant” and complete a graphic organizer that will help students complete a quiz and prepare students for the next lesson.
Students with the teacher will determine what object the rectangle represents, what object the circle represents, etc based on the
As an instructional strategy, situated cognition has been seen as a means for relating subject matter to the needs and concerns of learners (Shor 1987). Learning is essentially a matter of creating meaning from the real activities of daily living. By embedding subject matter in the ongoing experiences of the learners and by creating opportunities for learners to live subject matter in the context of real-world challenges, knowledge is acquired and learning transfers from the classroom to the realm of practice. To situate learning means to place thought and action in a specific place and time. To situate means to involve other learners, the environment, and the activities to create meaning. To situate means to locate in a particular setting the thinking and doing processes used by experts to accomplish knowledge and skill tasks (Lave and Wenger 1991). In the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world. Participants will ...
The style provides the ability for the learner to first see what they are expected to learn. This step engages a visual learner and opens their minds to the learning experience. In addition to using visual aids, educators should use colors, check lists, and provide an environment conducive for drawing out ideas in order to connect concepts visually. Finally, educators should avoid answering questions directly. Instead, questions should be answered through a collaboration and subsequent joint discovery (Fatt,
The title of such an engaging lesson is “Life Changes-Details of a Life Cycle” which deals with the concept of changes living things go through as part of their existence. This lesson covers the Language Arts Florida Standards by using key details to retell a story, answer questions, and demonstrate an understanding of the central message Florida Department of Education (2014).My group of literacy learners have their own uniqueness of acquiring knowledge thus, this science lesson on life cycles must adhere to his or her individuality of learning ability. Powell and Powell (2012) suggested instruction should go from topics to concepts and have enduring value through personalized learning.
There are four different learning modes. The first is Concrete Experience (learning from experience). The second is Reflective Observation (thinking before doing). The third is Abstract Conceptualization (analyzing information and forming a plan based on that information). The fourth is Active Experimentation (learning by doing).
I loved the idea to assign students to groups randomly or based on a variety of criteria (interests, birth month, colors they are wearing, etc.)
...y setting students will learn to utilize the technology available to them to learn and grow, not just socialize. Often, students are completely unaware of the capabilities that their phones have. By incorporating technology into lessons and labs, and allowing the students to use the technology available to them, they will learn to respect what it can do, as well as learning when it’s appropriate to use it for fun or for education.
Acknowledging and facilitating individual needs with resources that enrich the learning process. This could be attained by taking the classroom and the learning outside, to another classroom either in person or via Skype, inviting community members into the classroom to share information and to participate with children in the activities and learning opportunities (Claiborne, Morrell, Bandy & Bruff, 2014).
According to Gerald Audesirk, Teresa Audesirk and Bruce E. Byers in the book Biology: Life on Earth with Physiology (11th Edition), the characteristics of living things are organization, metabolism, responsive, reproduction, movements, growth, development and adapting”. In the other hand, the characteristics of a non-living things is unable to reproduce, move and grow (Audesirk, Audesirk, Byers,). Throughout the world there is many things that are consider living things and non-living things. For instance, birds flying in the sky and parents playing with their children are consider as living and sand and wood are considered a nonliving
In 2nd activity a worksheet pasted on chart will be displayed on the board on which different statements will be mentioned. Random roll numbers will be called and students will have to complete those statements by choosing appropriate answers.
engage different learning styles, provide hands-on opportunities for use of specialist tools or equipment, reinforcing learning, supporting and motivating individual learning, fostering independent learning through extended learning.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.