Koreen+Humphries

HELP...Can anyone help me figure out why it shrinks my template to this size? When I pasted the assignment it was fine, after I saved the assignment to the Wiki page it adjusted the size? I apologize for the appearance. Thanks, Koreen

Utah 2nd Grade Science Standards
 * = Daily Lesson GAME Plan #1 = ||
 * Lesson Title: Life Cycles in All Varieties |||| Related Lessons: Caterpillar Life Cycle Model Lesson ||
 * Grade Level: 2nd Grade |||| Unit: Life Cycles ||
 * ==GOALS== ||
 * Content Standards:

Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Objective 1 Tell how external features affect an animals’ ability to survive in its environment.

. || Research and Information Fluency Students __apply__ digital tools to gather, evaluate, and use information.
 * ISTE NETS-S
 * 1) Plan strategies to guide inquiry
 * 2) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 1) Apply existing knowledge to generate new ideas, products, or processes
 * 2) Create original works as a means of personal or group expression
 * 3) Use models and simulations to explore complex systems and issues

Instructional Objectives: Students will be able to sort organisms into living and non-living things. Students will be able to share the life cycle of a chosen organism and relate how it links to other organisms and the environment. ||
 * ==ACTION== ||
 * Before-Class Preparation: Gather instructional and research materials including books, magazines, __portable computer__ lab, KWL charts, and graphic organizers. ||
 * During Class ||
 * Time

4-5 30-40 minute lessons |||| Instructional Activities:

frog books, kangaroo books, eagle books, butterfly books, ladybug books, and magazines about each animal/insect,, internet access, digital camera, ||
 * 1) Students choose their top two animals they would like to learn about from a list of animals that I have resources to support.
 * 2) Students are sorted into groups of 3-4 kids. Students begin with a KWL chart to determine what information relating to their animal they know and what information they need to learn.
 * 3) Students work in cooperative learning groups to learn about their animal and decide how to present the information to the class. Students have the choice to make a play, poster, __mobile__, or video.
 * 4) Using graphic organizer students will organize their information and research, and prepare them to present to the class.
 * 5) Students will work to prepare a mode of presenting their information from the list above.
 * 6) As students are presenting they will be video taped so that we can compare and contrast different life cycles on a Venn diagram later. || Materials and Resources:
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * 1) Assess groups KWL charts to ensure they have appropriate questions for their PBL experience that will lead them to gain intended understanding.
 * 2) Assess student’s ability to use __Google Search__ as a tool for finding related information about their topic. Students will experience a to, with, and by model of instruction clarifying understanding of Internet research.
 * 3) Rubric for assessing final student projects.
 * 1) Rubric for assessing final student projects.

Accommodations and Extensions: Accommodating students that may already know the info will include allowing them to research an animal that was not on the list, as well as including more in depth information about their animal.

Students that may need a modified assignment may be grouped with students that are more experienced and given the opportunity to teach their pier. Any student that may need additional assistance may work with our teacher assistant.

Back-Up Plan: Prepare groups in advance so that abilities are equally distributed. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * LIFE CYCLE RUBRIC **** Name: Date: Total Score: ** ||  || Beginning 1 || Developing 2 || Accomplished 3 || Exemplary 4 || Score ||
 * Comprehends sequential life style stages || Zero to one life cycle pictures were in order. || Two

life cycle pictures were in order. || Three life cycle pictures were in order. || Four

life cycle pictures were in order. ||  ||
 * Research using technology || Zero to one vocabulary words found and written correctly || Two vocabulary words found and written correctly || Three vocabulary words found and written correctly || Four vocabulary words found and written correctly ||  ||
 * Group performance || Did not participate within the group || Participated somewhat within the group || Participated well within the group || Demonstrated leadership qualities within the group ||  ||
 * Group project end product || Did not complete the job task || Somewhat fulfilled job task requirements || Fulfilled the job task requirements || Went above the requirements for the job task ||  ||

LESSON REFLECTIONS AND NOTES:

Judy to Koreen- I like the freedom your students have in choosing a topic of interest from a given list. I think this helps them stay engaged in the learning process. One question I have is exactly what are they researching? You mentioned they work on a KWL to determine what they know and what they need to know. The rubric scores what they demonstrate about the animal’s life cycle. You mentioned they also need to be able to relate how the life cycle links organisms. What are they going to do to demonstrate this understanding? I did not know if that was a different product of or it was a part of the finished product for this stage of the PBL. I think your activity will have the students engaged and look forward to seeing the rest of the unit.

Judy Spears

Nicole to Koreen- At first I was confused why you would need so much time for a seemingly more simple objective, and then when I read through your lesson sequence I was certainly able to understand better the need for so much time. This seems to be very involved and very interactive. It also seems like a really great way to allow your students to use their multiple intelligences. I think it would be good if you added some more details into your lesson sequence about how the students will achieve each step of this lesson. For example, will the students simply work in their group to create their own KWL chart or will this be whole group or independent? Also, will the students come back to the KWL chart later in order to write what they learned? Also, if the students are accessing the internet to learn about their animal, how are you working this? Will the students have the skills to google search without teacher help, or will you have preselected safe websites on each group's animal? Also, will the students be using any type of technology (such as Kidspiration or other concept mapping) for the graphic organizer? You have a great idea and I think that students would really learn a lot, but as the reader of this lesson, I would personally love to know more about your Action part of your GAME plan!

Nicole deMoll

Utah 2nd Grade Science Standards
 * Daily Lesson GAME Plan #2 ||
 * Lesson Title: Life Cycle Collaboration |||| Related Lessons: Life Cycles ||
 * Grade Level: 2nd Grade |||| Unit: Life Cycles ||
 * ==GOALS== ||
 * Content Standards:

Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Objective 1 Tell how external features affect an animals’ ability to survive in its environment.

. || Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * ISTE NETS-S
 * 1) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
 * 2) Contribute to project teams to produce original works or solve problems

Instructional Objectives: Students will collaborate with other students within the district via the district Ning, classroom blog, or Wiki and pose questions that other students may know the answers to because they have first hand experience. Students will gather information and record it on their group KWL charts or other graphic organizers. || Using the district Ning find teachers in the district that are teaching or have taught their Life Cycles unit and brought in a plant or animal to observe. i.e. caterpillars, chicks, Brasicca Rapa, etc. that are willing to collaborate with my students as an outside source of information for their problem. Schedule time when we can be online to collaborate. First, to ask questions. Next, to discuss answers and make any follow up responses. || Approx. 2-30 minute time slots |||| Instructional Activities Before students log in to access other students information, they need to identify questions that have not been answered. Specifically, from the “Want to Learn” section of their KWL chart. They need to identify questions that their collaborative piers could possibly answer having witnessed the life cycle live in their classroom. Ex: Every year in our school we hatch chicks, butterflies, and Brassica Rapa plants.
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time

Using a class found on the district Ning that has observed a plant or animals life cycle, students will collaborate with their online piers to discuss what was observed and learned relating to their specific life cycle. Students will share via the Ning, class Blog, or possibly a Wiki what they have observed. My students will ask questions and record information on their KWL chart under the “Learned” column to include in their final project. || Materials and Resources Students will need internet access and their completed KWL chart. ||
 * Note student groupings, environmental modifications needed, etc: Groups will be the same groups that students worked in for their first assignment. They are organized according to their interest in a specific animal. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will monitor students online interaction to assess the quality of questions, answers, and how students KWL charts are beginning to fill in. Groups will need to work collaboratively and each take an active role in questioning and organizing answers.
 * Ongoing Assessment(s): I will monitor students online interaction to assess the quality of questions, answers, and how students KWL charts are beginning to fill in. Groups will need to work collaboratively and each take an active role in questioning and organizing answers.

Accommodations and Extensions:

Back-Up Plan: If we can not find classrooms within in the district Ning I will look outside the district. If needed I could collaborate with other classroom within the school that have first hand knowledge of certain life cycles. || Students will be evaluated based on the questions they pose to their online piers as well as the answers they record on their KWL chart. There is no formative assessment for this activity as it is just an opportunity for students to gather information through online collaboration and networking.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES:

Crystal's comments: First, I must have missed it somewhere so I have to ask what is the district Ning? Also, you mentioned that your students were going to talk to other students who have witnessed a live life cycle, have your students visually seen a plant or animal go through the life cycle in your classroom? I know that our fourth grade Science teacher has the students plant a seed and watch it grow. Another teacher has had chicken eggs in the classroom and they hatch and I have also seen her bring in a butterfly kit, where the kids get to see the butterflies come out of their cocoons. The students really seem to enjoy watching these objects go through the life cycle and it helps them to relate to the lesson. An idea to add might be to contact a college university lab and see if they have any videos or other resources or information about life cycles too. Maybe you could interview a scientist and Skype with him as well. This life cycle unit is so exciting for the students and there are so many possibilities when it comes to lessons and activities for this unit, so I am sure you enjoy teaching it. Unfortunately, we don't always have the time to do everything that we want with a unit. Anyway, have fun with it and good luck! || Sean's Comments: An idea that I would like to share with your KWL chart would be to have students work in pairs with Google Docs. Your kids would be able to create the KWL chart and add to the document as needed. They would each be able to work on it independently but still create one project. I really like your idea of using other teachers for your students to collaborate with. My students really enjoy talking with their previous teachers so that gives your students an opportunity to collaborate with a teacher who may have had a positive impact in the past two years. Good idea, Sean.

