Allison

Margaret's:

Teaching Tremendously

Great lesson, very creative!

A word bank would be very helpful for filling in the venn diagram, Kids have a lot of options of what to write in each circle and they may not write exactly what you are expecting them to, eg water for liquids instead of wet.

I think an important thing to consider is behavioral issues while making the oobleck. maybe assign them roles for each task, model how to drop in the food coloring. bring wipes so they can clean up.

When the kids are making the pictorecipe, have the symbols for tablespoon and drops predetermined.

For the venn diagram, explain the center overlapping circles

Natalie's Review:

- Love the lesson! I think kids will love the interactiveness and my favorite part was your incorporation of a recipe. I think that gives access to another standard but it also includes literacy (just a little bit) if you were to write out the directions. - Just a reminder, I think Dr. Bennet's word bank will be necessity so that students are guided in the right direction and aren't distracted or lost in the task. - Make sure you have the key for the pictogram ready to go, maybe even make the graph broke down like giant graph paper. To make the visual stronger. - Love the extension! - Is there a class discussion to bring it all together at the end? Make sure all students are on the same page at the end and know what "state" of matter oobleck is!

March 28, 2012

We are going on a field trip!

Dr. K and I are combining reasons for going on this 'out of the bubble' experience. Please identify and describe curricular connections (ANY Content area) to this trip. If you were planning this trip - how would you connect it to the curriculum? What sorts of pre-activities would you do? What would you do while you and your students were traveling to and from the site? What will you do once you are there? Will you rely only on the curriculum provided by the location? What will you do when you return to your classroom? It might be easiest to imagine your current field experience class as the grade level...In order to best answer these questions I would urge you to do a little background research on Old Salem and also on permaculture (the session we will be attending).

This field trip to Old Salem lends itself to many curricular connections. On the day we are taking our trip, we are attending the “Permaculture: The Art of Edible Landscaping” event that will teach us about the growth of fruits and vegetables in edible landscapes as well as about Permaculture design, organic gardening, and different types of plants. I would have this field trip incorporate science and math curriculum.

While traveling to and from the site, I would have students journal questions they would like to find out during the duration of the trip. For earlier grades, this is an opportunity for teachers to teach students about eating healthy and how the diets of colonial Americans differed from ours and why. Also, this lesson heavily focuses on science content matter concerning organic foods, plant life, and wild life in ecosystems. Because this field trip focuses mainly on these topics, I would rely on the site’s curriculum to inform the students of content. This field trip is an excellent opportunity for teachers to incorporate sustainability as well. After the field trip or during the concluding moments, I would have students discuss possible ways to keep our earth clean and able to support future generations of life by recycling and reducing our carbon footprints.

Common core standards requires that every grade level learn about measurement and data. This field trip teaches students about Permaculture design and landscaping, which both include finding area, perimeter, calculating distances, plotting on maps and graphs. For 2nd grade, students would be able to accomplish many of the measurement and data standards:

 2 MD 1. “ <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes”

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">2 MD 2 “Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen”

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Geometry could also be incorporated into this field trip. I would have students learn about the measurement tools used in designing gardens and use some of the tools during the field trip (which I would supply). I would incorporate my own math curriculum rather than using just that of the site since the curriculum of the gardens is mostly geared towards science. This way, I would be able to tailor the activities more with math problem solving and creative design. I would have the students learn about permaculture design and landscaping, then apply their knowledge to creating their own garden (demonstrating a high level of knowledge). As reinforcement after the field trip, I may have students graphically draw their own front or back yard’s landscaping, labeling where trees, plants, rocks, etc. are placed.

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">When arriving back to the classroom, I would have the students journal about their favorite parts of the field trip and explain three things that they learned during the field trip.

MARCH 8, 2012

How much time is spent watching tv in a year? Ask a question that investigates consumption of something (liquid (juice?), solid (coal?), gas (air?))...work through how you would teach students math concepts while investigating such a problem.

//**CONTENT** (Math, Science, Literacy, Social Studies)// This math lesson plan is most appropriate for 3rd- 4th graders. The goal of this lesson is for students to record and translate data into a graphic representation. Students will estimate the amount of television they watch, calculate the total amount of television the class watches in a week, and discuss the effects of television on an individual and on a society. Some social Studies topics could be incorporated into this lesson plan by discussing the effects of television on viewers. Students should reflect on whether there is there such a thing as too much television? Also, what is television’s role in society? Science can also be incorporated with this lesson by incorporating topics of wasteful energy, carbon footprints, and physical health.

