Lesson Plan Incorporating Wikis Dr. Diggs ED 550 Teacher: Katie Pauly Objective: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5. Students will explain how to solve various problems under each goal, and present their goal to the class.
Prior Knowledge: Students have been previously taught how to solve problems from each goal by the classroom teacher. Essential Question: How will you present already learned information to your class in a new, fun way? Guided Practice: (Day 1) Students will be broken up into groups of 4, and assigned a goal (these students will become the experts on this goal). Students will be assigned two or three types of problems from their goal that will be heavily tested on their math EOG. Students will first brainstorm how they want to teach their class to solve the given problems. Students will look for easy to understand ways to present their information. (Day 2, 3) Students will be shown how to navigate the wiki site.
Independent Practice: (Day 1) Students will work with their groups to create their teaching method. Students will create a rough draft with their group. (Day 2,3) Students will log into the wiki, and create a page for their goal. Students will input their information into the wiki. Sharing: Sharing will take place over the next week (5 days). One group will present per week. Students will share their “how-to” wikis with their classmates. ALL students will then put the information to use, as they solve problems from the presented goal. Differentiation: Students will be placed in groups based on strengths, and ability levels. Students who tend to struggle in math will be assigned a goal that they can achieve at, as well as a group that will support and guide them.
Assessment: Group presentations and practice problems.
*This lesson plan will be used as a reteach method. The wikis will be created over a period of a few days, and be presented over a period of one week.
Objective: Students will be able to research and animal and create a wiki to publish the information that they have found.
Introduction: Introduce animal research project to students. Tell the class that we have been talking about plants, their needs, and where they can be found. Now we are going to research animals and see what their needs are and where they can be found. Each student will be picking an animal, completing online research, and will check out books from the library to help with the research. Tell the class that they will have a 5th grade buddy that will also be researching the same animal. Once the research is complete each student will write up what they learned about their animal based on the research. Each student will work with the teacher to post a wiki about their animal.
Procedure: Brainstorm with the students possible animals that they could choose for their research project. Tell the class that everyone must choose a different animal. No two children can have the same animal. Once there is an adequate list of animals on the board, take the class to the library so that they can find and check out books on their animal. Help students to pick out books that are grade-level appropriate. After students have checked out their books encourage them to take them home for the night to start reading about their animal. The following day students will identify what would be important to include in a research paper about their animal. Name, size, habitat, special characteristics, predator to…, prey to…., babies, etc. Allow students to start putting post-its in their books by important information that needs to be included in the research paper. Allow students to also look at pictures online and look up information online during computer class. After students have collected enough data, model how to write a research paper about the animal. Give students a specific format to follow. Encourage the students to make sure the information is accurate because they will be posting it into a wiki format. (Explain wiki) Show student the wiki page. Follow-up: After students have finished their research papers, allow them to read the document as you type it into the class wiki. Remind the class that the 5th graders are going to be looking at the information and adding more details so we will be checking back to see what they found. Tell students that they can always add more to their wiki post if they find out more information on their animal.
Objective(s): Science Competency Goal 3: The learner will observe and conduct investigations to build an understanding of changes in properties. 3.01 Identify three states of matter: • Solid. • Liquid. • Gas. 3.02 Observe changes in state due to heating and cooling of common materials. 3.03 Explain how heat is produced and can move from one material or object to another. 3.04 Show that solids, liquids and gases can be characterized by their properties. 3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and how they can be separated again. 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.
Matter Unit Overview– Day 1
Instructional Input: In order to assess background knowledge and begin our inquiry unit, we will be creating a KWL chart as a class. This will be posted on the class wiki and can be edited by students as the unit progresses. Students will be introduced to online resources that can be assessed throughout the unit. The wiki includes pages for each state of matter, where students will find the following links to links to virtual experiments, videos, etc:
Independent Practice: Over the course of the unit, students will create a "Frequently Asked Questions" page where they will ask and respond to questions. They will be required to post at least two inquiry questions and responses over the course of the unit. Students will also create a glossary of terms, assigned weekly, in teams using illustrations and definitions. As the unit progresses, students may post teacher-approved resources found through online research.
Before students begin, remind them of online expectations for class:
• Students must complete the assignments before responding online • Students are required to respond once per page FAQ/Glossary. • Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the book which will require use of blog as a resource.
Differentiation: Students will be grouped heterogeneously in teams for glossary posts. 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.
Gray Donohoe EDU 550 Lesson Plan including a WIKI March 7 2011
Objective: 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. • Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Materials: Math Madness workbook, SOLVE problem solving strategies, access to class wiki page
Teacher Input/Guided Practice:
We have been reviewing SOLVE problem solving strategies all week.
S Set up the question O Organize the information L Line up the problem V Verify the Answer E Examine the results
Practice this strategy with several problems on the promethean board. Focus on the idea that the “Line up the Problem” way can be done more than one way. Some people want to draw a picture; others may want to make a table.
