Science lesson for Flickr Teacher: Lindsey Hensley Date: March 21, 2011 Objective SW identify the steps of the scientific method. SW discuss and explore science fair projects. SW present project findings in preparation for science fair. SW view results by way of Flickr
Activities that Develop the objective
**Students were previously assigned the task of identifying a question to be answered by completing a science fair project. Students were required to question something that correlates with the 4th grade standard course of study. Students were given trifold boards and asked to include all parts of the scientific method on their boards. Boards have already been turned in to the judges, however, students were told to upload photos, data, and other examples of progress on the internet, by way of Flickr. Their Flickr images are the only thing they are allowed to present to the class.** TW begin lesson by reviewing the parts of the scientific method: Define the question, gather information and resources, form hypopthesis, perform experiment, collect data, analyze data, interpret data, draw conclusions, and publish results. Next, TW allow students the opportunity to share the questions that giuded the development of their science fair projects. SW present their projects to the class by way of their uploaded images. Students will come forward and pull up their Flickr images on the Promethean Board and take students through the scientific method by way of their uploaded photos.Students will assess one another by listening to and watching Flickr presentations and checking off rubric to see that each part of the scientific method was included in the images, either by photos, graphs, etc. **TW be able to post grades and comments by way of commenting on each image!** Assessment
Observation/discussion/presentations Posted photos and comments on www.flickr.com Completed assessment by way of rubric
Lesson Plan Incorporating Flikr Dr. Diggs ED 550 Teacher: Katie Pauly Subject: Science Objective: Students will locate simple machines using pictures of real-life objects. 4.07
Prior Knowledge: Students will need to know the names and uses of simple machines. Guided Practice: Students will be directed to the Flickr site with photos uploaded and tagged by the teacher. The teacher will show students how to study the photo, and roll over the photo to read the tags. Students will complete two photos as a class. They will first determine what they are looking at (i.e. light bulb), then guess which simple machine it is (screw). Students will then roll over the light bulb in the photo and check their guess.
Independent Practice: Students will continue with the assignment on their own. Students will be asked to write down their “guesses” for each photo, check their guess by rolling over the photo, and then write a brief explanation as to why that object is classified as the given simple machine. Differentiation: Some students will be given photos that begin with obvious examples of the simple machines. Others will be given more complex photos, requiring them to really process how the machine works.
Assessment: Students will be given a written assessment including pictures. Students will complete the assessment based on the pictures they viewed on flickr. Group Discussion: Students and teacher will discuss how people use simple machines in the real world to solve problems.
Objective: Students will be able to identify the various parts of a plant and they will be able to label how to create a garden, plant it, and then take care of it.
Introduction: Introduce students to plants with a lima bean. Discuss what a lima bean is and what it will need to grow. Students will take a picture of the lima bean from the outside and the inside. Students will be posting all of their picture on Flickr to share with the world how to garden. Next students will water the lima bean and give it light. As the lima bean starts growing the students will take a picture of the stages and record what each part of the plant is. Seedling, stem, leaf, etc.
Procedure: After watching the lima bean grow, the students will begin to think about how to plant a garden. Discuss what a garden will need, soil, seeds, sunlight, water, fertilizer, etc. Students will plant a garden outside and take pictures of each step so that they can post the pictures on the web and label the picture so that outside viewers can see what is happening in each picture. When the garden is done, students will use the Flickr annotation to label what types of fruits and veggies we planted throughout the garden. We will take care of the garden and document the process along the way with photography and post the pictures on Flickr. As the garden starts to grow, we will also document the changes and show using a ruler how tall the plants are growing. We could also post the average plant growth in one week.
Follow-up: Students will invite in their parents to share the pictures and explain what we have been doing in science. The students will use proper vocabulary, show their parents the garden, and also include a how-to writing example for the parents about how-to plant a garden. The students will always have the photos and could share them with other family members at home. If other grades are interested, we could also share our project with them. Students will take a multiple-choice quiz to assess if they understand that parts of a plant, plant needs, and how to properly plant a garden.
Flickr Lesson using math geometric vocabulary terms
Objective: Classify two-dimensional figures as parallelograms, rhombuses, trapezoids, and hexagons and three-dimensional figures as prism and pyramid according to geometric attributes. Describe the attributes of figures and use the attributes to recognize different variations of figures.
