Morgan

Morgan

// Prompt: 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). //

For this trip to Old Salem, I would make this an interdisciplinary content trip that covered science, social studies and literacy.

Abraham Lincoln: Self-Made in America. This exhibit is all about Lincoln's life and the characteristics that made him self-made. This connects to Social Studies content as well as literature. A pre-activity that I would have the students do is have everyone read a variety of biographies on Lincoln. We would work as a class to come up with a list of facts about Lincoln. I would print the fact sheet and during the field trip, have students have a KWL sheet with the printed facts in the K. Students would check of the facts as they hear them on the trip, any new observations/questions that come about can be recorded in L and they would have filled out the W while they are traveling to the site. This field trip is aimed to enhance the children's knowledge and enforce the content that we learned.

Garden Workshop: Permaculture- The Art of Edible Landscaping. This would be connected to our curriculum in science. The students would be learning about permaculture and creating agricultural ecosystems where we can be self-sufficient. We would be learning about why this is important because the session will be teaching us so in class we will cover the why. Students will have done a unit on food waste and why sustainability is important. When students learn how to design organic gardens in this session, we will use this as a lesson and hook for our next lesson. In this lesson, we will be creating our own garden in the back and it will begin our plant study and looking at soil, photosynthesis etc.

The Abraham Lincoln is an extension lesson to further our knowledge on Lincoln and his Presidency. The Garden Workshop acts as an engagement/hook lesson to spark our interests on how we will start our own garden in class.

The students will have a journal that they keep with observations during the field trip. The students will go to the Lincoln exhibit in the morning. They will attend the garden workshop and bring sack lunches with them for lunch. At the end of the trip, they will do an experience tour. This tour focuses on the growth and development of NC and the US and the impact of settlers. Students will be visiting an old school room, experience home activities in the 19th century, and overall get the feel for life as a child in Old Salem. Old Salem provides students with a travel diary but we will have already read the travel diary before class during Social Studies. I will ask students to observe and write details in their journal during the tour, but afterwards they will write their own journal as a child in the 19th century. I will ask that they include specific details from the field trip.


 * MARCH 8, 2012 **


 * MARCH 8, 2012 **


 * How much _? 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. **


 * How many resources (money) do countries consume compared to others? **


 * CONTENT (Math, Science, Literacy, Social Studies): **
 * This lesson helps students understand resources and the value of it while also getting a social studies lesson about wealth distribution across the globe. This lesson is filled with math because students are asked to make graphs, use manipulatives to represent resources, and work with a larger number sense as they understand the total amount of resources in the world. It has science in it because it is investigating an issue and using an experiment to figure out the answer. This lesson has literacy, because it uses the book If The World Were A Village by David J Smith. This book prompts our lesson because it takes the world’s population and breaks it down if it were just a village of 100 people. This lesson asks students to look at how wealth is distributed and how certain countries consume a large amount of resources while others have very little. This interdisciplinary lesson combines math, social studies, science and literacy. **


 * PEDAGOGY: Students will receive a piece of paper with the continent where they are from. The class will divide into groups according to continents. For a class of 25 the breakdown is this: **
 * -Africa: 4 people **
 * -Asia: 15 people **
 * -Europe: 3 people **
 * -North America: 1 person **
 * -South America: 2 people **
 * *Explain that we are not including Australia because the population is too small **
 * Have students break off into groups and then identify where they live on the map. The groups are obviously uneven and that is intentional so do not have Asia break up into smaller groups or North and South America come together. Be mindful of who you choose for groups. Have students create a bar graph of the population in the world. Review with them what goes on the x and y axis. Next have students work together to create a bar graph of how they think resources should be distributed across the globe based on the population. Now explain that we are going to be learning about wealth and how wealth is a resource that is distributed and consumed across the globe. Our goal today is to figure out if wealth is distributed evenly. Explain that all of the counter chips represent the wealth in the world. If we have 24.5 counter chips, talk with your group about how much each group should get and what would be fair depending on how many people live there. Have them make a graph. Once they are finished, they will be given counter chips that represents how much wealth their continent actually has. For a class of 25: Asia gets 6, Europe gets 9, North America gets 8, South America gets 1 and Africa gets .5. Now have them graph this. Have them come together as a group and discuss how this is or isn’t fair and what can be done. Have students compare their three graphs that are created and write down changes. **


