Fall+2011+Practicum

2011 Fall Practicum

ELA Fall Practicum **__ELA Experience--Reflection__** I was able to use this lesson of alliteration as a build on from Tuesday's introductory lesson. On Wednesday, due to the time frame of this class, we finished the rest of the lesson. It fit in well with the standard of writing for a variety of reasons with different audiences in mind. There is a specific GLE that says students will recognize and understand the term of alliteration. This lesson targeted the understanding aspect and I believe it was successful. I think learning how to use mini lessons was valuable. The English and Writing lessons are scattered in between classes throughout the day in small time increments. One quickly learns to make the most of the timeframe. The day before the drawings activity we read //Animalia// and talked about alliteration briefly. The next day, at the same time period, Mrs. Elkins got the children started on the activity while I ran to my car to search for my flash drive. The students really enjoyed the creativity of this lesson. At first, they had not completely understood alliteration; they thought it was a list of strung out words with the same first letter that did not have to make any sense. Once they got the idea they could use it to describe one thing or event and could add other small words (a, had, an, is, etc.) they had fun with it. They thought about what they would draw and color while they made up their alliterations. They were having fun when it was time to pack up and leave. We had to convince them that they would have time to finish their pictures and alliterations the following day. It was great to see the excitement and I think they will remember alliteration a long time after this activity. I forgot my flash drive that had the song on, it was in my computer saving the previous night's work. We completed the book on Thursday and they listened to the song. I was able to (with the assistance of the assistant) assemble the pages in a book format before leaving school on Friday. I am bringing it to share-if there is time for that-and then returning it to the class when I get to peek in for a visit later. I am going to scan the writings during Thanksgiving break, if all works out, and finish the bookemon book. I could not show the students the book online because the school did not have the technology needed. They did not have a scanner readily available and the internet did not have enough speed or memory to load the books. I had already tried this earlier with the book I was making of my classroom experiences. It was enjoyable for me to see students excited about learning and doing more than filling in answers on worksheets. I think this would have worked for any of the figurative speech areas that the students had learned about this week. Rather than using the alphabet, each student could illustrate a hyperbole or an idiom and this would have made a lasting impression on that particular part of speech. This is a lesson that I will try to implement in whatever grade I may teach. Hopefully, I will learn how to use other online technology so that I am no longer dependent on a flash drive to play special tunes. Math Fall PracticumScience Fall Practicum __**Math Reflection** __ Although I did not get to teach a Math lesson, I think this particular lesson would help fourth grade students who are still struggling with multiplication facts. I chose to back up to factoring because after observing the class I traveled with on this occasion I realized that they had not mastered or even come close to mastering this area in math. The lessons for the week had been on simplifying fractions and changing improper fractions to equivalent ones. When the teacher asked if I would like to review the problems by having students work them out on the board, one of the students came up and began to attempt factoring in order to simplify the fraction. I had no idea what she was doing on the board so before I corrected her or tried to help I asked the teacher what method she had been using with the students. She said, "They can factor them out." Okay, then what was this student doing?--I had no idea, but it was not factoring. Mrs. Meredith looked up at the board and said it was because the class had no idea what they were doing because they do not know their multiplication tables. I was able to show the student how to factor (Ex. 6/14--answer was something like 6 x 1, 6 x 2, 6x 3, etc. rather that 6 x 1, 3 x 2, so I was at first lost as to what she was doing). Then Mrs. Meredith gave them up and down the road for not knowing their facts. She took one group outside and told me to work with the others inside to do "whatever I could with them." So I began to help some of the students with their math worksheet. The teacher took the others outside and showed them the nifty little trick of simplifying on the calculator. When they returned, the children were very excited; they were, in turn, to show their fellow classmates how to simplify on the calculator. I was able to help them use the calculators to simplify fractions the rest of that class period. I felt terrible because I knew they now had a shortcut but they had no concept on how they were simplifying or what the term meant. That night I went home and made out the lesson plan. I decided that even if the students, and some did, knew their multiplication tables they still did not understand the term "factor out." Most of them did not know what prime and composite numbers were. They could repeat the definition, but that seemed to be it. I had also asked the teacher if she had any "drill cards" for students to practice with. She gave me a set and I chose three students to take in the back of class and practice multiplication facts. First, I showed them what it meant to multiply (multilplication facts are groups of sets) then showed how it would look on paper. Light bulbs went off! Oh! they said, now I get it. Then I showed them how to estimate by rounding up 4s to 5s and then subtracting one from each group, same with 9s using benchmark numbers, and they were loving the challenge. When it was time to leave they were smiling and telling the teacher that I showed them a new trick to learning their multiplications. I think if my lesson plan had been used during the week, it would have helped a few having difficulty with both multiplication and factoring. I also believe they would have related well to the chosen book, //The Doorbell Rang.// This book is similar to the //Action Fractions// book I used in my demo and similar to the idea of "fair share" when passing out the candy pumpkins. I realize that the teachers do not have time to back track on everything that the previous year's teacher should have taught, but I do not see how it is possible to go any further without that background knowledge. It is like building a house on stilts rather than solid footing--it is sure to fall over without the foundation. The following week I watched another group doing an activity on mixed and improper fractions and had seen improvement in the students ability of working with fractions. This time they graphed them out on paper. This was much more effective than the worksheets students kept receiving. They still used the calculators, but at least this time they knew what a fraction represented.