Subject Area: Mathematics
Materials: Access to internet Smartboard Examples of two-dimensional and three-dimensional shapes
Procedures: To begin our unit on geometry, we will review what we remember about two-dimensional shapes from a previous unit. We will take this knowledge to dig deeper in our new unit, describing two-dimensional and three-dimensional shapes. The teacher will ask students to identify and describe the two-dimensional shapes we have already learned: square, triangle, circle, rectangle, parallelogram, rhombus, trapezoid, and hexagon. In the classroom we have pattern blocks of each shape. But where do we see these shapes in real life? The teacher will pull up Flickr on the Smartboard. Using Flickr the class will search each shape to find examples of them in real life. The class will have discussions describing the attributes of each two-dimensional shape and why each is used for real life purposes (for example: we see hexagons in beehives and in tile work, we see a square in a slice of cheese). To introduce three-dimensional shapes, we are going to use Flickr and our knowledge of two-dimensional shapes. We will type each new vocabulary word into the Flickr search to find examples of each (rectangular prism, cube, sphere, triangular prism, pyramid, cone, and cylinder). We can even print out the picture we like best for each shape and add it to our math word wall next to the vocabulary word. We will spend time looking closely at each shape and describing the attributes of each (how many sides/faces/edges). Once we have a good understanding of each shape (two-dimensional and three-dimensional) students will use cameras to take pictures of examples they find in their own lives. We will use these pictures to classify the objects (two-dimensional or three-dimensional) and talk about why we see objects having these specific shapes. Then we will add our pictures to our Flickr account to share and teach others what we learned about shapes.
Assessment: Students will be assessed on how well they can identify two-dimensional and three dimensional shapes. They will also be assessed on how well they can describe each shape. They can use their pictures to show how shapes are used in real life.
Objective(s): Social Studies Competency Goal 3: The learner will analyze how individuals, families, and communities are alike and different.
3.01 Compare similarities and differences between oneself and others. 3.02 Describe similarities and differences among families in different communities. 3.03 Compare similarities and differences among cultures in various communities. 3.05 Identify historical figures and events associated with various cultural traditions and holidays celebrated around the world. 3.06 Identify individuals of diverse cultures and describe on their contributions to society. Social Studies Competency Goal 5: The learner will understand the relationship between people and geography in various communities. 5.03 Compare and contrast the physical features of communities and regions. 5.04 Identify the absolute and relative location of communities. 5.06 Identify and describe the people, vegetation, and animal life specific to certain regions and describe their interdependence.
Communities– Day 5
Instructional Input/Independent Practice: Students will work in the technology lab to explore pictures of different communities they have learned about throughout the first week. They will use the class Flickr page to find their pictures and create a reflective journal. Explain that students will be writing a description of what they see in the picture. Remind them to use descriptive writing and to focus on creating writing that helps readers visualize what they are seeing. Ask students to use the things they have learned during the unit on Communities to guide their writing. When writing is complete, students will present to their small-group. Students will later use the pictures they found to create a vocabulary presentation as a culminating activity for the unit.
Students will search for pictures within the class gallery of the following: • Cities/Towns • Schools • Children • Adults • Sporting Events • Holidays • Animals • Landforms
Before students begin, remind them of online expectations for class:
• Students must complete the all prior assignments before responding online • Students are required to respond on at least one picture • Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed on content and quality of writing as well as connection to the unit theme. Students will be given feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the unit which will require use of flickr as a resource for creating a vocabulary presentation.
Differentiation: Students will be grouped heterogeneously in teams for the purpose of sharing and providing feedback. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.