 * TECHNOLOGY: In order to integrate technology into this lesson plan, I would use the website Gapminder that has been recommended by Kathy Schrok. This is an interactive graphing site that lets you compare countries based on all different categories. (Life expectancy, income, population etc). This graph is great because it lets students compare countries in almost every category imaginable. I would put this on the smart board and have students actually work with it at the end of the lesson in order to truly understand that countries have very different lifestyles. The second piece of technology that I would use is the app called icompare countries. This app lets you choose between 250 countries and takes a side by side look at their population, unemployment rate and many other features. Students would use this application when looking at their country versus another. I would have students use this as an extension. **


 * SUSTAINABILITY: This lesson plan is great because it helps students to become globally aware citizens. By stepping out of an egocentric world and comparing their lives to other countries, students are learning about other countries and how their is an unequal distribution of wealth. This lesson asks students to discuss the fairness of this and that is an excellent lesson that has to do with civics. While this is a math lesson and asks students to manipulate and create maps, students are also using literacy and social studies to learn about sustainability in global terms. **


 * Identify (One each): **
 * The assessment would be informal and summative. I would use the discussion time for students to see what they have learned. The graphs that they created would be posted at the front of the room so that everyone could see. I would evaluate their understanding of graphs by looking at the board and an understanding of the concept by listening to their discussion at the end. **
 * The mobile app I would use is: icompare countries app which would be helpful for students to visualize differences in countries. The Gapminder World website is also a technological feature that would help students understand the concept of unequal distribution of resources. **


 * Adapted from: http://cus.oise.utoronto.ca/Lesson_Plans_Social_Justice_Issues.html#Allocation_of_Ontario_Government_Spending__Grade_5_ **

NUMBER SENSE: I assessed four students in my fifth grade to understand their number sense. In order to assess them, I had a series of questions that I had them answer. Some of these questions could have been done with mental math while others had to be done with paper and pencil computation. The concepts I asked them about were: multiplication facts, division facts, ordering fractions, fraction operations, long division, reading large numbers and place value. While I wanted to assess students with various levels, three of the four students that I assessed seem to all be at the higher end of their grade. I noticed that when all students did two and three digit multiplication and long division they struggled. There fast facts were wonderful and I could tell that they had these drilled in their memories. Mrs. Ryan is a big proponent of fast facts and has the students recite them every day. The problem with multiplication and division seemed to be that while they learned how to do this in younger grades, they have moved on to more advanced problems now and haven't been using these steps in a while. I think that when they learned to do multiplication and long division, they focused on rote memorization of the steps. When it comes time to recall these steps, there is little sense and meaning attached to the steps and they had problems. I asked them to explain what the long division problem was asking for and they seemed to have a lot of trouble with that. When I assessed them on fractions, they were able to simplify, order and arrange fractions. Fraction equivalence and ordering is one of the main standards for fourth grade math, so I could tell this was something they have mastered. The fifth grade math standard for fractions is actually being able to add, subtract, divide and multiply fractions. Only two out of my four students were able to successfully do this. I asked the students to think aloud for me. I noticed that there thinking was all very logical and broken into steps. By fifth grade they are able to think more abstractly about numbers and do a lot of mental math. I saw the occasional use of hands for adding but for the most part, there mental math facts were very quick and the students solved them with ease. At the end of their assessment, I asked each student what they thought about math and if they thought they were good at it. I found it very interesting that the three students who were good at math said, “I like math,” and “I really enjoy doing math.” The student that was struggling said, “I like reading, not math.” Also, when asked if they thought they were good at math, there was a similar response of high for the excelling students and low for the struggling students. I wondered whether the students have low self-efficacy and therefore that is a main contributing factor to why they do not succeed in math, or if they do not succeed in math and therefore have low self-efficacy. I think it might be a combination of both. Knowing this, I will do my best as a teacher to make sure that all students believe they are stellar math students. Assessing their number sense was interesting because listening to the students talk through math problems helped me understand how they see problems. I learned that if we can provide the reason “why” math steps are done, it will help students conceptually and also help them remember these steps.

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: How many steps does an average student (in our class) take a day? What is the distance?

Content: This lesson is great for problem-based learning and real world application. It covers estimation, graphing and understanding distance.This lesson would ask students to inquire about how many steps they take a day and the distance that that equates to. This lesson involves measuring and estimating which are both mathematical concepts but it also can be connected with other subjects. Students are doing inquiry based research and this can resemble a science experiment. Students have to have geographical awareness as they think about their daily route, and it also will have a health/nutrition tie into as well as students learn that exercise which is good for the body.

Pedagogy: I would start this lesson by posing the question: how many steps do you think you take a day? I would demonstrate what a step looks like so they have a visual and then I would ask them to think about it and then write it down in their math journal. Next I will explain to them that we are going to be conducting an experiment to see how many steps we take a day and the reasons for students having more or less steps. I will have a pedometer for every student (see bottom for variation). The students will clip on their pedometer and I will have them record what the pedometer says at lunch time and before they go to bed. They will also write down a list of things they did that day in their math journal. This lesson will be put on hold for a couple of days as students collect their data. By the end of the three days students should have a chart that looks like this: Day One Day Two Day Three Steps taken from morning until lunch: Steps taken from lunch until bedtime: Steps taken total: What did you do today (where did you go?):

This chart will help students classify and chart information. They will then graph their steps in a line graph. We will discuss the reason for why one day might be higher than next. They will also compare to students next to them and see why that is (does one student walk to school, one student play a sport?). We will add up the steps taken per ay and look at why students may walk more after lunch then before or reverse. We will then discuss around how many steps are in one mile. Students will do the conversion to figure out how many miles they walked over three days and then as a class we will estimate how many miles we walked as a class. Finally we will talk about the importance of walking places and how it affects our health and nutrition. We can also discuss how walking places instead of transportation can help our environment.

Technology: The technology used in this lesson would be the pedometers. Each child would be given a pedometer so that they can measure how many steps they take a day. I would then use the smart board graph template in order to put up students information and give them a visual for comparing their steps to other students steps. Apple apps also have many different pedometer apps and I could have students use my iphone during recess to see how many steps they go at recess. http://itunes.apple.com/us/app/pedometer/id286050544?mt=8. The other app I would use is: http://www.mapmyrun.com/imapmy/iphone/ .. it is called imap my run. You can use gps satellite to map out walking routes (not just standard car routes) and how far the distance is. We could map out my walk to school (if I walked) and so students could get a geographic sense of how far that distance is and how many steps that equates to. Between the pedometers, the two apps and the smart board graph template, this lesson plan would be filled with technology.

Sustainability: Sustainability would nicely fit into this unit because we could talk about students reducing their carbon foot and how it is better for the environment to walk places. As I class I can also show them that it is cheaper by plugging in how much gas I waste and how much money that is using this website: http://www.calculatorpro.com/fuel-consumption-calculator/. This lesson can be expanded to discuss how to reduce your carbon footprint and students could calculate that with this website: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ or use this app: http://itunes.apple.com/us/app/my-carbon-footprint/id429903084?mt=8. This app is great because it shows how little things we do everyday impact our earth and that students can make a difference.

Identify (One each): Assessment, Mobile Apps, Other Media For my assessment I would collect my students journals and review their graphs and statements. I would also have them write about how their estimation differed from their actual answer of how many steps they took a day. The mobile apps I used were: -Carbon footprint: http://itunes.apple.com/us/app/my-carbon-footprint/id429903084?mt=8 Pedometer: http://itunes.apple.com/us/app/pedometer/id286050544?mt=8 Distance tracker: http://www.mapmyrun.com/imapmy/iphone/