//**PEDAGOGY**:// Begin class by discussing students’ television habits. How many minutes a day do they spend watching television? If students are unsure of the amount of minutes they spent, then ask students how many television shows they watch per day or in the previous night? Often children think in terms of shows watched rather than a specific amount of time; therefore students must add shows in 30 minute and 60 minute intervals. Students will log their individual total amount of television watched in minutes per day and then sum them to find about the amount watched in a week. Tell Students to take the total number of minutes and convert to hours. Discuss the conversion factor of dividing by 60 if necessary. Then ask students to round the total numbers to the nearest half hour. I will then ask each student to report the number of hours they watched television in a week and students should record it on their own chart as I will do on the board. Then students should create a graph using the data in either a bar or line graph. If students are struggling with how to start, ask students what variables should be included on the graph. This lesson is completing Competency Goal 4 in NC Standards: The learner will understand and use graphs, probability, and data analysis. The objectives assessed in this lesson are 4.01 “Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems).” Closure: Then ask students to calculate the total hours the class spent per week watching television. Discuss as a class what the graph shows and how much television the class watches. What is the least amount of television someone watched? What is the greatest amount someone watched? How much time did most students in the class spend watching TV? Possible Extension: Ask students to analyze the data received from their classmates. Have students calculate the median, range, and mode (completing a 4th grade competency goal).

//**TECHNOLOGY**:// As a class, we will graph the data in a different graphical format that no student in the class originally chose to represent their data. To do so, we will use the site “Create a Graph” on the SmartBoard found at: []. This site is a great tool that allows users to input data and chose the type of direction, shape, and style (including 2D and 3D). This will allow students an alternative representation of the information.

//**SUSTAINABILITY**:// Students will discuss the result of lowering consumption of watching television. If people reduced the amount of television they watched, they would lead healthier lives by being more active. Even when television is not being watched, it is often turned on as background noise without actually being watched- posing a wasteful problem that many people fall susceptible to. Students may start to brainstorm other wasteful actions. Students might find it interesting that television accounts for 4% of household electricity usage in our country; this percentage could be used to supply the entire population of New York state households for a year!

//** Identify (One each): Assessment, Mobile Apps, Other Media **// // Assessment: // At home, students will use the “Create a Graph” site ( [].) and demonstrate the data in a graphical format different from how they chose to portray it in class. If a student does not have access to a computer at home, I will provide graph paper for them to complete the assessment by hand. // Mobile Apps: // This app introduces and informs users about our carbon footprint- a topic that many children are not familiar with- <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // Other Media: // This app allows students to track their carbon footprint: []. Students will gain a visual understanding for a complex topic that is unable to demonstrate the results within a 40 minute lesson. Sources: []

Allison Hudak- March 1st Wiki- Number Sense I interviewed one of the higher-performing students of Ms. Hicks’ 2nd grade class named Logan. Logan is able to read fluently and performs well in math even though reading is his strongest subject. While I was unable to asses a student using the PDF Number Sense activities, I observed Logan’s number sense while working on an in-class assignment involving fractions and recorded my observations in my observation log. The assignment involved two ways to group numbers (8, 15, 30 and 100) into equal groups. While observing Logan work on grouping the numbers into equal groups, I asked him several questions to assess his number sense. I found that Logan is able to order numbers (up to three-digits) in order of highest to lowest value and vice versa. Logan demonstrated that he is able to skip count and use his hundreds chart. He understands place value and is able to add three-digit numbers; however, he struggles more with subtraction of three-digit numbers when borrowing is involved. Logan is able to communicate the process of addition, subtraction, equal grouping, and division orally and with writing. Logan, as well as a few other students, did not understand the commutative property with multiplication, which explains how 4×2=2×4. He, along with the majority of the students in the class, has not fully grasped the concept of how grouping a number into equal groups creates fractions; however, fractions are a new concept to all of the students in Ms. Hicks’ class. While Logan did have some misconceptions about fractions, he demonstrated logical thinking in his attempt to make sense of them. We used manipulative cubes in order to equally group 8 with two cubes in 4 groups. He believed that the fraction would be written “2/4” since there were two cubes in each of the four groups. With the explanation that each group represented 1 out of the 4 total groups, thus written “1/4”, and that each of the groups added up equaled “4/4,” Logan was able to represent the rest of the groupings with accurate fractions. While Logan has demonstrated success with achieving many of the 2nd grade math standards, Ms. Hicks’ class is comprised of students that greatly differ in their abilities. Another student that I worked with briefly was unable to count by 10’s or use her hundreds chart correctly.

Allison Hudak Establish a question first...What is?...How do? and then answer talk about how you would scaffold students in answering it in your connections below: //Question: What size bag of values of M&Ms is the best value?//
 * Content**: This lesson is for 4th grade. The objective is for students to find which size bag of M&M’s has the best value by using principles of estimation and long division. This plan, however, could include many of the standards for 4th grade. This lesson could also integrate data analysis, such as median, mode, and average, as well as demonstrating mathematical relationships.