Teacher: Cindy Joensen Grade: 5 Objective: 1.01 Describe the deciduous forest ecosystems (communities of organisms and their interaction with the environment).1.02 Identify and analyze the functions of organisms within the population of the ecosystem: Producers, consumers, decomposers. 4.10 Use technology as a tool to enhance and/or publish a product. Students will be able to: Document through Flickr the elements of a deciduous forest ecosystem while on the one day field trip to Camp Thunderbird and create a food chain representation of the deciduous forest ecosystem. Materials: Computer lab, Smartboard, school digital cameras, text book, science journal Vocabulary: ecosystem, deciduous forest, producer, consumer, decomposer, food chain Launch: (Engage the students with a scenario, problem, etc. Pose a guiding question.) *This lesson will be worked on during science lab time over the eight week unit • The teacher will use the Smartboard to introduce students to Flickr and the assignment of creating a visual documentation of a deciduous forest ecosystem food chain. • The teacher will also show students the digital cameras they will be working with to upload their pictures. • The teacher will show students how to annotate their pictures for posting on Flickr. Lesson/Discussion: • The teacher will show the video of Camp Thunderbird and what the students will expect from their one day trip. • The teacher will review the deciduous forest ecosystem and the elements of a food chain. • The teacher will put students into groups of threes and let them practice using the digital cameras. • Once students are comfortable with the cameras, the teacher will remind students that they are to document elements of the deciduous forest ecosystem (including producers, consumers, and decomposers) for posting and annotating of their posts and creation of their food chains. Independent Practice: • The next day after the field trip, the students will research their photos in order to correctly name what they are posting to Flickr. • The students will post their virtual field trip on line at Flickr and annotate each picture. • After, the students will print out some of their photos to create a deciduous forest ecosystem food chain poster. (If students could not document a picture of a consumer, the students will search Flickr to find the picture they need). Homework: Review the elements of a deciduous forest ecosystem. Assessment: The teacher will work directly with students who struggle with computer skills to ensure correct annotations and postings.
SW: learn new verbs and use them in sentences. SW be able to select pictures using FLICKR.com to represent new vocabulary.
Student Studies Book, New vocabulary list, computer, FLICKR website SW review basic concept of communities and maps by watching: A brainpop video and briefly discuss content TW guide students through powerpoint named “Mapping out Your Community.” SW be able to interact with the powerpoint and make connections to prior knowledge and experiences. SW use the FLICKR website and type their new vocabulary in the “search window” and come up with their own definition of the word based on the pictures that they are able to find.
Map, community, compass, map key, direction, north, south, east, west
Teacher observation, peer observation, picture representations and definitions ESL students will paired with a peer to assist with picture look up. SW create a small map of their community labeling new vocabulary words.
Teacher: Cindy Joensen Grade: 5 Objective: 1.01 Describe the deciduous forest ecosystems (communities of organisms and their interaction with the environment).1.02 Identify and analyze the functions of organisms within the population of the ecosystem: Producers, consumers, decomposers. 4.10 Use technology as a tool to enhance and/or publish a product. Students will be able to: Document through Flickr the elements of a deciduous forest ecosystem while on the one day field trip to Camp Thunderbird and create a food chain representation of the deciduous forest ecosystem. Materials: Computer lab, Smartboard, school digital cameras, text book, science journal Vocabulary: ecosystem, deciduous forest, producer, consumer, decomposer, food chain Launch: (Engage the students with a scenario, problem, etc. Pose a guiding question.) *This lesson will be worked on during science lab time over the eight week unit • The teacher will use the Smartboard to introduce students to Flickr and the assignment of creating a visual documentation of a deciduous forest ecosystem food chain. • The teacher will also show students the digital cameras they will be working with to upload their pictures. • The teacher will show students how to annotate their pictures for posting on Flickr. Lesson/Discussion: • The teacher will show the video of Camp Thunderbird and what the students will expect from their one day trip. • The teacher will review the deciduous forest ecosystem and the elements of a food chain. • The teacher will put students into groups of threes and let them practice using the digital cameras. • Once students are comfortable with the cameras, the teacher will remind students that they are to document elements of the deciduous forest ecosystem (including producers, consumers, and decomposers) for posting and annotating of their posts and creation of their food chains. Independent Practice: • The next day after the field trip, the students will research their photos in order to correctly name what they are posting to Flickr. • The students will post their virtual field trip on line at Flickr and annotate each picture. • After, the students will print out some of their photos to create a deciduous forest ecosystem food chain poster. (If students could not document a picture of a consumer, the students will search Flickr to find the picture they need). Homework: Review the elements of a deciduous forest ecosystem. Assessment: The teacher will work directly with students who struggle with computer skills to ensure correct annotations and postings.
Objective: Students will use flickr to generate ideas for writing a three paragraph creative writing fiction story. Procedure: • Teacher will show students how to use flickr.com. • The students will think of a topic and type it into flickr and search through the pictures that have a similar tag. • Students will explore pictures and pick one to write a fiction story about. • The student will write an introductory paragraph about the picture. • The next paragraph will be the events that led up to the picture. • The final paragraph will be about the events that will happen after the scene in the picture. • Students will indent each paragraph, use capital letters and correct punctuation. • The teacher will conference with students as they write about their work to make sure they are on track to writing a focused three paragraph story.