Koreen, I really like your lessons that you have here. My only suggest is that you should incorporate the KWHL chart. I think we learned about it during weeks 1 or 2, but I have been using it since graduating college. I really like when the kids have to indicate how they learned what they wanted to learn. It makes teaching citing so much easier!! I think it also allows them to see that many different resources are necessary. As for the formatting, I wish I could help, but honestly posting these templates into wikispaces was not a good idea, the formatting is much too difficult on this website!!! Jillian

Utah 2nd Grade Science Standards
 * = Daily Lesson GAME Plan #3 = ||
 * Lesson Title: Life Cycle Digital Story |||| Related Lessons: Life Cycles ||
 * Grade Level: 2nd Grade |||| Unit: Life Cycles ||
 * ==GOALS== ||
 * Content Standards:

Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Objective 1 Tell how external features affect an animals’ ability to survive in its environment.

. || Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
 * ISTE NETS-S
 * 1) Plan strategies to guide inquiry
 * 2) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
 * 3) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
 * 4) Process data and report results

Technology Operations and Concepts Students demonstrate a sound understanding

of technology concepts, systems, and operations.
 * 1) Understand and use technology systems
 * 2) Select and use applications effectively and productively
 * 3) Troubleshoot systems and applications
 * 4) Transfer current knowledge to learning of new technologies

Instructional Objectives: Students will create a Digital Story that illustrates the Life Cycle of the plant or animal they selected. ||
 * ==ACTION== ||
 * Before-Class Preparation: Before class I will need to schedule the portable computer lab, prepare the microphones, and have parent volunteers to help groups prepare to do the narration of their Life Cycle report. Students that decided to present their Life Cycle in a play will need video cameras. ||
 * During Class ||
 * Time

Multiple 30 minute sessions. 2-3 days of computer class. 30 minutes each day to compile. |||| Instructional Activities Stuedents will be exposed to using iMovie and Digital Story software before hand through a modeled Digital Story. They are familiar with recording their voice from Raz Kids.com and reading samples.

Groups will be taken to the Kiva to record the narration to their Life Cycle project. Students writing will need to include speaking parts for each group member and cover the life cycle completely. Once the narration is complete students will work with a parent volunteer or the computer teacher to fit their illustrations and narration together in a Digital Story.

When groups are finished they will need to upload their final project to our class blog on kidsblog.org the URL is below. [] This way students projects can be shard with piers as well as our collaborative classes from the district. Students will be required to view at least 2 stories and make comments. Each comment needs to include a heart (like) and a wish (suggestion).

As a class we will be reviewing the stories and accompanying comments. || Materials and Resources

Portable computer cart, microphones, video cameras, scanner, volunteers including parents and computer teacher. || Students will continue to work in their small groups of 3-4. Modifications may need to be made according to students ability to grasp iMovie and Digital Storytelling software used from Microsoft. Teacher support will be given to those groups struggling with the technological aspect of the activity. ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be submitting their notes and narration throughout the unit to ensure that students are finding the information they need to have a successful digital experience. I will be checking students KWHL charts as well as graphic organizers to assess that all group members are contributing and prepared for their narration.

Accommodations and Extensions: Students that are struggling will receive 1:1 instructional time as well as research time. Students that are familiar with animal Life Cycles will be challenged to research another animal or insect that is more rare or unfamiliar to them. Back-Up Plan: || The following rubric will be used to assess students final group project and Digital Story. || Be specific and include the evaluation that you will use for this lesson:
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * LIFE CYCLE RUBRIC **** Name: Date: Total Score: ** ||  || Beginning 1 || Developing 2 || Accomplished 3 || Exemplary 4 || Score ||
 * Comprehends sequential life style stages || Zero to one life cycle pictures were in order. || Two

life cycle pictures were in order. || Three life cycle pictures were in order. || Four

life cycle pictures were in order. ||  ||
 * Research using technology || Zero to one vocabulary words found and written correctly || Two vocabulary words found and written correctly || Three vocabulary words found and written correctly || Four vocabulary words found and written correctly ||  ||
 * Group performance || Did not participate within the group || Participated somewhat within the group || Participated well within the group || Demonstrated leadership qualities within the group ||  ||
 * Group project end product || Did not complete the job task || Somewhat fulfilled job task requirements || Fulfilled the job task requirements || Went above the requirements for the job task ||  ||

LESSON REFLECTIONS AND NOTES:

LESSON REFLECTIONS AND NOTES: