Blog Post 9 - Comprehensive Reflection Video

This is the video I created as my ETC 447 Comprehensive Reflection. Please follow the link to the YouTube video:

My Comprehensive Reflection Video

(Went a little over 6 minutes. The video sits at 6:40. Sorry)

Blog Post 8 - Post Teaching Reflection 2

Instructional Decisions/Teaching (InTask Standard # 9):

What went well and what didn't go well during the implementation of your lesson? 

I feel like this lesson went a lot smoother than my last one. I had the app I was using downloaded on the iPads prior to teaching and I had those iPads out and ready for students to use, all they had to do was open the app. I'd say my biggest drawbacks were that I only had one version of the full app and that was on my phone and that I didn't have enough time. I know this practice teaching is meant to just provide some experience in teaching a technology integrated lesson and not be a complete run though, but it would have been nice had I been able to see how the full lesson would play out with students. We didn't have time for students to get back in their heterogenous groups, share, and then create their final assignments. 

How well was the alignment to objectives and standards maintained?

Very well. My objectives are the Performance Objectives (PO) taken straight from the standards, so the alignment is precise. The activity is also very aligned with the standards and objective because students are identifying parts and describing the function of the three body systems, which is exactly what the performance objectives ask for.  

Describe any modifications made during the implementation of the lesson

There were not any modifications needed that I had not expected. I provided access to links and the iPad and no problems arose there. I had to help students find where to add the body system images to Pixie, but I figured I would have to help with that. Oh wait, the only thing that came up was adding arrows/lines to Pixie that went over the image and could be used to point and label body parts. We asked Mr. Blocher, but then I was able to figure it out. 

Mechanics:

What technologies did I use (for the teacher and the learner)?

• YouTube
• iPad
• The Human Body Lite by Tinybop Inc. app
• Google Docs
• Various websites with information and interactive lessons 
• KidRex
• Pixie

How were the technologies used (by whom and in what manner)?

I used YouTube videos to introduce the lesson to students. In a normal classroom I would have presented them on the smartboard, but I didn't in here because so many people needed to use the smartboard. The iPad was used by students to play with The Human Body app in order to learn more about the body systems. A GoogleDoc was created by me and used by the students as an easy way to help them access information online. KidRex was used by students who wanted to search for their own information outside of the links that I provided. Pixie was used by students to present the information they had learned about their system and to include information on all the systems. 

My lesson was within the correct time frame:

We weren't able to complete the entire lesson I had planned, but the portion I had for students to complete in this class was completed in time. 

Assessment of Learning (InTask Standard # 6): 

Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

Screenshot from Courtney's Pixie Presentation

Screenshot from Lindsey's Pixieresentation

Screenshot from Taylor's Pixie Presentation

Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

Because we only completed half the lesson students were not able to meet all of the objectives for the lesson. However, for each of the systems that they completed they met the objective for that system. They each identified the necessary parts and were able to explain the function of that system.   

Describe the level of success you had in teaching the lesson

I think I was very successful. No one seemed lost during the lesson and it flowed rather smoothly. I was able to walk around and assist where needed, but because of the supports I provided students didn't need too much help. Providing the slips of paper with the information that students needed to find was helpful in making sure that each student knew what they were suppose to be doing. 

How do your individual reflections support this?

I felt good about the lesson while I was teaching it, and looking back afterwards, I still feel good. Everything went well. 

How do the comments from your classmates support this?

Most of my feedback from my classmates said that I was very successful in preparation, supporting students in learning content, supporting individual student needs, and integrating technology. I received one 'somewhat supportive' in supporting students in learning content and a comment that said I should have provided more resources. However, someone else said they liked how I 'provided so many links to work with.' 