Closing and Assessment: The students will share their picture and stories. They will share what they typed in flickr and used as their tag. The teacher will grade the writing using a rubric that scores mechanics and content focus.
Standards 4.02 Use oral and written language to present information and ideas in a clear, concise manner 4.03 Make oral and written presentations using visual aids with an awareness of purpose and audience. 4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives, essays, presentations). 4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion). 4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions). 4.08 Focus revision on a specific element such as: • word choice. • sequence of events and ideas. • transitional words. • sentence patterns. 4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint). 4.10 Use technology as a tool to gather, organize, and present information.
Objectives Students will be able to compose a clear, concise piece of writing. Students will be able to include all necessary elements of the genre autobiography. Students will be able to add visual images that represent and enhance their story.
Procedure 1. Teacher model using a graphic organizer of how to brainstorm ideas to include in an autobiography. 2. Teacher then models how to take information in the graphic organizer and turn it into a rough draft. 3. Students will use a copy of the graphic organizer to brainstorm their own information. 4. Students then create a rough draft of their autobiography. 5. Students can use peer buddies to revise and edit their work. 6. Teacher will conference with each student multiple times throughout the writing process to offer critiques, suggestions, or encouragement 7. Students will create their final, published piece. 8. After creating their final piece, they will use Flickr to either search for relevant photographs to accompany their autobiography or upload pictures that they have taken (school digital camera) or scanned 9. Students will be able to share their final written work with the photo slide show on the SMART board. Assessment Students will create an autobiography with appropriate grammar, conventions, and genre elements. Students will produce a slide show of at least 5 pictures in length to accompany their written work. Differentiation Students can use peer buddies. Variety in length of written work Conferences with students
Science lesson for Flickr
ReplyDeleteTeacher: Lindsey Hensley Date: March 21, 2011
Objective SW identify the steps of the scientific method.
SW discuss and explore science fair projects.
SW present project findings in preparation for science fair.
SW view results by way of Flickr
Activities that Develop the objective
**Students were previously assigned the task of identifying a question to be answered by completing a science fair project. Students were required to question something that correlates with the 4th grade standard course of study. Students were given trifold boards and asked to include all parts of the scientific method on their boards. Boards have already been turned in to the judges, however, students were told to upload photos, data, and other examples of progress on the internet, by way of Flickr. Their Flickr images are the only thing they are allowed to present to the class.**
TW begin lesson by reviewing the parts of the scientific method: Define the question, gather information and resources, form hypopthesis, perform experiment, collect data, analyze data, interpret data, draw conclusions, and publish results.
Next, TW allow students the opportunity to share the questions that giuded the development of their science fair projects. SW present their projects to the class by way of their uploaded images.
Students will come forward and pull up their Flickr images on the Promethean Board and take students through the scientific method by way of their uploaded photos.Students will assess one another by listening to and watching Flickr presentations and checking off rubric to see that each part of the scientific method was included in the images, either by photos, graphs, etc.
**TW be able to post grades and comments by way of commenting on each image!**
Assessment
Observation/discussion/presentations
Posted photos and comments on www.flickr.com
Completed assessment by way of rubric
Lesson Plan Incorporating Flikr
ReplyDeleteDr. Diggs
ED 550
Teacher: Katie Pauly
Subject: Science
Objective: Students will locate simple machines using pictures of real-life objects. 4.07
Prior Knowledge: Students will need to know the names and uses of simple machines.
Guided Practice: Students will be directed to the Flickr site with photos uploaded and tagged by the teacher. The teacher will show students how to study the photo, and roll over the photo to read the tags. Students will complete two photos as a class. They will first determine what they are looking at (i.e. light bulb), then guess which simple machine it is (screw). Students will then roll over the light bulb in the photo and check their guess.
Independent Practice: Students will continue with the assignment on their own. Students will be asked to write down their “guesses” for each photo, check their guess by rolling over the photo, and then write a brief explanation as to why that object is classified as the given simple machine.
Differentiation: Some students will be given photos that begin with obvious examples of the simple machines. Others will be given more complex photos, requiring them to really process how the machine works.
Assessment: Students will be given a written assessment including pictures. Students will complete the assessment based on the pictures they viewed on flickr. Group Discussion: Students and teacher will discuss how people use simple machines in the real world to solve problems.
Objective: Students will be able to identify the various parts of a plant and they will be able to label how to create a garden, plant it, and then take care of it.
ReplyDeleteIntroduction: Introduce students to plants with a lima bean. Discuss what a lima bean is and what it will need to grow. Students will take a picture of the lima bean from the outside and the inside. Students will be posting all of their picture on Flickr to share with the world how to garden. Next students will water the lima bean and give it light. As the lima bean starts growing the students will take a picture of the stages and record what each part of the plant is. Seedling, stem, leaf, etc.
Procedure: After watching the lima bean grow, the students will begin to think about how to plant a garden. Discuss what a garden will need, soil, seeds, sunlight, water, fertilizer, etc. Students will plant a garden outside and take pictures of each step so that they can post the pictures on the web and label the picture so that outside viewers can see what is happening in each picture. When the garden is done, students will use the Flickr annotation to label what types of fruits and veggies we planted throughout the garden. We will take care of the garden and document the process along the way with photography and post the pictures on Flickr. As the garden starts to grow, we will also document the changes and show using a ruler how tall the plants are growing. We could also post the average plant growth in one week.
Follow-up: Students will invite in their parents to share the pictures and explain what we have been doing in science. The students will use proper vocabulary, show their parents the garden, and also include a how-to writing example for the parents about how-to plant a garden. The students will always have the photos and could share them with other family members at home. If other grades are interested, we could also share our project with them. Students will take a multiple-choice quiz to assess if they understand that parts of a plant, plant needs, and how to properly plant a garden.
Flickr Lesson using math geometric vocabulary terms
ReplyDeleteObjective:
Classify two-dimensional figures as parallelograms, rhombuses, trapezoids, and hexagons and three-dimensional figures as prism and pyramid according to geometric attributes.
Describe the attributes of figures and use the attributes to recognize different variations of figures.
Subject Area:
Mathematics
Materials:
Access to internet
Smartboard
Examples of two-dimensional and three-dimensional shapes
Procedures:
To begin our unit on geometry, we will review what we remember about two-dimensional shapes from a previous unit. We will take this knowledge to dig deeper in our new unit, describing two-dimensional and three-dimensional shapes.
The teacher will ask students to identify and describe the two-dimensional shapes we have already learned: square, triangle, circle, rectangle, parallelogram, rhombus, trapezoid, and hexagon. In the classroom we have pattern blocks of each shape. But where do we see these shapes in real life? The teacher will pull up Flickr on the Smartboard. Using Flickr the class will search each shape to find examples of them in real life. The class will have discussions describing the attributes of each two-dimensional shape and why each is used for real life purposes (for example: we see hexagons in beehives and in tile work, we see a square in a slice of cheese).
To introduce three-dimensional shapes, we are going to use Flickr and our knowledge of two-dimensional shapes. We will type each new vocabulary word into the Flickr search to find examples of each (rectangular prism, cube, sphere, triangular prism, pyramid, cone, and cylinder). We can even print out the picture we like best for each shape and add it to our math word wall next to the vocabulary word.
We will spend time looking closely at each shape and describing the attributes of each (how many sides/faces/edges). Once we have a good understanding of each shape (two-dimensional and three-dimensional) students will use cameras to take pictures of examples they find in their own lives. We will use these pictures to classify the objects (two-dimensional or three-dimensional) and talk about why we see objects having these specific shapes. Then we will add our pictures to our Flickr account to share and teach others what we learned about shapes.
Assessment:
Students will be assessed on how well they can identify two-dimensional and three dimensional shapes. They will also be assessed on how well they can describe each shape. They can use their pictures to show how shapes are used in real life.
Date:3/21/11 Social Studies Unit: Communities
ReplyDeleteGrade: 2nd
Lesson: Five – Weekly Reflection and Wrap Up
Objective(s): Social Studies Competency Goal 3: The learner will analyze how individuals, families, and communities are alike and different.
3.01 Compare similarities and differences between oneself and others.
3.02 Describe similarities and differences among families in different communities.
3.03 Compare similarities and differences among cultures in various communities.
3.05 Identify historical figures and events associated with various cultural traditions and holidays celebrated around the world.
