Section
I: Reflecting on Assessing Prior Knowledge and Planning Instruction
What do the students need to know prior to the
lesson?
Prior to my lesson students will need to know some basic map
skills, such as recognizing grid lines, the compass rose, the key, and other
map symbols. Some skill in locating various physical and human features on a
map. Basic computer skills, such as using the mouse and keyboard will also be
necessary.
How will prior knowledge and experience be
assessed?
The map skills necessary will have been taught and assessed in a
previous lesson. However, in order to make sure students actually learned and
remember the information, the teacher will briefly review map concepts with
students before this lesson begins.
How will you use this information in the
planning process?
Knowing what the students already know will help me plan what they
can work on in the next lesson. If they appear not to know the information necessary,
we will go back and work on that skill again.
Why should the content of this lesson be taught
at this grade level?
According to the AZ State Social Studies Standards this content
information (recognizing and locating physical and human features using
maps, illustrations, images, or globes) is skill that should be taught in
second grade. According to the state standards, 2nd graders are ready for this
level of map use and understanding.
How do the objectives that you have for the
lesson align with the standards?
I pulled my
objectives directly from the standards. The standards want students to
"Recognize characteristics of human and physical features " and
"Locate physical and human features using maps, illustrations, images, or
globes" (from AZ Social Studies Standards) and "Identify and choose
technology applications for a given activity/project" (from AZ Educational
Technology Standards). My objectives are that students will be able to:
- Find various local human
features on Google Earth
- Find various human
features in the U.S. on Google Earth
- Find various physical
features in the U.S. on Google Earth
- Locate and properly label
the approximate location of various human and physical features on a blank
U.S. map
- Use applications in
Google Earth Pro to complete given task
Each of my objectives relates directly to one of the standards of
the lesson. Some ask students to find human features on a map, and the standard
wants students to recognize and locate human features. Some ask students to
find physical features and the standards want students to recognize and locate
physical features. The technology standard wants students to use technology
applications for a given project. The objective is having students use specific
Google Earth applications for our scavenger hunt project. They are
aligned.
When will the lesson be taught in the course of
the school year? Why?
This lesson could go almost anywhere in the school year, as long
as the previous map lesson has been taught. Personally, I think I'd do this
around September. This way the lesson is early enough in the school year that
students will be prepared to use maps in future class projects and to further
understanding of where other historical or current events happened or are
happening.
Section
II: Reflecting on Designing Instruction (InTask Standards 7 and 8)
Why are you using the instructional methods you
have described?
I choose to demonstrate the activity to the whole class then have
students work individually on the project. Because we are using a new
technology I thought it was important that I demonstrate to students how to use
it. I wanted them to work individually so that they could practice using
the skills and so that I could later assess if they were able to meet the
objectives. It is not stated directly anywhere in my lesson plan, but
students will be allowed to speak together and help each other with the
activity.
How do the instructional methods align with what
you know about best practices (think about your methods classes)?
I know that students learn best when activities are
scaffolded for them. Instead of just giving the assignment and hoping students
figure it out it will provide them with various levels of support. First I will
demonstrate how to do the activity. Then students will work to do so
themselves, but I will be there to provide assistance for anyone who needs
it.
I also understand that students (and all humans) are naturally
social beings. I don't like the idea of demanding that students sit quietly and
work on their own assignments, especially not on something like this lesson.
Students learn well from their peers and from teaching their peers. If they
want to help each other or discuss ways that they found the locations on the
scavenger hunt, that's great. Obviously I will be wandering around to make sure
that no students are simply doing the work for other students. I will
encourage collaboration and helping, not cheating.
How are you engaging students in creative and
higher order thinking?
I don't think my
lesson has a ton of room for creativity and higher order thinking, but I did
provide some opportunities. I left room for individual differences and
preferences to be expressed in this assignment. Students can search for their
favorite store and restaurant. I also did not give super specific search
requirements. For example, I am allowing students to search for whatever lake,
river, and mountain range that they want. The way to find things is not
strictly set either. I will show students two different methods, but they will
have the opportunity to use what works for them in each situation or
use another method altogether.
Section
III: Reflecting on Planning Assessment (InTask Standard 6):
How does the assessment align with the standards
and objectives of this lesson?
My assessment will be the activity that the students complete
during class. The activity is having the students recognize and locate human
and physical features of a map, just like the standard and the objectives say.
They will have two different objects from the activity to turn in that I will
then assess with a rubric. The rubric criteria is exactly what the
objective says. The levels on the rubric measure the objective skill to varying
degrees.
How does the assessment demonstrate that the
students have been successful in learning the content?
The standards, objective, activity, and assessment are set up so
that they are all aligned. The assessment tool allows me to look at what the
student completed. The rubric is lined up with the objectives. If the students
do well based of the criteria on the rubric I know they will have an
understanding of the content.
How does the assessment demonstrate student
engagement in higher order thinking?
Looking at my objectives and the tasks that students are
completely, I don't think students are engaging in much higher order thinking.
All of my objectives are "finding" and "recognizing."
Recognizing is only on the second tier, the 'understand' tier of Bloom's
taxonomy.
How does the assessment demonstrate that
individual student needs were met?
In the lesson I
included differentiation for ELL students, gifted students, and
students with cognitive delay's. The rubric that I created and included with
the lesson plan is specific to the mainstream activity. However, a rubric to
reflect the varying levels completed by other students could easily be created
and they would obviously be assessed according to the work that they
completed, with whichever differentiation they used. Students would
complete the activity at whatever level their individual need requires and they
will be assessed at that level.
Section
IV: Reflecting on How your lesson meet each of the ISTE NETs Standards?
How does your lesson meet Standard 1: Facilitate
and Inspire Student Learning and Creativity?
My lesson allows
for students to work at the activity on their own while I am present to provide
help and direction; thus I am facilitating student learning. I leave room in
the lesson for students to be creative individuals with by allowing them to
choose the specifics of several things that they have to search for, such as
their favorite restaurant and whichever lake they want.
How does your lesson meet Standard 2: Provide
Digital-Age Learning Experiences and Assessments?
The AZ Social Studies standards wants students to learn how to use
maps, illustrations, and globes. I think it is important for students to know
how to use traditional maps and globes, but that is also not the way that most
students will use maps in the future. In this age of phones and internet
connection, everyone uses Google Map or other map apps or websites to look up
directions and places. Hardly anyone pulls out a paper map. That is why this
lesson is providing digital-age experiences for students while still meeting
standards. It is more practical to have students learn how to use both paper
and electronic maps.
How does your lesson meet Standard 3: Model
Digital-Age Work & Learning?
Aside from learning standard content in a digital-age manner,
students will also practice basic digital-age concepts. They will be printing
things from this computer, using a search function, and using zoom functions.
The teacher will be modeling and explaining how to do all of this as part of
the lesson.
How does your lesson Meet all four elements of
Standard 4: Promote and Model Digital Citizenship and Responsibility by:
- advocating,
modeling, and teaching safe, legal, and ethical use of digital information
and technology, including respect for copyright, intellectual property,
and the appropriate documentation of sources.
- My lesson does not
address this topic.
- addressing
the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
- I am providing students
with an opportunity to explore and use Google Earth technology on their
own at their own pace in this lesson. Everyone will have equitable access
because this will be completed in class; students will not be expected to
have access to Google Earth at home.
- promoting
and modeling digital etiquette and responsible social interactions related
to the use of technology and information.
- There are not really any social interactions using this digital technology, so I don't go over
this either.
- developing
and modeling cultural understanding and global
awareness by engaging with colleagues and students of other cultures
using digital-age communication and collaboration tools.
- This aspect of digital
communication for cultural understanding and global awareness is not
addressed in my lesson
No comments:
Post a Comment