Objective+4

Objective 4


 * 1) Ability to facilitate students’ individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
 * Documented by Concept Map of Learning Theories, Activity Wiki, Lesson Plan 1, Lesson Plan 2, __and__ Lesson Support Documents.

Post a copy of your Concept Map of Learning Theories here.

Link to your Lesson Plan 1 and Lesson Plan 2 on Objective 3 from this page.

Post copies of your Lesson Support Documents here and describe what you learned from creating them.

Objective 4

[|Winter Study Unit/Concept Map]

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[|Sonya Snow/Concept Map]

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[|Concept Map of Learning Theories]

Activity Wiki for Study of Space Unit by Sonya Snow. For this study students will use the wiki to do an interactive study on space. Students will be places in groups of two and given a topic to study. The students will be given a tudents will take a pretest and a post-test that is identical. Groups will study their topic and post facts on the discussion board. They will also watch the video and post a summary.

Content Standards


 * Ask and answer such questions as //who, what, where, when, why,// and //how// to demonstrate understanding of key details in a text. [RI.2.1]
 * Determine the meaning of words and phrases in a text relevant to a //Grade 2 topic or subject area//. [RI.2.4]
 * Write opinion pieces which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. //because, and, also//) to connect opinion and reasons, and provide a concluding statement or section.[W.2.1]
 * Participate in shared research and writing projects (e.g, read a number of books on a single topic to produce a report; record science observations). [W.2.7]
 * Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4] Use glossaries and and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases[L.2.4e]
 * Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]
 * Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2] Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] Develop the topic with facts, definitions, and details. [W.3.2b] Use linking words and phrases (e.g., //also, another, and, more, but//) to connect ideas within categories of information. [W.3.2c] Provide a concluding statement or section. [W.3.2d]
 * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly.[SL.3.1] Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1] Explain their own ideas and understanding in light of the discussion. [SL.31d]

Lesson Plan 1 and Lesson Plan 2 on Objective 3



I enjoyed making the lesson plan support documents. They are great tools for the classroom teacher. Each document allows you to keep track of your students progress. This helps you evaluate each students progress, allowing you to make adjustments in your teaching strategies.


 * //__ Famous Space Explorers Vocabulary Workshe __//****//__ et __//**
 * Word ||  Part of Speech/Definition  ||  Use the word in a sentence.  ||  Synonym  ||  Antonyms  ||


 * //__ Lesson Plan 2 Famous Space Explorers/Rubric __//**


 * Storyboard- multimedia: Lesson Plan 2 Famous Space Explorers/Rubric ||
 * Teacher Name: Mrs. Snow ||  ||   ||   ||   ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4 **100pts** || 3 **75 pts** || 2 **50 pts** || 1 **25 pts** ||
 * Content || All content is in the students\' own words and is accurate. || Three fourths content is in the students\' own words and is accurate. || At least half of the content is in the students\' own words and is accurate. || Less than half of the content is in the students\' own words and/or is accurate. ||
 * Clarity and Neatness || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * Use of Time || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so. ||
 * Cooperation || Worked cooperatively with partner all the time with no need for adult intervention. || Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. || Worked cooperatively with partner most of the time, but had one problem that required adult intervention. || Worked cooperatively with partners some of the time but had several problems that required adult intervention. ||
 * Required Elements || Storyboard included all required elements as well as a few additional elements. || Storyboard included all required elements and one additional element. || Storyboard included all required elements. || One or more required elements was missing from the storyboard. ||
 * Spelling & Grammar || No spelling or grammatical mistakes on a storyboard with lots of text. || No spelling or grammatical mistakes on a storyboard with little text. || One spelling or grammatical error on the storyboard. || Several spelling and/or grammatical errors on the storyboard. ||
 * Date Created: Feb 27, 2013 08:32 pm (CST) ||  ||   ||   ||
 * Clarity and Neatness || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * Use of Time || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so. ||
 * Cooperation || Worked cooperatively with partner all the time with no need for adult intervention. || Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. || Worked cooperatively with partner most of the time, but had one problem that required adult intervention. || Worked cooperatively with partners some of the time but had several problems that required adult intervention. ||
 * Required Elements || Storyboard included all required elements as well as a few additional elements. || Storyboard included all required elements and one additional element. || Storyboard included all required elements. || One or more required elements was missing from the storyboard. ||
 * Spelling & Grammar || No spelling or grammatical mistakes on a storyboard with lots of text. || No spelling or grammatical mistakes on a storyboard with little text. || One spelling or grammatical error on the storyboard. || Several spelling and/or grammatical errors on the storyboard. ||
 * Date Created: Feb 27, 2013 08:32 pm (CST) ||  ||   ||   ||
 * Date Created: Feb 27, 2013 08:32 pm (CST) ||  ||   ||   ||


 * //__ Study of Space Checklist __//**

Category || Study of Space Checklist ||   || Facts || Students recalled and record important life events about Famous Space Explorers.

||  ||  Materials Accessed  || [|Interactive Graphic Organizer]

Computer or Laptop

Books, Newspapers, Magazines, Internet, Clipart

Materials on Yuri Gagain, Alan Shepherd, John Glenn, Neil Armstrong, Sally Ride ||  ||  Pretest/Post-test  || Pretest Completed Post-test Completed ||  || Data Recorded On Discussion Page || Facts and comments recorded on discussion page. ||  ||  Vocabulary  || Part of Speech/Definition Used the word in a sentence Synonyms Antonyms ||  || Storyboard || Students used data to create storyboard ||   || Graphic Organizer || Data was recorded correctly on graphic organizer ||   ||

[|**//Data Organizer Storyboard For Famous Space Explorers//**]


 * //__ NETS-Student Checklist __//**

Students exhibit creative thinking; use prior knowledge to create new ideas and products. __ Students communicate and collaborate with other students, aware of other cultures and their differences. __ Students gather, collect and record data, use data to process data and report results. __ Students use data results to develop solutions or complete a project. __ Students show leadership characteristics of good digital citizenship. __ Students exhibit knowledge and use of technology. __


 * //__ Electronic Grade Sheet __//**


 * ||  ||  Teacher: Mrs. Snow  ||  Date: March 3, 2013  ||  First Semester  ||   ||
 * Item Name ||  Due Date  ||  Grade  ||  Comments  ||
 * Pretest ||  8/30/13  ||  /100  ||   ||
 * Discussion Page ||  9/17/13  ||  /100  ||   ||
 * Post-test ||  9/30/13  ||  /100  ||   ||
 * Interactive Graphic Organizer ||  10/4/13  ||  /100  ||   ||
 * Main Ideas & Details Chart ||  10/20/13  ||  /100  ||   ||
 * Data Facts Collected ||  11/1/13  ||  /100  ||   ||
 * Animoto ||  11/11/13  ||  /100  ||   ||
 * Story Creator Book Completed ||  11/27/13  ||  /100  ||   ||
 * Vocabulary Worksheet ||  12/1/13  ||  /100  ||   ||
 * Storyboard ||  12/7/13  ||  /100  ||   ||
 * Data Organizer Completed ||  12/15/13  ||  /100  ||   ||
 * Data Organizer Completed ||  12/15/13  ||  /100  ||   ||

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