What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

This was my first time creating a jigsaw styled lesson so that was a creative challenge. I also liked how I tied so much more use of technology into this lesson. I had students working on iPads, researching on the internet, and creating a presentation on Pixie. Creating ways for students to present their work in a non- pencil/paper fashion will be helpful, especially because technology is a much more prominent part of kids lives today. They use technology extensively outside of school, so they should be using it in school as well. 

Blog Post 7 - Lesson Plan 2

Human body systems

I. RATIONALE:

This lesson is designed to introduce students to the human body. They will work together and alone to discover the function and major parts of the digestive, circulatory, and respiratory systems.

II. OVERVIEW

Grade Level: 2^nd  

Subject(s): Science

Topic of Study: The AZ College and Career Readiness Standards in Science for Second

Grade: Strand 4: Life Science – Concept 1: Characteristics of Organisms

Time Allotment: 30 minutes

Standards:

• AZCCRS Science - Strand 4: Life Science
• Concept 1: Characteristics of Organisms
• Understand that basic structures in plants and animals serve different functions (e.g., sensory, defense, locomotion)

Objectives: Students will be able to:

• PO 2. Identify the following major parts of:
• digestive system – mouth, esophagus, stomach, small and large intestines
• respiratory system – nose, trachea, lungs, diaphragm
• circulatory system – heart, arteries, veins, blood
• PO 3. Describe the basic functions of the following systems:
• digestive – breakdown and absorption of food, disposal of waste
• respiratory – exchange of oxygen and carbon dioxide
• circulatory – transportation of nutrients and oxygen throughout the body

III. IMPLEMENTATION

Launch:

1. We will watch three short videos on the respiratory, digestive, and circulatory systems
• Circulatory – https://www.youtube.com/watch?v=_CXIoKBQb2Q
• Respiratory – https://www.youtube.com/watch?v=zU78wcABtPE
• Digestive – https://www.youtube.com/watch?v=QLl28avTGpg
2. We will have a brief discussion on what we saw in the video:
• What were the videos talking about?
• What do you think the circulatory (respiratory, digestive) system does for your body?
• Do you think one system is more important than the others?

Explore (Jigsaw Activity):

1. Students will be broken into groups of three (possibly table groups, but if table groups are not in three students can pick partners)
2. Each member of the group will pick a system – digestive, circulatory, or respiratory
3. Students will then break up into new groups relating to their chosen system
• Two groups for each system if there are too many in only three groups
4. Students will conduct research on their chosen system with their groups
• Digestive
• http://kidshealth.org/en/kids/digestive-system.html?WT.ac=ctg
• http://www.childrensuniversity.manchester.ac.uk/media/services/thechildrensuniversityofmanchester/flash/digestive.swf
• http://lessons.e-learningforkids.org/efk/Courses/Liquid_Animation/Body_Parts/Digestive_System/digestive_object.swf
• Circulatory
• http://kidshealth.org/en/kids/heart.html?WT.ac=ctg#
• http://archive.fossweb.com/modules3-6/LivingSystems/activities/circulation.html
• http://www.cashmancuneo.net//flash/carvas.swf
• http://lessons.e-learningforkids.org/efk/Courses/Liquid_Animation/Body_Parts/Heart_and_Circulation/heart_object.swf
• http://lessons.e-learningforkids.org/efk/Courses/Liquid_Animation/Body_Parts/Blood/blood_object.swf
• Respiratory
• http://kidshealth.org/en/kids/lungs.html?WT.ac=ctg#
• http://lessons.e-learningforkids.org/efk/Courses/Liquid_Animation/Body_Parts/Respiratory_System/respiratory_object.swf
• http://discoverykids.com/articles/your-respiratory-system/
5. As students find information they will each create a presentation on Pixie on their computers.
• They will include an image of the system they are working on and label the major parts according to what the standard asks. Students will receive an information slip with they need to label and know for their system
• They will also need to be able to explain the function of the system, but do not have to include it on this presentation
6. After all students have completed their research and created their Pixie presentation they will rejoin their original group and take turns presenting the information on their system
• Students will be highly encouraged to take notes to be prepared for the next activity
7. Then students will add information from the remaining two systems to their Pixie presentation and have a presentation with all three systems
• This will be saved and sent to the teacher to be used for assessment

