Week 8 - Assignment 2: Math Lesson Plan

Math Lesson Plan
https://docs.google.com/a/nyit.edu/document/d/1YXjKmKBKw56VSXuku_ACKH8opl0YkENI9Ja9SpStcvI/edit?usp=sharing

Week 7 - Assignment 2: Discussion Lesson Plan

Strategies for Student Centered Discussion Lesson Plan

Week 6 - Assignment 3: Writing BD Lesson Plan

Backward Design Writing Lesson Plan

Week 6 - Assignment 2: Reading BD Lesson Plan

Backward Design Reading Lesson Plan

Enjoy!!! :)

Week 6 - Assignment 1: Analyzing ELA instruction

I really enjoyed watching the video of Emma Coufal's Kindergarten class. It's obvious from the way she runs her classroom that her goal is to have each of her students become confident readers.
Ms. Coufal created an environment in her classroom where each of her students are out to help one another by having them read in partners. She encourages them to be a good partner by helping their peers and reading together.
I really like how Ms. Coufal gave her students special pointers to put on their fingers. It's such a cute and fun way to get the children be enthusiastic to read and point along to each word.
The workshops that Ms. Coufal does with her class, models support to all of her students, especially ELL's. She has her students read books that are on their level so that they can continue to learn and gain better reading skills. It is clear that all of her students feel safe and comfortable in her classroom as she makes each child feel welcome be encouraging them to go on. I noticed how she focuses a lot on positive enforcement, which motivates the child to try again.

Week 5 - Lesson plan and Rubric

General Learning Outcomes:

• ·         Students will able to interpret and introduce texts that are related to the experiment at hand.
• ·         Students will be exposed to words, diagrams, charts, graphs, images, symbols, and mathematics related to the science lesson.
• ·         Students will be read and understand the required literature.
• ·         Students will be involved in using the internet- search-engine, word-processing, spreadsheet, desktop-publishing, digital-map-database
• 
  

Specific Learning Outcomes:

• ·         Students will identify the main factors that influence the quality of water
• ·         Students will be able to explain how human activities can alter the balance of a water ecosystem and affect the survival of organisms.
• ·         Students will identify the relationship among factors affecting water quality.
• ·         Students will explain how a factor affects the living organisms in a water ecosystem.
• ·         Students will use credible cyber resources for the data collection
• ·         Students will use ICT’s in order to facilitate the process of identifying scientifically testable questions and locating valuable and accurate information.
• ·         Students will use ICT’s to support data organization, data analysis, and data presentation, and draw conclusions.
•         Students will use ICT’s to communicate findings to the learning community using various media formats.
•  

Day 1

Begin the lesson by asking the students to go into small groups and to brainstorm lists of the factors affecting water quality and human activities that change the balance of water ecosystems. This will help you to determine the students prior knowledge on this topic. Guide them to come up with answers by giving them questions pertaining to the topic to discuss and think about.

When they finish have each group search on Google News to find a article about water quality and its effects on organism. Have them do a thorough research (they may need guidance in how to type in key words… etc) and come up with enough information. Have each group orally report the article they discovered with citing their source.

Day 2:

Guide students in how to interpret and collect data and examine the correlation between the two factors. Students should work in small groups and try to briefly figure out the relationship between the dissolved-oxygen and water-temperature data. Students should place the data they find on a chart spreadsheet, and explain how the chart aided them in answering the research question.

Day 3:

Help your students develop scientifically re-searchable questions that can be answered using the data from online databases. Ask questions to formulate a hypothesis. Students will work mainly on their own by creating their own lab-report that documents their questions, and all the other requirements.

Day 4:

Students should be familiar with how to form their own research question and a hypothesis. They will complete the work in groups by writing a report that summarizes all that they have learned in the past few lessons.

http://www.rcampus.com/rubricshowc.cfm?code=MX7C748&sp=yes