Scaffold: I would scaffold student's estimation by having students compare the size of the bags with the number found in the other size bags. Also, if students are having trouble doing long division, I would give students an easier problem to solve first or round the cost of the bag to the nearest whole number to make this problem easier to solve.
 * Pedagogy**: I will explain that our goal is to find “the best value” by finding the bag with the highest number of pieces of candy for the lowest cost. I will begin the lesson by passing around different sizes of M&M bags: fun size, regular size, and king size. I will encourage students to feel and observe the weights of each bag. The first step to finding the best value bag is to calculate the total number of pieces of candy in each type of bag. I will create a table on the board in order to keep track of the data for the different types of bags. Students will first estimate the total number of pieces in each type of bag, and then I will divide the number of pieces among the students to count and then add together. The estimations and actual number will be recorded on the table. The students who estimate a number closest to the actual number in each bag will receive some M&M’s as a prize. Then students will divide the cost by the number of pieces of candy in order to get a unit price for each type of bag. This will require them to apply their long division skills.


 * Technology**: //Excel// could be used to portray tables that students created earlier from their estimations. Also, this mobile app: [] is extremely helpful with many topics in math, such as estimation, place value, division, multiplication, etc.


 * Sustainability**<span style="font-family: Arial,sans-serif; font-size: 10pt;">: To integrate sustainability, students could find how much material is used in the packaging of each of the M&M bags. One of the 4th standards is for students to understand perimeter and area. Students could calculate the surface area of each bag using rulers and discuss which package produces the most waste. A discussion would then follow concerning waste and how the M&M package could be produced in order to use less packaging.


 * Identify (each one): Assessment, Mobile Apps, Other Media**:
 * Assessment**: I would have students explore their pantry at home and calculate the cost per item of a particular product. I would warn students to choose an item with a small number of individual pieces (ie. a small Dorito chip bag or small snack bag over a box of cereal). Students should first estimate the number of items in the bag, count the actual number, and then lastly find the cost per item using long division.
 * Mobile Apps**: This mobile app would be helpful for students to practice long division: []. It has colorful graphics, helpful hints, and allows more than one player at a time.
 * Other Media**: The computer software //Inspiration// could also be used to represent the tables discussed above as well as the relationship between the total number of items in each bag with the price.

Allison //“Less than, More than, Scarcity, Abundance”: What do we have too much of on campus? What do we have too little of on our campus?// Math: This subject of “less than, more than” parallels with the math curriculum in many ways. In terms of number sense, I would have students estimate the number of students or objects that their school has too many of or too little of. Students would then have to order their number estimations or distinguish between which numbers are greater or less in comparison to others. Students could also demonstrate their findings in a graph or chart. Students could graphically portray the number of people versus machines in the gym, the number of people that visit the pit during peak hours who are unable to find a seat, or the number of students versus the number of on-campus housing that is available. Inequalities would also correlate to this topic well. Students could write equations using the mathematical symbol and a picture of a particular resource to symbolically portray information. Science: Due to the subject matter of scarcity versus abundance, I would relate this project to the science unit that involves resources in our environment. I would relate the physical resources mentioned when interviewing and parallel them to natural and physical resources that animals need in order to survive amongst other living organisms. The abundances and scarcities mentioned while interviewing could parallel the resources of food, water, and shelter that animals need in their ecosystem. Social Studies: This project could also relate to the social studies unit with maps. Students could draw their own map of the school or label on a campus map where there are abundances or scarcities. If I were to integrate this assignment into my teaching, I would introduce the topic of scarcity versus abundance by discussing with students how ecosystems need resources in order to maintain life. Then I would have my students interview other students in order to collect data about what their school has too much or too little of. Students would reflect on the data and discuss their results, which will add relevance to their findings as well as put into practice their number sense. After interviewing, I would have students locate on a map where there are abundances or scarcities on campus. For older students, I would have students graph a few of the resources in order to show how they do not accommodate the student body. To help practice number sense, the app found on this site would be helpful and fun for the students: []. This app helps with students practice recognizing additive “10 Families.” This app also allows students to practice their math skills. The app caters to a variety of grades allowing students of different skills to practice their math []. I would introduce the definition of sustainability and have the students discuss certain technologies and habits Wake Forest has adopted in order to save energy and reduce our carbon footprint. I would ask the students whether the excess of resources discussed are sustainable or are there areas that could be improved? An app that is fun for little kids to learn more about recycling and sustainability is found here: [|http://itunes.apple.com/us/app/recycling-moo!-lite/id444015474?mt=8]. Assessment: I would extend the project by having the students find items in abundance and scarcity within their bedrooms at home. Students would record their findings using numerical data and order numbers greatest to least in order to show proficiency of number sense. For younger students, I would have them draw a map of their room and label the abundances and scarcities. For older students, they would record data of what they think they have too much of or too little of in their bedrooms and make a graph to represent their findings. Mobile Apps: [] and []. Other Media: Prezi can display the results of this activity in an interesting and interactive way. It can also be used to create a map of the campus or school. Other resource: This book is about a koala bear’s habitat living in the forest. It also has a theme that encourages students to treat our world with care which would parallel the sustainability information. []
 * Content: (Math, Science, Literacy, Social Studies)**
 * Pedagogy**:
 * Tech**
 * Sustainability**:
 * Identify (One each): Assessment, Mobile Apps, Other Media**