Ethan

= = = = = = =__**Ethan**__= Margaret's Comments- Teaching Tremendously The satellite view of the great barrier reef from space was awesome! i like the use of the multi-url, but 12 minutes is not a lot of time to collect information from 4 websites, especially for your students who are not as strong readers or as well adept at navigating websites. you could keep the multi-url but just choose two of the websites, one to target the stronger students and one for the students who need a little help. I think you could spend a little more time on the math instruction and explanation for the multi-digit numbers.

__Notes__ Diagnostic assessment first, summative last Forms of assessment: Response cards; Audience response systems; Multimedia presentations; and public performances where students may recite a poem about the content; keeping journals or logbooks about how much time a day the student spends working on or thinking about a certain topic like geometry, then they could document instances when they saw geometry in their community many lessons surrounding a content area and formative assessment occurring throughout the unit and then ending with summative assessment

**Field Trip to Old Salem! **
====How is Old Salem and those who founded it important to North Carolina’s history? Moreover, what can the traditions and customs of Old Salem teach us about today’s society? ====
 * Essential Question: **

 4.H.1.3 Explain how specific people, events and developments brought about changes to communities in various regions of North Carolina.
====4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions). ====

**Pedagogy: **
====Prior to our field trip to Old Salem, my class would read segments of //Voices from Colonia America: North Carolina, 1524-//1776 by Matthew C. Cannavale, with Patrick Griffin, Ph.D ( []). We would choose these segments by their relevance to Old Salem and that region of North Carolina. This book gives readers beautiful illustrations of the early history of North Carolina. This book is for children ages ten to fourteen. ==== ==== After reading this book, present students with the Old Salem history webpage ([]) and asked to read about one aspect of its history, for example, its architecture, music, food, etc. Upon reading their selected page, students are to write a short summary of what they have read and use one or two more sources to corroborate what they have read and written. ==== ====During class, a day before the field trip, the class would make three traditional Old Salem dishes collectively ([]). ==== ====The day of the field trip would be used to pack in more learning. On the way to Old Salem, students would be given handouts that include questions about what they encounter and what they have learned and a space for reflection or thoughts. Throughout the tour, students are encouraged to complete the handout and engage with the tour guide. ==== ====Old Salem does a phenomenal job or implementing education into each tour and the overall experience within the village. The overarching theme of this field trip was previously given to the tour guide so that he or she could cater the tour information to the Essential Question. ==== ====The next day in class, students are asked to reflect upon their field trip and will be asked the Essential Question. Students should have a better understanding of where Old Salem fits into American history and the American experience now. ====

3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass
====//I have also integrated a short autobiography of Neil Armstrong ( //[]) //in order to make connections to literacy and social studies. Besides that I have included three articles ( //[], [], and []) //<span style="color: black; font-family: Century,serif;"> for students to read. Students will choose one article with which they will practice their writing skills by opinionating whether or not the information contained in the article affects them. One article has to do with helpful breathing techniques or exercises, another deals with the procedure of producing oxygen in space shuttles for astronauts, and the final article is related to the issue of sustainability and the possibility of “running out of breathable air”. //==== ====//<span style="color: black; font-family: Century,serif;">All of this combined should provide students with ample opportunities to make connections to their own life. Ultimately, it will allow students to understand how to use graphs, probability, and data analysis and make conclusions based on that mathematical data. //====

//**<span style="color: black; font-family: Century,serif;">Pedagogy: **//
====//<span style="color: black; font-family: Century,serif;">The first step in this lesson is to ask students, “Do you think breathing is important? If so, why is it important?” And once a short discussion has been given to these questions a “Bill Nye the Science Guy” video on breathing should be shown, //[]. This is a short introductory video on the respiration system and the importance of breathing. Next,//<span style="color: black; font-family: Century,serif;"> the overall objective must be shared with the students: how can we measure and compare the number of breaths you and your peers take in a day? //==== ====//<span style="color: black; font-family: Century,serif;">This is where students will “collect, organize, analyze and display data”. Ask students to form in small groups and count the number of breaths their peers take in one minute. At this point, come back together and scaffold for the class a data table of the entire class’s breath counts. Now it is time to begin discovering how to calculate the total number of breaths an individual takes in a day. It is important to allow students to estimate how many minutes they think are in a day. Explain that the answer will help us measure the number of breaths each individual takes in a day. The final answer should be 1440 minutes but allowing students to guess will be beneficial. The students will multiple their number of breaths by the total number of minutes in a day to solve the problem. //==== ====//<span style="color: black; font-family: Century,serif;">Ask student to form in groups again in order to compare data and make line and bar graphs. Then ask students to use their group’s information to find the range, median, and mode. //====

//**<span style="color: black; font-family: Century,serif;">Technology: **//
====//<span style="color: black; font-family: Century,serif;">Students will accomplish Information and Media Literacy in this lesson plan by selecting information they deem relevant or irrelevant to them. They will become sleuths for useful information. //====

//**<span style="color: black; font-family: Century,serif;">Sustainability: **//
====//<span style="color: black; font-family: Century,serif;">This lesson has a lot to do with sustainability and the quality of life on earth. Specifically, the final article that students are asked to read ( //[]) has to do with the frightening prospect of running out of breathable air.====

<span style="color: black; font-family: Century,serif;"> //**<span style="font-family: Century,serif;">Assessment, Mobile Apps, Other Media **// //**:**//
====//<span style="color: black; font-family: Century,serif;">The assessment will include the short reports on one of the three articles presented to students and their argument for whether or not it is relevant to their lives. //==== ====//<span style="color: black; font-family: Century,serif;">Students will also be asked to calculate the number of breaths they would take in a day if calculated by counting only after strenuous activity (jumping jacks for one minute). They should see a large spike in the number of breaths. Upon returning to class the next day, students will group up again for a short period of time and calculate the range, median, and mode of their small group. //==== ====//<span style="color: black; font-family: Century,serif;">Students are encouraged to use their iPods and the Timer application on their device to ensure that their measurements of time are accurate. //====

====<span style="font-family: Century,serif;">**Subjects:** I observe in a 5th Grade classroom. I interviewed two students for the number sense assessment. These two students were carefully chosen by Mrs. Kooken at my request to have a high-achieving and a low-achieving student. D.M. was chosen as the high-achieving student, which is what I was expecting. D.M. performs well in all subjects with As in Reading, Writing, and Math. A.B. was chosen as the low-achieving student. A.B. is a very friendly student but frequently disrupts class and has straight Ds in Reading, Writing, and Math. ==== ====<span style="font-family: Century,serif;">**Procedure:** Towards the end of Mrs. Kooken’s Math block, D.M. and A.B. were called to the back of the class with me. I placed both students in front of a computer and asked them to go to an interactive Math website []. I then explained to the two students that they would take a short quiz. I specified that it was not for a grade but would serve to give me an idea of how comfortable they are with numbers. ==== ====<span style="font-family: Century,serif;">**In Practice:** Before beginning the interactive quiz I offered both D.M. and A.B. the opportunity to go through the lesson link on [] which goes through thousands number sense step by step. D.M. took advantage of this but A.B. did not. D.M. breezed through the practice slides and seemed to comprehend the subject matter. Then both students began the assessment. As D.M. and A.B. went through the number sense quiz I observed them and took note of their body language while they answered questions. I also kept track of their correct and incorrect answers. ==== ====<span style="font-family: Century,serif;">**Quiz Content and Observations:** The quiz included questions such as the following: “What is the thousands place of this number- 1141; what is 9463 equal to- write this number in expanded form; what is 9397 equal to- enter the missing number (the hundreds place is missing); what is 1000 + 2000 equal to; and match the number word expression with the numbers (a list is provided with the written expressions and the numerical forms of numbers). ==== ====<span style="font-family: Century,serif;">Both students answered incorrectly only once but A.B. struggled considerably more than D.M. I observed that D.M. frequently said, “This is really easy to me,” and “that’s easy.” He got 13/14 and was very quick in answering all the questions but hesitated slightly when it came to matching the written expression with its numerical value counterpart. A.B. did well but was slower and I described him as “proficient” during my observation but nonetheless received 13/14 on the quiz. A.B. had a noticeably difficult time matching the written expression with its numerical value counterpart. It came to the point where I had to assist him in order for him to answer the question. ==== ====<span style="font-family: Century,serif;">**Conclusions:** There was a visible difference between our high-achieving student, D.M. and his low-achieving peer, A.B. I would describe A.B. as proficient and D.M. as having mastered number sense at his level. This did not surprise me as D.M. is consistently the best student in his class and A.B., while a good child with a lot of potential, does exude unruly characteristics and misbehaves frequently. ====
 * Number Sense Interview/Assessment**

How much unnecessary light do you use in a day? What are the effects of light usage? How can you cut back on your electricity usage? Below you will find a Google Survey Form which I sent out in hopes of discovering people's light usage... [|https://docs.google.com/a/wfu.edu/spreadsheet/ccc?key=0AixR7reFAoqAdFBHdUIwSUZXMTBoTVV6dFFmZW15cmc&pli=1#gid=0]
 * Problem-based Learning**

This lesson seamlessly fuses mathematics with sustainability. It is tailored-made for a 5th grade class and is especially beneficial to a classroom full of eager learners! Students are encouraged to alter their daily habits and rituals as part of the content. Students will be presented with a question and the lesson will stem from that. How much unnecessary light or electricity do you use in a day? Students will use the information that they gather about their habits and the statistics of the general U.S. population to create graphs. Data analysis and graph understanding is the 4th Competency Goal for 5th Grade Math. A healthy dose of literature and science are part of this lesson as two books are included in the lesson and the topic of light pollution directly affects the visibility of stars (astronomy).
 * Content:**

For this lesson to be effective it must begin outside in the sunlight. While outside pose the overarching question to the class, "How much unnecessary light or electricity do you use in a day?" Allow time for the students to consider this question and then read __There Once Was a Sky Full of Stars__ by Bob Crelin to the class while sitting outside. This is a children's book about the beauty of the night sky and how it has been affected by light pollution. It is definitely below the capabilities of the typical 5th grader but it is a good springboard for discussions of light pollution and sustainability. Next, ask the students to consider the giant glowing orb above their heads (assuming it isn't overcast outside). What are the benefits of using sunlight compared to unnatural light? Explain that in some cases using light that comes from a light bulb is unavoidable, and in some cases one's environmental-footprint is slashed in half by using fluorescent light or LED lights. Go back into the classroom and ask students to look up some general statistics on light usage in the typical American household and comparing it to that of people in England, Germany, Japan, New Zealand, etc. Students should gather as much information as they need to create a detailed and engaging graph or chart. It may be a line graph, a pie chart, or a bar chart. Provide students with a instructional and demonstrative sheet on graphs and charts in order to scaffold their learning and understanding of this topic. On top of that, provide students with a helpful website (example in "Media" section). The extension should include the students taking note of their habits at home or just generally outside of school with light and electricity usage. Upon returning to class a day or two later, the students should create another graph or chart using their own statistics and maybe those of their parents or guardians. A good book to have sitting out in the classroom is __Everything Kids' Environment Book: Learn how you can help the environment by getting involved at school, at home, or at play__ by Sheri Amsel. Encourage students to take a look at this book throughout the day. This book gets into how children can make a difference in any way.
 * Pedagogy:**

Below is a very interesting video about the progress that is being made in alternative energy in California specifically. Show this to the class as a way of engaging them as the class discussion of sustainability develops. []
 * Tech. Integration:**

The most important piece of this lesson is its relevance to sustainability. Light pollution is increasingly becoming a large issue in large urban centers and has long lasting effects on visibility. Light Pollution not only affects visibility for amateur star-gazers but professional astronomers as well! This type of pollution is especially unhealthy for our atmosphere. Our sky is being polluted in more ways then one when a light is turned on but no one seems to think of that when they turn all the lights in their home on as soon as they step inside. Students will become cognizant of the effects of unnecessary light usage as a result of this lesson, and they will be equip with the tools to slash their electric usage.
 * Sustainability:**

After the lesson is completed, the students will be assigned the task of gathering information about the school's use of electricity. After gathering this information, which should include the types of bulbs used, the intensity of light in rooms that are not used often, the practices of the custodial staff after school hours, i.e. are lights kept on at night, etc. The questions should be developed by the instructor but after the information is gathered the students will have to demonstrate their understanding of graphs by displaying their information on two different types of graphs or charts.
 * Assessment:**

[] [] [] [] [] []
 * Mobile Apps and Other Media:**

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 * Surplus and Scarcity**

Number Sense is a very important skill to develop at an early age. As my peers recognize, without a sense of numbers and an understanding of how to increase and decrease numbers students would be missing a major piece of their education as a well-informed and fully-functioning citizen. Children are citizens, albeit small, but they begin contributing to our society as soon as they are born. Think of the economy of childbirth. Each infant that is born helps pay the salary of an Obstetrician. This discussion leads directly into a lesson of number sense. What is the human population today? What was it twenty years ago? Fifty years ago? A century ago? What is contained in the Prezi that I have attached above is a presentation of what is in surplus at Wake Forest and what we are in dire need of at our beloved university. My group (Meagan, TJ, and me) walked around campus during the allotted time and raked our memories for opinions and complaints we had heard in the past. Four things stuck out to us as items in abundance at Wake and three as items in need of increase.
 * Content:**
 * Surplus: Utility vehicles; Private practice rooms in Scales; Tennis courts, and speed-bumps
 * Scarcity: Dining venues; Miller Center equipment; and Student-parking spots

To begin with, students should be able to count by adding and subtracting and understand how numbers can affect people. Students should be allowed to visualize these items and objects but first an introduction to numbers must occur. After familiarizing students with numbers, they should next learn to count, and then learn to add and subtract. I have two great resources for counting practice [|Counting Game] and [|Khan Academy Counting Game]. Next, students should be given the opportunity to make their own discoveries and, just as I did, they should explore their area and decide what is unnecessary and what is needed. They would be asked to count the total of each item they choose and formulate a table that segments the objects. A discussion would arise from their observations about what these objects are good for or what purpose they serve. Overall students would be asked to consider their area and its needs and what it is crowded with which is hindering the community. I would want the focus to be local at first and then in weeks ahead expand globally. This focus, of course, would depend upon which age group is the recipient of the information. They younger the students the more specific the viewpoint, the older the more general.
 * Pedagogy (Lesson Plans/Ideas/Activities):**

The the links I posted above are perfect examples of how to integrate technology into this number sense lesson. Practice makes perfect in this case. The more familiar children are with numbers and how to manipulate numbers the better they will understand what numbers mean.
 * Technology Integration:**

This issue plays a big part in number sense. As mentioned earlier, how many people can this earth sustain? What is the environmental effect of over 3 billion people? Students are encouraged to consider the effects on the world around them as it has to do with them and their actions.
 * Sustainability:**

An assessment plan for number sense could be as simple as gauging a student's grasp of counting and manipulating numbers through addition and subtraction. The Mobile Apps used during this activity was a smartphone camera. Prezi was used to present my group's findings.
 * Identify (Assessment, Mobile Apps, Other Media):**