3.06 Identify individuals of diverse cultures and describe on their contributions to society.
Social Studies Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
5.03 Compare and contrast the physical features of communities and regions.
5.04 Identify the absolute and relative location of communities.
5.06 Identify and describe the people, vegetation, and animal life specific to certain regions and describe their interdependence.
Communities– Day 5
Instructional Input/Independent Practice: Students will work in the technology lab to explore pictures of different communities they have learned about throughout the first week. They will use the class Flickr page to find their pictures and create a reflective journal. Explain that students will be writing a description of what they see in the picture. Remind them to use descriptive writing and to focus on creating writing that helps readers visualize what they are seeing. Ask students to use the things they have learned during the unit on Communities to guide their writing. When writing is complete, students will present to their small-group. Students will later use the pictures they found to create a vocabulary presentation as a culminating activity for the unit.
Students will search for pictures within the class gallery of the following:
• Cities/Towns
• Schools
• Children
• Adults
• Sporting Events
• Holidays
• Animals
• Landforms
Before students begin, remind them of online expectations for class:
• Students must complete the all prior assignments before responding online
• Students are required to respond on at least one picture
• Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed on content and quality of writing as well as connection to the unit theme. Students will be given feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the unit which will require use of flickr as a resource for creating a vocabulary presentation.
Differentiation: Students will be grouped heterogeneously in teams for the purpose of sharing and providing feedback. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.
Teacher: Cindy Joensen Grade: 5
ReplyDeleteObjective: 1.01 Describe the deciduous forest ecosystems (communities of organisms and their interaction with the environment).1.02 Identify and analyze the functions of organisms within the population of the ecosystem: Producers, consumers, decomposers. 4.10 Use technology as a tool to enhance and/or publish a product.
Students will be able to: Document through Flickr the elements of a deciduous forest ecosystem while on the one day field trip to Camp Thunderbird and create a food chain representation of the deciduous forest ecosystem.
Materials: Computer lab, Smartboard, school digital cameras, text book, science journal Vocabulary: ecosystem, deciduous forest, producer, consumer, decomposer, food chain
Launch: (Engage the students with a scenario, problem, etc. Pose a guiding question.)
*This lesson will be worked on during science lab time over the eight week unit
• The teacher will use the Smartboard to introduce students to Flickr and the assignment of creating a visual documentation of a deciduous forest ecosystem food chain.
• The teacher will also show students the digital cameras they will be working with to upload their pictures.
• The teacher will show students how to annotate their pictures for posting on Flickr.
Lesson/Discussion:
• The teacher will show the video of Camp Thunderbird and what the students will expect from their one day trip.
• The teacher will review the deciduous forest ecosystem and the elements of a food chain.
• The teacher will put students into groups of threes and let them practice using the digital cameras.
• Once students are comfortable with the cameras, the teacher will remind students that they are to document elements of the deciduous forest ecosystem (including producers, consumers, and decomposers) for posting and annotating of their posts and creation of their food chains.
Independent Practice:
• The next day after the field trip, the students will research their photos in order to correctly name what they are posting to Flickr.
• The students will post their virtual field trip on line at Flickr and annotate each picture.
• After, the students will print out some of their photos to create a deciduous forest ecosystem food chain poster. (If students could not document a picture of a consumer, the students will search Flickr to find the picture they need).
Homework: Review the elements of a deciduous forest ecosystem. Assessment: The teacher will work directly with students who struggle with computer skills to ensure correct annotations and postings.
SW: learn new verbs and use them in sentences. SW be able to select pictures using FLICKR.com to represent new vocabulary.
ReplyDeleteStudent Studies Book, New vocabulary list, computer, FLICKR website
SW review basic concept of communities and maps by watching:
A brainpop video and briefly discuss content
TW guide students through powerpoint named “Mapping out Your Community.” SW be able to interact with the powerpoint and make connections to prior knowledge and experiences. SW use the FLICKR website and type their new vocabulary in the “search window” and come up with their own definition of the word based on the pictures that they are able to find.
Map, community, compass, map key, direction, north, south, east, west
Teacher observation, peer observation, picture representations and definitions
ESL students will paired with a peer to assist with picture look up.
SW create a small map of their community labeling new vocabulary words.
Teacher: Cindy Joensen Grade: 5
ReplyDeleteObjective: 1.01 Describe the deciduous forest ecosystems (communities of organisms and their interaction with the environment).1.02 Identify and analyze the functions of organisms within the population of the ecosystem: Producers, consumers, decomposers. 4.10 Use technology as a tool to enhance and/or publish a product.
Students will be able to: Document through Flickr the elements of a deciduous forest ecosystem while on the one day field trip to Camp Thunderbird and create a food chain representation of the deciduous forest ecosystem.
Materials: Computer lab, Smartboard, school digital cameras, text book, science journal Vocabulary: ecosystem, deciduous forest, producer, consumer, decomposer, food chain
Launch: (Engage the students with a scenario, problem, etc. Pose a guiding question.)
*This lesson will be worked on during science lab time over the eight week unit
• The teacher will use the Smartboard to introduce students to Flickr and the assignment of creating a visual documentation of a deciduous forest ecosystem food chain.
• The teacher will also show students the digital cameras they will be working with to upload their pictures.
• The teacher will show students how to annotate their pictures for posting on Flickr.
Lesson/Discussion:
• The teacher will show the video of Camp Thunderbird and what the students will expect from their one day trip.
• The teacher will review the deciduous forest ecosystem and the elements of a food chain.
• The teacher will put students into groups of threes and let them practice using the digital cameras.
• Once students are comfortable with the cameras, the teacher will remind students that they are to document elements of the deciduous forest ecosystem (including producers, consumers, and decomposers) for posting and annotating of their posts and creation of their food chains.
Independent Practice:
• The next day after the field trip, the students will research their photos in order to correctly name what they are posting to Flickr.
• The students will post their virtual field trip on line at Flickr and annotate each picture.
• After, the students will print out some of their photos to create a deciduous forest ecosystem food chain poster. (If students could not document a picture of a consumer, the students will search Flickr to find the picture they need).
Homework: Review the elements of a deciduous forest ecosystem. Assessment: The teacher will work directly with students who struggle with computer skills to ensure correct annotations and postings.
Objective: Students will use flickr to generate ideas for writing a three paragraph creative writing fiction story.
ReplyDeleteProcedure:
• Teacher will show students how to use flickr.com.
• The students will think of a topic and type it into flickr and search through the pictures that have a similar tag.
• Students will explore pictures and pick one to write a fiction story about.
• The student will write an introductory paragraph about the picture.
• The next paragraph will be the events that led up to the picture.
• The final paragraph will be about the events that will happen after the scene in the picture.
• Students will indent each paragraph, use capital letters and correct punctuation.
• The teacher will conference with students as they write about their work to make sure they are on track to writing a focused three paragraph story.
Closing and Assessment: The students will share their picture and stories. They will share what they typed in flickr and used as their tag. The teacher will grade the writing using a rubric that scores mechanics and content focus.
Standards
ReplyDelete4.02 Use oral and written language to present information and ideas in a clear, concise manner
4.03 Make oral and written presentations using visual aids with an awareness of purpose and
audience.
4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives,
essays, presentations).
4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming,
mapping, webbing, reading, discussion).
4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).
4.08 Focus revision on a specific element such as:
• word choice.
• sequence of events and ideas.
• transitional words.
• sentence patterns.
4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).
4.10 Use technology as a tool to gather, organize, and present information.
Objectives
Students will be able to compose a clear, concise piece of writing.
Students will be able to include all necessary elements of the genre autobiography.
Students will be able to add visual images that represent and enhance their story.
Procedure
1. Teacher model using a graphic organizer of how to brainstorm ideas to include in an autobiography.
2. Teacher then models how to take information in the graphic organizer and turn it into a rough draft.
3. Students will use a copy of the graphic organizer to brainstorm their own information.
4. Students then create a rough draft of their autobiography.
5. Students can use peer buddies to revise and edit their work.
6. Teacher will conference with each student multiple times throughout the writing process to offer critiques, suggestions, or encouragement
7. Students will create their final, published piece.
8. After creating their final piece, they will use Flickr to either search for relevant photographs to accompany their autobiography or upload pictures that they have taken (school digital camera) or scanned
9. Students will be able to share their final written work with the photo slide show on the SMART board.
Assessment
Students will create an autobiography with appropriate grammar, conventions, and genre elements.
Students will produce a slide show of at least 5 pictures in length to accompany their written work.
Differentiation
Students can use peer buddies.
Variety in length of written work
Conferences with students