Website include: Gas and money calculator: http://www.calculatorpro.com/fuel-consumption-calculator/ Carbon footprint: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ The pedometers I would use are very basic. I would borrow them for the PE department. If I could not get them from everyone, I would buy 5 $3.00 pedometers and then do the unit over 2 weeks so that each student would have a chance to do it. These work well: http://www.google.com/products/catalog?hl=en&q=pedometer+cheap&gs_upl=&bav=on.2,or.r_gc.r_pw.,cf.osb&ion=1&biw=932&bih=575&um=1&ie=UTF-8&tbm=shop&cid=15989268053478453651&sa=X&ei=t1MwT9ygNNGXtweB6p3cDw&ved=0CJQBEPMCMAE

"Less than, More than, Scarcity, Abundance" What do we have too much of on our campus? What do we have too little of on our campus? CONTENT (Math, Science, Literacy, Social Studies): The concept of scarcity and abundance is a great way for students to begin exploring number sense. Starting with the basic concepts of 'more than and less than' can help early learners develop a sense of amount and start to work with counting and classifying. When my group went around campus and started exploring what there seemed to be an abundance of and lack of, we saw that there was an abundance of flyers around campus. We noticed many walls and sidewalks covered with papers while other areas were left completely blank. For my lesson on number sense, I would have students look at the flyers/announcements around our classroom and the school. This is a very inter-disciplinary lesson. In math class, we can work on counting and classifying the flyers into color, size or subject matter. They wil have to read the signs in order to help classify them and therefore they will be incorporating literacy and we could also tie in Social Studies and Science by looking at sustainability and how much paper is wasted. This lesson can be expanded to look at how much paper is wasted in classrooms, in the country etc. and look at how it is our civic duty to recycle. PEDAGOGY: My lesson plan would start with asking students to go record where they see flyers around the school and look at where and why they are located there. We can go to the area in the school that seems to have the most and have students count how many flyers there are. In class, students will then have to organize them into different categories and work on classification and seriation while looking for patterns (size, color or subject matter). We will discuss why there is a scarcity of flyers in vacant areas and maybe a bulletin of announcements near a popular place like the front office. Using the vocabulary of "less than, more than, scarcity, and abundance" we can see where there are more flyers than other places and what types of flyers there seem to be an abundance and lack of. Students will put these concepts into real-life concepts and start to develop number sense. Another lesson can be expanded to work with social studies and science as they look at how much paper is wasted in their school, if their school recycles and why that is/isn't important.

TECHNOLOGY: While students work with classifying objects, they can start with a simple app called Giraffe's Matching Zoo. http://itunes.apple.com/us/app/giraffes-matching-zoo/id320105340?mt=8. This game helps them make associations between matching pictures. A slightly more advanced app for them would be Kindermath. This app works through sorting and classifying as well as counting. http://itunes.apple.com/us/app/kindermath/id479626451?mt=8. When we come back in the classroom and record what flyers we saw I would already have taken pictures of popular flyers and have them up on the smartboard. The kids would then put tallies underneath the flyers they saw so that we could easily count them. This would also help us drag and classify the pictures into different categories. You could also use the prezi: http://prezi.com/rikam3ajpiod/scarcity-abundance-at-wake-forest-university/. This would be a great way for them to see their images put up in an interactive and fun way.

SUSTAINABILITY: This lesson can incorporate both science and social studies as students explore how much paper is wasted and how we heed to recycle it. A great and interactive way to explore recycling is this website. http://www.epa.gov/recyclecity/. Recycle City is designed by the EPA and is an interactive city that explains how important it is to recycle and where trash goes. This site could be a great way for them to understand what happens to the trash in their school after counting how many flyers they saw around campus. This could be taken even further and students can discuss what they can do limit their paper use and how they can recycle (make a recycle bin at home, use both sides of the paper etc).

Identify (One each): Assessment, Mobile Apps, Other Media I would use the two mobile apps on counting and sorting to introduce them to counting and classifying. This is something that they could work with at a station, during free-time or during inside recess. The media that I would use would be the interactive Recycle City website online and also the smart-board to use pictures for the school of flyers and put them onto the screen. This will make this project more interactive. I would assess their learning by asking the students to think about what could be sorted into categories in their house and right what they would categorize and why. I would also ask them to draw a picture of these objects. They would be working on counting, writing, applying what they learned to home and would also be an easy way for me to see if they understood the lesson.