Summarize:

1. The document camera, the teacher will display the systems, one at a time
2. The teacher will ask for volunteers to help her fill out the parts of the system and explain what the overall function is

Technology Integration:

• YouTube videos
• iPads
• Internet search
• Pixie
• Document camera

Differentiated Instruction:

• Cognitive delay –  There are many safe guards in place to help all students succeed with this lesson. Several research websites have already been found for students to use. Concise and easy to read information sheets can be provide for students who may have difficulty navigating and understanding internet websites. A preset Pixie file could be made that includes the image of the system, arrows pointing to the major parts, and a word bank to choose from. Extra time can be provided to finish the Pixie presentation.
• Gifted – These students could be challenged to find out about the other body systems and their functions
• ELL – The kidshealth websites can be read in Spanish, which may be helpful if an ELL student can read in Spanish. Otherwise, information sheets with extra pictures can be provided to help with the understanding of each system. During instruction and the summarize activity the teacher will be sure to use hand gestures to aid in understanding. Extra time can be provided to finish the Pixie presentation.

IV. ASSESSMENT

Procedure:

While students are conducting research and creating their Pixie presentation the teacher will be walking around to answer any questions. Students may need help understanding what they are reading. If multiple students seem to be confused by the same concept the teacher will call the class’s attention back together to explain the concept as a whole.

When students are done with the lesson they will have created a Pixie presentation which will be assessed using the rubric below.

Instruments:

Criteria	Approaches	Meets	Exceeds
Identified the major parts of the digestive system	Correctly identified and labeled at least 3 of the parts: mouth, esophagus, stomach, small intestine, or large intestine. Or found all 5, but not correctly	Correctly identified and labeled the mouth, esophagus, stomach, small intestine, and large intestine	Correctly identified and labeled all 5 parts, plus additional parts that were not required, such as: tongue, pharynx, liver, gallbladder, pancreas, or anus.
Identified the major parts of the respiratory system	Correctly identified and labeled at least 3 of the parts: nose, trachea, lungs, or diaphragm. Or labeled all 4, but not correctly	Correctly identified and labeled the nose, trachea, lungs, and diaphragm	Correctly identified and labeled all 4 parts, plus additional parts that were not required, such as bronchus, bronchioles, alveoli, epiglottis, or larynx
Identified the major parts of the circulatory system	Correctly identified and labeled at least 3 of the parts: heart, arteries, veins, or blood. Or labeled all 4, but not correctly	Correctly identified and labeled the heart, arteries, veins, and blood	Correctly identified and labeled all 4 parts, plus additional parts that were not required, such as atria, ventricles, valves, capillaries,
Described the basic functions of the digestive system	Only correctly described one of the following: the breakdown and absorption of food or the disposal of waste	Mentioned the breakdown and absorption of food and the disposal of waste	Included extra details on digestive system functions
Described the basic functions of the respiratory system	Had an incorrect description of the exchange of oxygen and carbon dioxide	Mentioned the exchange of oxygen and carbon dioxide	Included extra details on respiratory system functions
Described the basic functions of the circulatory system	Had an incorrect description of the transportation of nutrients and oxygen throughout the body	Mentioned the transportation of nutrients and oxygen throughout the body	Included extra details on the circulatory system

IIV. MATERIALS AND RESOURCES

• The teacher will need internet access, YouTube, and a document camera
• The links to the YouTube videos used are included in this lesson plan
• Students will need access to iPads and computers with internet and Pixie
• The websites that students can use are included in this lesson plan and will be provided to students through the school websites’ student portal or through a google document
• The iPad apps that can be used are already downloaded
• The students will receive information slips to guide them in their research. The slip can be seen below: