Tag Archive | "elementary"
Posted on 02 May 2012. Tags: elementary, lkes, pixie, social studies
Submitted by: Susan Forthuber, Barbara Marsh, Vicky Hughes
School: Lakeside Elementary School
Summary
The students will create models showing specific information of each of the Powhatan, Lakota, and Pueblo tribes. The students will create a triarama that will demonstrate knowledge of Indian Regions.
TIPC Ratings
This was not the focus area of this lesson.
The students worked together in self-selected groups choosing their own roles as they completed their triaramas. They posted their reflections on the classroom blog, and they commented on the pictures of their triaramas which were also posted on the blog.
This was not the focus area of this lesson.
This was not the focus area of this lesson.
Student Artifact
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Contents:
- Lesson Plan
- Student Artifacts
Posted in Creativity - Dev, Elementary School, Grade Level, Social Studies, Subject, TIP Chart, Virginia Studies
Posted on 19 April 2012. Tags: elementary, lkes, math
Submitted by: Kat Anderson
School: Lakeside Elementary School
Summary
Over the course of three class sessions, students choose to complete up to 9 different math activities from an addition menu board.
The task were as follows:
• On-line flashcards/timed speed drill
• Knowledge Box #1 – basic addition review video tutorial/related game/worksheet
• Addition Webquest (websites for basic fact practice)
• Addition Puzzle Solving at Promethean Board
• Number Balance with calculators to create balanced equations
• Knowledge Box #2 – addition with regrouping video tutorial/game/worksheet
• Illustrating addition equations (using Pixie, Keynote, ActivInspire)
• Creating and sharing an addition test
• Writing a math story containing addition problems.
After completing each task, students were instructed to also complete corresponding reflection questions about the activity as part of the over-all evaluation/assessment.
TIPC Ratings
This was not the focus area for this lesson.
This was not the focus area for this lesson.
In this differentiated lesson, students were allowed to make a variety of choices in order to critically think and problem solve around the concepts of addition, fact families, and equations. During the first day, they selected sites and or programs, with a partner or with a team in order to answer review and solve mathematical problems. By the second and third class periods, students then utilized those facts to solve puzzles and generate their own problems and stories. Students were required to complete reflection questions after completing each of the activities. Students were asked to think about why they choose the activities they did, which tools they used, and how they solved problems. By day three activities, students were selecting the digital tools (Pixie, Keynote, Pages, etc.) and selecting the tasks in order to create mathematical problems in their own formats.
Assignments from the menu board allow students to take their understanding of basic addition facts and apply that information to different challenges and creative scenarios (like creating a test, writing a story, or illustrating a fact). Students were given the baseline parameters, but were encouraged to take the activities where they wanted them to go. All students, on their own individual learning levels, were able to select starting task at their own comfort level and were able to scaffold to more complicated and complex task of their choosing. By the third day, all students were taking risks and thinking about the addition tasks in creative ways. As mentioned above, students were asked to answer reflective questions and give personal feedback on the learning process after completing each activity. Even when completing review activities, the students were asked to think about ways they would make an addition video game, etc. and encouraged to discuss these ideas with partners, teammates, and the class.
Student Artifact
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Contents:
- Lesson Plan
- Addition Menu Board
- Addition Menu Board Instructions
- Student Artifacts
- Student Reflection Form
Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Math, Subject, TIP Chart
Posted on 29 March 2012. Tags: elementary, lkes, Science
Submitted by: Kensey Jones, Cara Olexy, Kelly Lassiter and Carole Timberlake
Collaborators: Daria Blom (Friends of Rappahannock educator)
School: Lakeside Elementary School
Summary
Students will be using cameras to document real life examples of force and motion. They will build cars or airplanes using recycled materials that are movable by either pushing or pulling. Teacher will create pixie sort using pictures students have taken for assessment.
TIPC Ratings
This area is not the focus of this lesson.
This area is not the focus of this lesson.
This area is not the focus of this lesson.
Use of digital camera and laptops/promethean board to document understanding of force and motion. Creation of toy cars and airplanes that can be used to demonstrate force and motion. Use of discovery science, promethean flipcharts and textbook to generate knowledge. For reflection, teacher will lead question and answer sessions each during and after activity. These questions will include: What problems did you come across and how could you solve them? What would you do differently? What type of motion is being created? How can we make objects go further and faster?
Student Artifact
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Contents:
- Lesson Plan
- Student Artifacts
Posted in Children's Engineering, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Physical Science, Science, Subject, TIP Chart
Posted on 20 January 2012. Tags: 4th Grade, ActivInspire, Art, blog, Collaboration, communication, creativity, critical thinking, E12S, Echo Lake, elementary, language arts, project, research, Science, Skype, social studies, Writing
Submitted by: Diana Hundley
Collaborators: Kadie English-Student Teacher, Merle James- Art, Kathy Vick- Librarian, Jessica DelMonte-ITRT, Parent Volunteers
School: Echo Lake Elementary
Summary
The students will work collaboratively in 5 groups that they have chosen and will be in charge of one of Virginia’s 5 regions of Virginia. Directly prior to today’s culminating lesson, the students’ developed questions the would like to find out about each region as well as what they wanted to learn about the moon. The students each used a graphic organizer and chose from three web-sites to research information about all five regions in class. They also utilized the library in a lesson about searching the web. (Kids Link) They were able to add to their research with this information. The art teacher worked with the students to paint white t-shirts with the map of Virginia for us to wear as Jr. Virginia Trekkers. Today, I will video-conference with the students from the “moon” (to bring in our school-wide theme of “Echo Lake is Out of his World”) and to tell them they have got to visit the moon with me! I will let them know I am on my way back to pick them up so we can compare the physical characteristics of the regions of Virginia to that of the moon. However, we will need to each bring a few things with us about the regions.
TIPC Ratings
Students will use their research from yesterday and will need to collaborate with one another to create a page to add to our 5 Region Flipchart. Each region will have their own page and will need to choose from a collection of pictures that are relevant to their region’s physical characteristics. They will use the pen tool and then use the handwriting recognition to turn it into type-written information. All information taught should be included.
The students will collaborate and communicate together moves to their region’s raps. The moves should mirror somehow the words in the rap. A student will be chosen to use the flip camera and record the students raps.
Then as a group use the synetic’s map and collaborate with each other to come up with 4 nouns that reflect your region. On your map, label each box with a noun. Notice the middle box has the work MOON in it. In each box decide how the noun you chose can make a connection with the MOON. Be able to justify the connection you made. The second part of this assignment will require you to need to compare/contrast your region’s physical characteristics to that of the moon. We will set our goal for the future to PROVE our comparisons/contrasts with the Moon’s surface when “we arrive on the surface.”
Can you plan as a group, after given several items on the table, how would you design your rocket to represent your specific region. Be sure to have conversations with each other to be able to support why you chose the item. You will need to fill out your Rocket Justification sheet as you choose items to use. You may then begin constructing your rocket. This will be the vehicle to house all of your Virginia Region products.
Student Artifact
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Posted in Art, Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Reading, Science, Social Studies, Subject, TIP Chart
Posted on 20 January 2012. Tags: animals, Collaboration, communication, creativity, critical thinking, E12S, elementary, Science, Short Pump ES, voicethread
Submitted by: Lisa Moore, Hilary Deegan, Cheryl Reed, Rachel Smith, Kim West
Collaborators: Ann Dedek, Librarian
School: Short Pump Elementary
Summary
Prior to this specific lesson, as part of a larger research unit on animals and their habitats, students chose an animal to research in the library using a variety of materials and websites. Students then used their research information to create several visuals in order to present their animals and habitats. This lesson focuses specifically on the use of VoiceThread to create each individual student’s “Wild Self,” where they shared information about their animal and its habitat using text, audio, or video. Then, students were able to gather and record information about other animals from their peers, as well as provide open-ended feedback about the product to their classmates. Students used VoiceThread as an effective communication tool to both share information and provide feedback to peers in an engaging format.
TIPC Ratings
This lesson is Developing in Research and Information Fluency as students used classmates research projects to gain new knowledge about animals that they had not researched directly. They recorded this new information into their science interactive notebooks.
This lesson is Ideal/Target in Communication and Collaboration as students used VoiceThread to share their animals. They responded to classmates research with their posts. By using VoiceThread, student projects were able to reach a larger audience.
This lesson was Approaching in Critical Thinking and Problem Solving as students generated and responded to each others work. They used digital tools to accomplish this such as the text, audio, or video options on VoiceThread. To improve this strand, a student reflection component could be added.
This lesson was Approaching in Creativity and Innovation as it incorporated allowed students to generate their own avatars, respond to classmates work with either text, audio, or video responses.
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - Dev, Science, Subject, TIP Chart
Posted on 20 January 2012. Tags: Collaboration, communication, critical thinking, E12S, elementary, math, Short Pump ES
Submitted by: Deborah Stroop
Collaborators: Whitney deBordenave, Elementary ITRT
School: Short Pump Elementary
Summary
This lesson was designed to develop and enhance students Number Sense and was adapted from a lesson in Math Solutions Online Newsletter entitled “Twenty Questions: A Lesson Using the Hundreds Chart.” This lesson targets students lack of vocabulary when describing properties of numbers. Students generate questions, use logical thinking to eliminate possible answers, and apply deductive reasoning while using the hundreds chart.
TIPC Ratings
Research was not a focus of this lesson, so it was not observed. Research could be added to this lesson by having students research examples of math vocabulary in everyday life as part of homework, as not to add to additional time in class to the lesson. Or additional time could be added to the lesson and students could devise questions to research and uses various resources to find these answers.
This lesson is Approaching in Communication and Collaboration as students worked together to generate questions using an online collaborative tool called willyou.typewith.me. This lesson could be Ideal/Target if students collaborated with another class using this web 2.0 tool in real time.
This lesson is Ideal/Target in Critical Thinking and Problem Solving as students must use logical thinking to eliminate as many possible answers they can with one question as well as apply deductive reasoning to solve a problem. Many students were very strategic in their questioning when putting it in the chat box. Students were encouraged to use mathematical vocabulary to describe properties of numbers. Some were waiting to see what others asked before they posted their question because they only had a limited number of questions they could ask. Student videos demonstrate students thinking about their learning.
This lesson is Entry in Creativity as students were not given a chose of digital tools and creativity was not a focus of this lesson. Students we creative in their questioning, but limited to what tools they could use.
Posted in Comm/Collab - App, Critical Thinking - Target, Elementary School, Grade Level, Math, TIP Chart
Posted on 20 January 2012. Tags: Collaboration, Crestview, critical thinking, E12S, elementary, pollution, Science, social studies, watershed
Submitted by: Sarabeth Kawugule
Collaborators: Whitney deBordenave
School: Crestview Elementary
Summary
The lesson is introduced with the concept that this will be a cross-curricular science and social studies lesson. We’ll talk about the bodies of water and regions of Virginia. We will also discuss the role that humans play in effecting their environment and the water cycle. We began by referencing a map of Virginia’s watersheds(found on Virtual Share). We discussed which watershed we lived in and what waterways our ways of living would effect. We took a clean bowl of water and “polluted” it with 18 typical pollutants. Then we brainstormed solutions to solve and prevent local water pollution. Using Pixie and working in small, student-selected groups, the students created audiovisual representations of their concerns for the cause. The students were eager to form a school or local club to inform the community of the pollution issue.
TIPC Ratings
This lesson is Developing in research as students participated in a demonstration using water and other “chemicals” to simulate the pollution of the James River. Through this demonstration and class discussion, students gained new knowledge. Teacher could increase research by allowing students to find organizations in their area that work on pollution prevention.
This lesson is Ideal/Target in Communication and Collaboration as students worked in self-selected groups to address the authentic task of raising awareness in our community about the pollution of the James River. Students were enthusiastic and sought out ways to promote their message throughout the school. These students talked about organizing an ecology club and have asked permission to do so from the principal.
The lesson was Approaching in Critical Thinking and Problem Solving. The students had to use the new information they learned to create awareness in their community. They used the new information they learned to form arguments and create ideas of how to prevent pollution.
Even though an authentic task was well designed, the lesson is Developing in Creativity and Innovation as the teacher did not allow the option of using more than one tool to create their awareness posters. Some other tools that could have been used are Comic Life, Pages, or Keynote.
Student Artifact
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Contents:
- Lesson Plan
- Student Artifacts
- Student Images
Posted in Comm/Collab - Target, Creativity - Dev, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - Dev, Science, Social Studies, Subject, TIP Chart
Posted on 20 January 2012. Tags: Collaboration, communication, creativity, Crestview, critical thinking, digital story, E12S, elementary, language arts
Submitted by: Claudia Ketcham, Second Grade
Collaborators: Whitney deBordenave, Elementary ITRT
School: Crestview Elementary School
Summary
Children love to talk about themselves.They also enjoy using technology. Combining these two interests seemed to be the perfect lesson. I introduced the class to the idea of personal narratives by telling life stories about myself. We discussed how they would accomplish this task, through writing, drawings, and using technology. I then posed the authentic task: “The Reading Rainbow is looking to air a segment on digital storytelling.” Students were encouraged to choose Pixie, ActvInspire, Keynote, or Comic Life. The end product was a personal narrative told through digital storytelling.
TIPC Ratings
The lesson is Approaching in Research and Information Fluency as the authentic task was personal and touching. Students had to collect information about their lives from family members, photo albums, etc. Students also devised questions that they wanted to answer in their digital story about themselves.
The lesson is Ideal/Target in Communication and Collaboration as students worked together to accomplish their objectives, noted by their verbal references that they collaborated with each other in the classroom and with their families at home to craft a high quality product. The teacher shared student work on her blog with families and on her Vimeo account to reach a larger audience.
The lesson is Approaching in Critical Thinking and Problem Solving as students had to write a narrative about themselves based on an authentic task. The teacher offered several digital tools to the students, and they were allowed to select the one that they preferred for their project.
This lesson is Ideal/Target as students were given the options of Pixie, AcitvInspire, Comic Life, or Keynote to create their product. In the interviews, students reflected on their work by discussing why they selected the digital tool they used and what they would do differently next time. The lesson was personalized and each digital story was different and creative.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - App, Elementary School, Finalist '11-'12, Grade Level, Info Fluency - App, Language Arts, Subject, TIP Chart, Winners
Posted on 20 January 2012. Tags: 3rd Grade, blog, Collaboration, communication, creativity, critical thinking, E12S, elementary, language arts, Pemberton, project, research, Science, video
Submitted by: Kay Faries
School: Pemberton Elementary
Summary
Students begin with brainstorming their favorite animal and its habitat. Students then form collaborative groups (scientific teams) of 3 or 4 and are given a challenge to ‘create’ an animal and get their animal into the Classroom Zoo. ‘Scientific teams’ will design and build a three-dimensional model of an animal adapted to survive in the choice of one of the following environments; forest, desert, grassland, rainforest, marshland, swamp, pond, river, ocean or stream. The appropriate physical and behavioral adaptations have to be included in the design process. The animal must also meet a list of criteria; must stand on its own, have at least one moving part, and have no fewer than two adaptations. After the animal is constructed, the students have to create a scenic background to represent their chosen environment. Once the animals and model habitat are complete the ‘teams’ will prepare a presentation for the zoo board to lobby to have their animal included. Teams must be sure to define what type of habitat would need to be built for their animal to be successful as well as convince the zoo board of why their animal should be included. Students will make their ‘presentation’ to the board (students and key teachers), sharing their animal, its habitat, and its adaptations. Students will have their choice of multimedia tools to create their presentation.
TIPC Ratings
Students evaluated online databases, websites, and other print reference materials for relevant information. Students created questions to guide their research. Students analyzed information to determine its relevance to their newly discovered animal. Teams created a digital presentation that demonstrated physical and behavioral adaptations used to survive in a particular environment.
Students initiated communication in real time through their team presentation to the zoo board of directors through the use of the blog to communicate and collaborate with resources beyond the school walls. Students formed and worked in collaborative teams to justify the inclusion of their animal in the Classroom Zoo. Presentations were made available via the blog.
Students/Teams utilized a variety of print and digital resources to answer self created questions to solve an authentic problem. Digital tools were also utilized to collaborate (a class blog) with resources beyond the school walls. Students created and answered open-ended questions with minimal teacher guidance. There were technical difficulties with the Blabberize when the students began recording their presentations. The students generated a solution so that their presentations could be completed.
Teams applied critical thinking skills to utilize their research on animal adaptations to design and build an animal. Students worked collaboratively within their team to identify needed items and design a habitat for their animals to live within successfully. Students were provided with digital resources and allowed choice in how to create their presentation.
Posted in Children's Engineering, Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Science, Subject
Posted on 20 January 2012. Tags: 4th Grade, American Indians, blog, Collaboration, communication, creativity, critical thinking, E12S, Echo Lake, elementary, research, social studies, Tribes, Writing
Submitted by: Diane Myers
School: Echo Lake Elementary
Summary
Using 21st Century skills and higher level questioning with Blooms, the students will complete an integrated unit focusing on the current state recognized Va. Tribes and letter writing skills. The student will demonstrate knowledge of the physical geography and native peoples of Virginia, past and present. The student will also utilize historical analysis skills, including cause/effect, compare/contrast and reading skills such as fact/opinion, comprehension, predicting, and characterization. Students will write a friendly letter asking for information on the current tribes and research the tribes of the past using nonfiction books, selected internet sites, and other resources in the media center. Finally, after a classroom visit from a citizen of the Chickahominy Tribe, students will create a product to share their knowledge.
TIPC Ratings
Students were given choices in selecting what tribe they corresponded with as well as researched in the media center. When researching, the students were asked to consider nonfiction books, selected internet sites, and print encyclopedias. This information was synethesized with the information that was received from selected tribes using a tchart with then and now headings.
Students were organized in mixed ability groups with specific roles for each member of that group. Each member of the group had specific duties to enable the group to complete the assigned tasks on time. The collaboration of the team members enabled each student to complete a distinct product using the information on the tchart. The letters and the visit from a citizen of a tribe made it possible for students to communicate with audiences within and beyond the classroom. Students will share this information with other students in the school.
Throughout this project, the students were challenged with higher level thinking skills as they compared the Indians of the past with Indians of today. The lesson was structured with opportunities to analyze the knowledge to create a product with the assigned parameters.
Students applied critical thinking skills,research methods,communication tools,and collaboration in the classroom setting to create a final product of their choice that answers the real world question about the lives of Indians in VA today. The information received from letters, the podcast, and the visit from a Chickahominy citizen connected the classroom to the real world and allowed the students to collaborate effectively beyond the classroom.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - App, Elementary School, English, Info Fluency - App, Language Arts, Social Studies