Science Fall Practicum **__Science Lesson Reflection__** Since I was in the Science classroom with my mentor teacher, I was able to use my lesson for evaluation. My lesson on using measuring tools to measure matter on Tuesday of this week went well. The students enjoyed using all of the new tools they had not seen or practiced with yet. It was great that I was able to borrow the tools from Dr. Suters for the activities. We were able to find a pan balance with the grams in it from the fifth grade science teacher, as well as a beaker and graduated cylinders. Mrs. Elkins has now included a regular pan balance, like the one we have in class, and a pan balance with the actual grams in it her wish list. The students were fully engaged and ready to explore--almost too ready. I would like to think that I gave all the students a fair amount of time by circulating and checking on their work. Narrowing the lesson down to just four of the tools was much better than covering all the tools and standard units at one time. Mrs. Elkins suggested we break the lesson down when I taught one group the day before my evaluation. Although it was listed in the textbook as one lesson, which is usually covered in one to two days, it was jam packed with measuring units, both English and metric, that were all necessary for students to learn just to pass the TCAP test section on matter. Cutting this lesson in two worked out so much better. I had only covered half of that lesson, not touching density and gravity. We used the rest of the week to reinforce this lesson and to discuss the standard units in length. I found out that I can quickly lose track of where I should be in a lesson if I do not have well thought out plans as references. I had a note on how I wanted my procedure to move along in order to have plenty of time to cover all of the material, but I forgot the very first item on my list---which was to state the objective which I had posted on the board behind me. If I had remembered to do this, I believe I would have been more conscious of repeating it throughout the lesson rather than just concluding with it. Still, the list on the procedures was a great help for me. I will continue to implement this method in later lessons and be more aware of repeating the objective. During the lesson, I needed to include real-world applications, such as asking the students how these tools might help them when they went to the store to shop for vegetables or how they might look for grams on the side of a cereal box to see its nutrient contents. Even with the thermometer I could have mentioned the importance of checking the temperature each morning just to figure out what to wear or if traveling on a vacation to know what to pack. Although we had talked about this the day before, a review or different example would have been beneficial. All sorts of ideas pop in my head after doing the lesson. Putting these applications in my notes would serve as a reminder to share them with the students. I need to think twice about the purpose of using technology, is it to teach or to entertain? If it is to teach then I need to give students something specific to look for or comment on that would relate to the topic of discussion. Another point that was part of my evaluation was that I should not ask students to share their grades aloud. I have always hated this method but have seen teachers repeatedly doing this. They may just be looking for how well they taught or if the majority of students "got it," but this could be done just as well if the teacher graded the papers himself/herself. It is very embarrassing and intimidating for students that do not make a good grade. I also learned that my pemanship matters even in the upper grades. I'll have to practice writing quickly and neatly at the same time. Mrs. Elkins and I had as much fun with the grams and scales as the students did on the following day when the lesson was extended. I will keep all of Dr. Comer's points in mind the next time I have the experience of teaching or being evaluated. The Science in a Box Activity was presented with my team members on Friday, Nov. 18, 2011. SCIENCE IN A BOX ACTIVITY--FRIDAY NOV. 18, 2011 This activity has been modified and will include some reading from the "mighty animal cells" (ch. 2) and "powerful plant cells (ch. 2)."
 * **Parts of the Microscope**
 * __Arm__: Use the **arm** of the microscope to move it in place while placing one hand under the **base**for extra support.
 * __Base__: The **base**is the bottom portion of the microscope that it rests on.
 * __Light source__: The microscope has a built in **light source**called an illuminator.
 * __Diaphragm__: A condenser lens and the iris **diaphragm**(located below the stage) focus the light on the specimen so it is evenly illuminated. The lever located under the lens controls how much light enters the diaphragm.
