TPACK report

TPACK report

Here is the link to my google doc presentation for my 3 lesson plans that I posted earlier.

http://docs.google.com/present/view?id=dfzkr6p9_4fdpmxccn

ipt math lesson

 

Name: Leah Garrett
Title: Subtraction Day 1
Summary: Students in this class have mastered addition and need to take that step farther and work on subtraction. I will use a visual PowerPoint to show this concept and give the students practice. Then we will move to manipulative and skittle math to continue practicing.
Primary Core Objective: Standard 2 Students will identify and use number patterns and properties to describe and represent mathematical relationships. Objective 2 Recognize and represent mathematical relationships using symbols and use number sentences with operational symbols to solve problems. a.Recognize that "=" indicates that the two sides of an equation are expressions of the same number. b.Recognize that "+" indicates the joining of sets and that "-" indicates the separation of sets. c.Write and solve number sentences from problem situations involving addition and subtraction d. Create problem situations involving addition and subtraction.
Materials Used by the Teacher: Power point presentation Skittles Handouts	Materials Used by the Students: Skittles Handouts Number lines
Technologies Used by the Teacher: Powerpoint presentation	Technologies Used by the Students: Students will help present and answer questions using the projector.
Intended Learning Outcomes: Students will learn that just like you can add two numbers together you can subtract or take some away from another. Students will be able to recognize the - sign and further understand the = sign. Students will be able to create their own subtraction problems.
Instructional Procedures: First I will write some addition problems on the projector and ask for some students to come up and solve the problems. Then after a review I will show on the projector a problem on the overheard using skittles and explain that this is subtraction because I am taking some away. Then I will pull up my powerpoint presentation and go through some more examples of subtraction problems. The powerpoint will put the problems up piece by piece so that they students can really learn about each part of the problem. The last few slides will have the full number sentence pop up with a blank where students will give the answer and it will pop up after the equal sign. When I feel they are comfortable enough with this idea I will give another skittle example or two on the projector and show how they are marking their answers on their worksheet. Then I will pass out their practice sheets and their skittles to use as manipulative.
Extensions: Students on the back of their sheet can write their own subtraction problems on the back using their skittles. Then they will find a partner and they will take turns solving each others problems.
Assessment Plan: Informally I will assess their understanding by how well they are able to participate in the lesson and the answers to the math problems they are providing. Formally I will review the answers on their handout and their own problems they have written to make sure not only is the math right but that they are showing an example of the notation like - signs and = signs.

 

 

 

ipt science plan

 

Name: Leah Garrett
Title: Plant Growth
Summary: This lesson will help students to get an understanding that water is a very important part of plant growth. Additionally they will begin to understand how water travels up the stem to nourish the plants.
Primary Core Objective:   Standard 3 Students will develop an understanding of their environment. Objective 1 Investigate plants and plant growth. a.    Observe and describe plants as they grow from seeds. c.    Investigate and report conditions that affect plant growth.
Materials Used by the Teacher: Jars Paper towel strips Computers Probes Graph paper/transperancies Journals	Materials Used by the Students: Journals Jars Paper towels Rulers Probes Computer –excel programs Graph paper/transperancies
Technologies Used by the Teacher: The teacher will use the projector and the computer to show the students how to input and give them an example of how to input their data.	Technologies Used by the Students: The students will use the projector to present. The computer to input their data and organize their graphs to present Several probes to gather additional information, like temperature probes to see how temperature affects the water and how it travels.
Intended Learning Outcomes: Students will learn that water is key to plants growing but also that it travels up through the stem using the stem and t raveling up like a straw. Students will become more interested in plants and become excited for the unit that will follow. They will also have an understanding of how to gather data.
Instructional Procedures: This lesson will be very student directed with just guidance from the teacher so that the students can really get the full experience of experimenting and asking questions. Because this is a younger grade the results that follow will be simpler but they will be gaining the foundation knowledge. I will have the jars and paper towels ready to go. The students will begin by measuring the strips. Then they will make predictions in their journal about what they think will happen when we place those in the different color water. (I will make sure to explain that the strips represent plant stems) Then the students will place the strips in the water and after intervals of time, measure how far the water travels. They will record their results in their journals as well as other observations that they are making. After they have completed this they will write whether their predictions were right and then come up with a different way to measure what is happening and to change the experiment. Like changing the temperature of the water to see if this changes the results or changing the water level or using a different material, etc. Then the groups of students will work together to put their information into the computer so they can see their graphs. They will then have a transperancy where they draw the graph that is shown Each group will share their results and their explanation of what happened. After each group we will discuss it as a class and begin our plant lesson.
Extensions: If students need another challenge, they can make another change to their experiment like the height of the strips or even draw a picture of a plant and label where the water is traveling and could even use the computer to show the path of the water travelling.
Assessment Plan: This is just an introduction to the plant unit so I will just be assessing how they interact as a group and work together. I will also be looking that the students are completing the activity, are taking notes, and that they have a graph to present.