Independent Practice:
Tonight for homework instead of solving the word problems in your math madness activity on your paper, go to the wiki page and share how you solved one of the problems. If you see that someone else has solved your problem, note if they solved it the same way as you and see if you can’t show another way to solve the problem. Be sure to tag your work so we will know that you had input. This would also be a time to post any trouble or confusion you may have had.
Assessment: Was the student able to demonstrate the SOLVE method on the wiki? Extra Credit: If someone had trouble and you are able to give them help or advice, I will consider extra credit.
Vocabulary Wiki Objective: Students will be familiar with, post and read definitions of words that will be used during instruction for the next week on the wiki. Students will use the wiki as an online word wall for each subject. Procedure: • Teacher will determine which words are important to know for the subjects for the next week. • Students will be assigned words to become experts in and post their definitions and use them in context. • Students will be expected to read the definitions and then use them in context throughout the next week as they are used in instruction. • Teacher will keep a checklist going of words that are mastered by students and words that need to be relooped into instruction. • The teacher will ask bilingual parents to translate the definitions of the words in Spanish so Hispanic parents can use the wiki as a reference tool also. Assessment: Teacher will mark who is using and understanding the vocabulary words for the week. Formative assessments for morning work or journaling will be scored to ensure that the vocabulary is mastered. Students will be expected to read and post words on the wiki each week. Students and parents can use the wiki as a reference and a word wall throughout the school year.
Standard- 2.02 Interact with the text before, during, and after reading, listening, and viewing by formulating questions and making connections 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by making inferences and drawing conclusions about characters, events and themes 3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 4.02 Use oral and written language to present information
Objective- Students will be able to answer given questions about a text. Students will be able to create and generate questions about a text. Students will be able to share information about a text in a variety of ways.
Procedure- The wiki has previously been created and shared with students.
Students will spend time researching and posting to the question on the main page: How did machines get America moving?
Students will create a virtual concept-question board. They may post questions, concepts, video clips, web links, or images that help to answer the given question.
Assessment- Students will post at least 3 times on the concept-question board. Students will give a clear, supported response to each question posed on the discussion board.
Differentiation- Students may work in partners or groups. Students may be given smaller, more managable prompts in order to begin posting information and researching.
Lesson Plan Incorporating Wikis
ReplyDeleteDr. Diggs
ED 550
Teacher: Katie Pauly
Objective: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5. Students will explain how to solve various problems under each goal, and present their goal to the class.
Prior Knowledge: Students have been previously taught how to solve problems from each goal by the classroom teacher.
Essential Question: How will you present already learned information to your class in a new, fun way?
Guided Practice: (Day 1) Students will be broken up into groups of 4, and assigned a goal (these students will become the experts on this goal). Students will be assigned two or three types of problems from their goal that will be heavily tested on their math EOG. Students will first brainstorm how they want to teach their class to solve the given problems. Students will look for easy to understand ways to present their information. (Day 2, 3) Students will be shown how to navigate the wiki site.
Independent Practice: (Day 1) Students will work with their groups to create their teaching method. Students will create a rough draft with their group. (Day 2,3) Students will log into the wiki, and create a page for their goal. Students will input their information into the wiki.
Sharing: Sharing will take place over the next week (5 days). One group will present per week. Students will share their “how-to” wikis with their classmates. ALL students will then put the information to use, as they solve problems from the presented goal.
Differentiation: Students will be placed in groups based on strengths, and ability levels. Students who tend to struggle in math will be assigned a goal that they can achieve at, as well as a group that will support and guide them.
Assessment: Group presentations and practice problems.
*This lesson plan will be used as a reteach method. The wikis will be created over a period of a few days, and be presented over a period of one week.
Objective: Students will be able to research and animal and create a wiki to publish the information that they have found.
ReplyDeleteIntroduction: Introduce animal research project to students. Tell the class that we have been talking about plants, their needs, and where they can be found. Now we are going to research animals and see what their needs are and where they can be found. Each student will be picking an animal, completing online research, and will check out books from the library to help with the research. Tell the class that they will have a 5th grade buddy that will also be researching the same animal. Once the research is complete each student will write up what they learned about their animal based on the research. Each student will work with the teacher to post a wiki about their animal.
Procedure: Brainstorm with the students possible animals that they could choose for their research project. Tell the class that everyone must choose a different animal. No two children can have the same animal. Once there is an adequate list of animals on the board, take the class to the library so that they can find and check out books on their animal. Help students to pick out books that are grade-level appropriate. After students have checked out their books encourage them to take them home for the night to start reading about their animal.
The following day students will identify what would be important to include in a research paper about their animal. Name, size, habitat, special characteristics, predator to…, prey to…., babies, etc. Allow students to start putting post-its in their books by important information that needs to be included in the research paper. Allow students to also look at pictures online and look up information online during computer class.
After students have collected enough data, model how to write a research paper about the animal. Give students a specific format to follow. Encourage the students to make sure the information is accurate because they will be posting it into a wiki format. (Explain wiki) Show student the wiki page.
Follow-up: After students have finished their research papers, allow them to read the document as you type it into the class wiki. Remind the class that the 5th graders are going to be looking at the information and adding more details so we will be checking back to see what they found. Tell students that they can always add more to their wiki post if they find out more information on their animal.
Date: 3/7/11 Science Unit: Matter
ReplyDeleteGrade:2nd
Lesson: One – Unit Introduction and Overview
Objective(s): Science Competency Goal 3: The learner will observe and conduct investigations to build an understanding of changes in properties.
3.01 Identify three states of matter:
• Solid.
• Liquid.
• Gas.
3.02 Observe changes in state due to heating and cooling of common materials.
3.03 Explain how heat is produced and can move from one material or object to another.
3.04 Show that solids, liquids and gases can be characterized by their properties.
3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and how they can be separated again.
3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.
Matter Unit Overview– Day 1
Instructional Input: In order to assess background knowledge and begin our inquiry unit, we will be creating a KWL chart as a class. This will be posted on the class wiki and can be edited by students as the unit progresses. Students will be introduced to online resources that can be assessed throughout the unit. The wiki includes pages for each state of matter, where students will find the following links to links to virtual experiments, videos, etc:
http://www.quia.com/ba/65657.html http://www.quia.com/mc/789715.html
http://www.quia.com/jfc/789715.html http://www.quia.com/cc/789715.html
http://www.quia.com/jg/789715list.html http://www.bbc.co.uk/schools/scienceclips/ages/8_9/
http://campbell.k12.va.us/Modules/ShowDocument.aspx?documentid=1051
http://player.discoveryeducation.com/index.cfm?guidAssetId=83A4FF97-57E2-4073-96C5-ED75AC5223CD
Independent Practice: Over the course of the unit, students will create a "Frequently Asked Questions" page where they will ask and respond to questions. They will be required to post at least two inquiry questions and responses over the course of the unit. Students will also create a glossary of terms, assigned weekly, in teams using illustrations and definitions. As the unit progresses, students may post teacher-approved resources found through online research.
Before students begin, remind them of online expectations for class:
• Students must complete the assignments before responding online
• Students are required to respond once per page FAQ/Glossary.
• Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the book which will require use of blog as a resource.
Differentiation: Students will be grouped heterogeneously in teams for glossary posts. 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.
Gray Donohoe EDU 550
ReplyDeleteLesson Plan including a WIKI
March 7 2011
Objective:
1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
• Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras,
scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Materials: Math Madness workbook, SOLVE problem solving strategies, access to class wiki page
Teacher Input/Guided Practice:
We have been reviewing SOLVE problem solving strategies all week.
S Set up the question
O Organize the information
L Line up the problem
V Verify the Answer
E Examine the results
Practice this strategy with several problems on the promethean board. Focus on the idea that the “Line up the Problem” way can be done more than one way. Some people want to draw a picture; others may want to make a table.
Independent Practice:
Tonight for homework instead of solving the word problems in your math madness activity on your paper, go to the wiki page and share how you solved one of the problems.
If you see that someone else has solved your problem, note if they solved it the same way as you and see if you can’t show another way to solve the problem.
Be sure to tag your work so we will know that you had input.
This would also be a time to post any trouble or confusion you may have had.
Assessment: Was the student able to demonstrate the SOLVE method on the wiki?
Extra Credit: If someone had trouble and you are able to give them help or advice, I will consider extra credit.
Vocabulary Wiki
ReplyDeleteObjective: Students will be familiar with, post and read definitions of words that will be used during instruction for the next week on the wiki. Students will use the wiki as an online word wall for each subject.
Procedure:
• Teacher will determine which words are important to know for the subjects for the next week.
• Students will be assigned words to become experts in and post their definitions and use them in context.
• Students will be expected to read the definitions and then use them in context throughout the next week as they are used in instruction.
• Teacher will keep a checklist going of words that are mastered by students and words that need to be relooped into instruction.
• The teacher will ask bilingual parents to translate the definitions of the words in Spanish so Hispanic parents can use the wiki as a reference tool also.
Assessment: Teacher will mark who is using and understanding the vocabulary words for the week. Formative assessments for morning work or journaling will be scored to ensure that the vocabulary is mastered. Students will be expected to read and post words on the wiki each week. Students and parents can use the wiki as a reference and a word wall throughout the school year.
Standard-
ReplyDelete2.02 Interact with the text before, during, and after reading, listening, and viewing by formulating questions and making connections
2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by making inferences and drawing conclusions about characters, events and themes
3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
4.02 Use oral and written language to present information
Objective-
Students will be able to answer given questions about a text.
Students will be able to create and generate questions about a text.
Students will be able to share information about a text in a variety of ways.
Procedure-
The wiki has previously been created and shared with students.
Students will spend time researching and posting to the question on the main page: How did machines get America moving?
Students will create a virtual concept-question board. They may post questions, concepts, video clips, web links, or images that help to answer the given question.
Assessment-
Students will post at least 3 times on the concept-question board.
Students will give a clear, supported response to each question posed on the discussion board.
Differentiation-
Students may work in partners or groups.
Students may be given smaller, more managable prompts in order to begin posting information and researching.