 * __Stage__: The **stage**holds the glass slide with specimen in place with the help of stage clips.
 * __Focus knob:__ The **focus knob** located on the side of the microscope is used to zoom in close to see the details of the specimen. Most microscopes will have a **coarse focus adjustment knob**, controlled by the outer ring, and a **fine focus adjustment knob**, controlled with the inner ring.
 * __Objective lense:__ The **objective lenses**have varying magnifying abilities to view the specimen. The larger the number is on the objective lens, the greater the power to magnify the specimen.
 * __Eyepiece:__ The **eyepiece** at the top of the microscope, also called an ocular, is what you look into to view your specimen.
 * Using the microscope**
 * Plug the microscope in. Turn on the light switch; this is usually located on the bottom side of the microscope.
 * Make sure the stage is in its lowest position and gently place the prepared slide on it and secure with stage clips.
 * Begin with the lowest numbered objective lens and look through the eyepiece for the specimen.
 * Raise the stage as needed to locate the specimen. Try to center the item. Once it is in view and centered looking through the eyepiece you can raise the stage to get a closer view. Be careful not to touch the glass slide to the objective lens. You can try viewing through the higher numbered lenses for a closer look by turning the objective lens slowly towards the slide.
 * When you are finished viewing be careful when leaving not to trip on any cords and leave room for the next viewer to safely use the microscope.
 * Using a wet mount or a prepared slide:**Lay specimen on top of slide and add a drop of water on top of it. Place a coverslip directly on the specimen and water. Carefully place on stage and lock in place with clips.A prepared slide is placed directly on the stage and held in place with stage clips.
 * Activity 1:** __The Wonderful Microscope!__ Observe Fabric Swatches using hand lens and microscope Objective: To understand use and benefits of technology-the hand lens and microscope. **Source:** Use the magazine //Science and Children,// Feb. 2008 Volume 45 approved by NSTA. The article //Close, Closer, Closest// by Donna Farland has an activity that helps students with processing skills of technology by using a microscope. They will develop observation skills and make sentences to describe what they see as each step progresses. Practice with the following activity: *Choose a piece of coarse fabric swatch (ask local furniture store for donations if possible). The first observation is just with the eyes. Observe what you see and write the details down. The second time have students use a hand lens. Observe what they see and write the details using a complete sentence. The final observation is done using a microscope and slide. They will write down all the details. The students should be seeing more details with each progressive step. They may also draw pictures of what they have observed. Student observations will be shared with other classmates.Emphasis is on the usefulness of technology. Connect the observations to the study of cells. They will discover how technology helps to solve problems. If something is wrong with your body, scientists can examine cells using powerful microscopes to see what is not functioning well. This is like a traffic jam that takes a helicopter above to see where the malfunction is. After the problem is found, measures can be taken to correct the problem. This is how scientists find ways to repair cells to their proper functions and help us feel better. **FA # 17, (Keely p 93) : FIST TO FIVE**—After giving instructions on the progressive steps and explaining how to use the microscope, ask for a fist to five to do a quick check on whether students understand the directions before proceeding with the activity. This is used for feedback and monitoring of processing skills and directional understanding. Students hold up a closed fist if they do not understand, 1 finger if they understand a part of it, and 5 fingers if they completely understand. This can be done throughout the activity and helps to partner children with someone that can be of assistance. **Materials needed:**
 * Copy of //Science and Children// article //Close, Closer, Closest//
 * Fabric swatches
 * Hand lenses
 * Microscope
 * Slides
 * Paper to write observation sentences and draw pictures on
 * Ilustration of parts of the microscope
 * Fill in the blanks worksheet for microscope
 * Word scramble puzzle
 * //Powerful Plant Cells//by Rebecca Johnson
 * //Mighty Animal Cells//by Rebecca Johnson
 * Illustration or model of a plant and animal cell for reference

http://scienceinaboxcells.wikispaces.com/ WORKSHEET CELLS SCIENCE IN A BOX.docx

This was a great experience in exploration and team teaching. We had to get as much in as possible in the 35 minutes we were given after all of the special activity for the day. We used the probe on Is It Living that had to do with cells. We were not able to show any of the videos. We were able to go over the parts of the microscope, observe the swatches, and one each of the plant and animal cell. During the activities Whitney read selected portions from the two books about cells as students drew their observations and gave short understandable explanations of red blood cells. Even though I questioned whether or not they had heard Whitney reading among all the goings back and forth to the microscope, it turned out that some actually were listening and wrote about it on the back of their papers. (They had to write one thing they learned on the back of graphs). They would take turns going back to the microscopes manned by Rachael. I explained the lesson and monitored the activities at the students' desks. The students also labeled the microscope sheet and worked on the word search puzzle if they were finished with the other activities. These are two of the graphs from students as they looked with eyes only, then hand lenses, and finally the microsope. The first three are of the same fabric swatch and the last is the animal cell. Students were also able to view the plant cell. I think it is easy to see the pattern so the Close, Closer, and Closest method worked as planned. Students experienced their first use of the microscope and learned about blood cells at the same time. I am glad we were prepared to change plans at a moments notice. We were planning to do the lesson using the playdoh until the Science teacher asked us to do the microscope since the students had already made cells with playdoh earlier in the year. Students were very engaged! Social Studies Fall Practicum



__**Social Studies Reflection** __ Although I did not get to use this lesson in Social Studies, I think it fits in well with the standards and pacing of the fourth grade Social Studies curriculum. The class is currently learning about the events leading up to the Revolutionary War and the war itself. The teacher is very enthusiastic about her subject and tries to make it as alive and interesting to the students as possible. I chose to narrow this lesson down to the Declaration of Independence because there is only one to two days to spend on this topic and I felt like it was one that should be remembered. I know it will be repeated several times in grades to come, but I felt like the first introduction ought to stick in their minds enough to remember until the next time. I was able to sit in the Social Studies class for only two periods, once the first week and the second time on the last Thursday of being at school. The first time I was in there I felt like a had been rushed through a whirlwind in 55 minutes as I watched three back-to-back quick clips of some part of history-I don't even remember what it was, and that was proceeded by a nonstop-please catch your breath-lecture for at least 30 minutes. After this worksheets were handed out. As I picked one up to look at it I suddenly felt like the most inadequate person to be teaching children about history. A few names I had never heard of until the lecture and had already forgotten by the time the students were handed the worksheet. I was lost and most assuredly figured the students were right there with me. They quickly went over the answers before being released for the next class and I was hoping at that point that I would never have to go back in that room. That is when I went home and decided to focus on one item that was brought up that day. I think the lesson was basic and simple enough for students to get the point about declaring freedom from oppression. The teacher had a copy of the Declaration of Independence like the first picture shown here. I didn't know I could purchase that online so I left with a mental note that if I ever had to teach this lesson, I would definitely order one. I think the worksheets were simple enough to use at the end of the discussion of why this was written. These particular copies were used in the classroom, but not by me, I could not get a word in edgewise. I also like being able to include the English standard for letter writing in this lesson. Everyone has gripes and grievances and I was curious to see what children would think was "oppressing" in school. I think the lesson would have shown them the proper way to proceed when using persuasion and it also would serve as a reminder that even children have rights. Since this seems like such a long time ago to students, I felt the activity would have had some real world application and it left the opening to a future lesson on writing about larger issues. It seemed like this should have been given a day to itself since it was leading to the Revolutionary War. The second time I was in the class was a much better experience. The teacher showed a song on the Preamble and then reviewed it one line at a time, giving all the explanations of what it meant in children's language. This is what I had in mind as I was preparing the lesson for the Declaration of Independence-discussing each section and what the problems were. I had a lot more respect for this teacher as she ran through a review of the timeline and had the students thoroughly involved in shouting out what they remembered. They did much better than I did! @http://www.bookemon.com/book-profile/lake-city-memories/156552

@http://photopeach.com/album/5r17a0