 

 

 

ipt phonics lesson

 

Name: Leah Garrett
Title: Phonics-teaching silent e
Summary: This lesson will help students to not only see but also hear the difference silent e makes for different words. I will use a powerpoint for a visual with audio to accomplish this task.
Primary Core Objective: Standard 4 Phonics and Spelling-Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing. Objective 1 Demonstrate an understanding of the relationship between letters and sounds. a.    Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh, wh, th) accurately in words. b.    Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words. Objective 2 Use knowledge of structural analysis to decode words. a.    Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).
Materials Used by the Teacher: powerpoint presentation with visual and audio clues. Handout for practice Magnetic letters Video clips	Materials Used by the Students: Handouts Magnetic letters
Technologies Used by the Teacher:   ·Powerpoint presentation with audio and visual components Overhead projector TV/DVD player	Technologies Used by the Students:   ·Overhead projector Watching the presentation and video clips
Intended Learning Outcomes:   Because of this lesson students will be able to identify words that have a silent e. They will also understand what happens to the words containing this element and be able to decode and read these words. This should also help increase reading fluency.
Instructional Procedures: I will begin this lesson by showing the first slide on my powerpoint presentation which will have a simple sight word and have the students read that outloud to me. Then I will show another word on the next slide of the powerpoint, this will have a silent e on the end. I know the students will struggle with the pronunctuation. Then I will click on the audio button so that the students can hear how this word really is pronounced. Then we will talk about the silent e and that it is magic and causes the other vowel to say its name in the word. Then we will look at several other examples of silent e words on the powerpoint, after each I will click the audio button so that the students can hear the proper pronunctuation. Then I have a clip from Between the Lions where there is a catchy song about silent e that I will show. Following I have created a summary review on the powerpoint that shows several different words, both silent e and nonsilent e words. The word will appear on the screen the students will read it and then tell me where which column it goes in. Following each word there is a two column slide that each time adds a word until the final slide that shows all the words sorted by silent e and not having a silent e. I will then explain the handout that they received and that they are to sort the words into the same two columns at their desk and each time spell the word out with their magnetic letters.
Extensions:   After they have sorted all the words that I have given them and attached them to the sheet, they can see if they can spell any more words that fit on either column using their magnetic letters and write them on the sheet.
Assessment Plan:   Informally I will assess them by how they read the words on the slides and how they are able to sort the words into the columns. Formally I will be looking at their worksheets to get an idea of their understanding of silent e.

 

 

 

TPACK lesson plans

Math plan: http://docs.google.com/View?id=dfzkr6p9_1d3b39fhd
Science plan: http://docs.google.com/View?id=dfzkr6p9_3c4q9rffv
Language Arts plan: http://docs.google.com/View?id=dfzkr6p9_2dk8979c8

Science Challenge

Below I have posted my science challenge assignment. I chose to handle the objective of plant growth and things that are needed for plants to grow. This is an introductory activity for 1st grade standard 3 to get students thinking about the process of plants getting water from their roots to their leaves. This is somewhat abstract and I think this activity will help students get a clearer picture of what is taking place.