Dawn+Davis

Below is my lessons for Week 5,6, 7 **Lesson 2** Researching Animals From the Arctic by Skyping. || Related Lessons: Animal Habitats, Migration, Animal life-cycles || Making an Animal Book || 2) reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature; and 3) relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences. Science C 2, 2) develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms Geography A 1, 1) use maps and globes to locate places and regions; History B 1b, 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; Technology B1,2, & 3, A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media; and Technology D2, A student who meets the content standard should: 2) use communications technology to exchange ideas and information. || ISTE NETS-S 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness Instructional Objectives: Student will be able to surf the internet and find information, and pictures on their animal. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation || 40 Minutes 5 Minutes |||| Student groups will prepare questions for Gina about their animal? What is my scientific name? What do I eat? How many babies do I have? Where do I make my home? Do I migrate and to where? How do I get ready for the winter months? How do the people in this region use these animals? Student groups are allowed 10 minutes each with Gina. Students will gather up all their information for the next meeting. |||| Laptops, pencil and paper. Laptops folders || Accommodations and Extensions: I will have several pictures already selected for my student that requires special needs. Back-Up Plan: Students will be allowed to use the internet to email Gina, at the Alaska Dept. of Wildlife. ||  ||   ||   ||   || LESSON REFLECTIONS AND NOTES:
 * = Daily Lesson GAME Plan = ||
 * Lesson Title:
 * Grade Level: 2nd Grade |||||| Unit:
 * == GOALS == ||
 * : Language Arts B 2 & 3,
 * == ACTION == ||
 * Before-Class Preparation: We will talk about all the animals in Northwest Alaska, and how we use them for food and clothing. Students will put together a book of all the animals in this region. Make sure all laptops are charged and working properly. Students have previously used the laptop, so they are able to log on and get to the internet. Check in with Gina Hernandez, Alaska Wildlife Dept., to make sure she is still available to skype with the class. Also, get her email address in case we are not able to skype. ||
 * Time |||| Instructional Activities |||| Materials and Resources ||
 * 15 Minutes
 * 15 Minutes
 * == MONITOR == ||
 * Note student groupings, environmental modifications needed, etc: Joe will need an aid to assist him with his research. I will have pre-selected students for each pair group. ||
 * == EVALUATE AND EXTEND == ||
 * Ongoing Assessment(s): I will use the formative assessment of teacher observation for the students’ attentiveness and also the progression of their project. Deadlines must be met.
 * Ongoing Assessment(s): I will use the formative assessment of teacher observation for the students’ attentiveness and also the progression of their project. Deadlines must be met.

Researching Animals From the Arctic |||| Related Lessons: Animal Habitats, Migration, Animal life-cycles || 2) reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature; and 3) relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences. Science C 2, 2) develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms Geography A 1, 1) use maps and globes to locate places and regions; History B 1b, 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; Technology B1,2, & 3, A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media; and 3) select relevant information by applying accepted research methods. Technology D2, A student who meets the content standard should: 2) use communications technology to exchange ideas and information.
 * Lesson 1**
 * = Daily Lesson GAME Plan = ||
 * Lesson Title:
 * Grade Level: 2 |||| Unit: Animal Book ||
 * ==GOALS== ||
 * Content Standards: Language Arts B 2 & 3,

. || 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness Instructional Objectives: Student will be able to surf the internet and find information, and pictures on their animal. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
 * ISTE NETS-S

Instructional Objectives: Student will be able to surf the internet and find information, and pictures on their animal. ||
 * ==ACTION== ||
 * Before-Class Preparation: We will talk about all the animals in Northwest Alaska, and how we use them for food and clothing. Students will put together a book of all the animals in this region. Make sure all laptops are charged and working properly. Students have previously used the laptop, so they are able to log on and get to the internet.. ||
 * During Class ||
 * Time

15 Minutes

40 Minutes

5 Minutes |||| Instructional Activities

Student groups will prepare questions for Gina about their animal? What is my scientific name? What do I eat? How many babies do I have? Where do I make my home? Do I migrate and to where? How do I get ready for the winter months? How do the people in this region use these animals?

Student groups are allowed 10 minutes each with Gina.

Students will gather up all their information for the next meeting || Materials and Resources:

Laptops, pencil and paper.

Laptops ||
 * Note student groupings, environmental modifications needed, etc: Joe will need an aid to assist him with his research. I will have pre-selected students for each pair group. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will use the formative assessment of teacher observation for the students’ attentiveness and also the progression of their project. Deadlines must be met.
 * Ongoing Assessment(s): I will use the formative assessment of teacher observation for the students’ attentiveness and also the progression of their project. Deadlines must be met.

Accommodations and Extensions: I will have several pictures already selected for my student that requires special needs.

Back-Up Plan: ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: I will be using a rubric for cooperation and a rubric for presentation.

Teamwork Rubric (for grades K-2) I do my work for the team on time. 1. still learning 2. sometimes 3. almost always I help my team. 1. still learning 2. sometimes 3. almost always I listen to the ideas of my teammates. 1. still learning 2. sometimes 3. almost always I share my ideas with my team. 1. still learning 2. sometimes 3. almost always I treat my teammates with respect. 1. still learning 2. sometimes 3. almost always

Presentation Rubric (for grades K-2) I plan a beginning, middle, and end. 1. still learning 2. sometimes 3. almost always I use pictures, drawings, and props. 1. still learning 2. sometimes 3. almost always I look at my audience. 1. still learning 2. sometimes 3. almost always I speak loudly and clearly. 1. still learning 2. sometimes 3. almost always I answer questions from the audience. 1. still learning 2. sometimes 3. almost always

LESSON REFLECTIONS AND NOTES: ||

Language Arts C: A student who meets the content standard should: 1) make choices about a project after examining a range of possibilities; 2) organize a project by a. understanding directions; b. making and keeping deadlines; and c. seeking, selecting, and using relevant resources; 3) select and use appropriate decision-making processes; 4) set high standards for project quality; and 5) when working on a collaborative project, a. take responsibility for individual contributions to the project; b. share ideas and workloads; c. incorporate individual talents and perspectives; d. work effectively with others as an active participant and as a responsive audience; and e. evaluate the processes and work of self and others. Technology D: A student who meets the content standard should: 1) convey ideas to a variety of audiences using publishing, multi-media, and communications tools; 2) use communications technology to exchange ideas and information; and 3) use technology to explore new and innovative methods for interaction with others. . || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: || Instructional Objectives: Each pair of students will create a digital story with images and text of their Arctic animal, approximately 3 to 5 minutes. Students will be knowledgeable using digital storytelling.
 * Lesson 3**
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Digital Storytelling of Animal Book |||| Related Lessons: ||
 * Grade Level:2nd |||| Unit: Animal Book ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NE ||  ||   ||
 * 1. || **Creativity and Innovation**
 * a ||  ||   ||   ||   ||   ||   ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. || **5.** || **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * ||  || a. || advocate and practice safe, legal, and responsible use of information and technology. ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * c. || demonstrate personal responsibility for lifelong learning. ||
 * d. || exhibit leadership for digital citizenship. || **6.** || **Technology Operations and Concepts** ||
 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * ||  || a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||  ||   ||   ||   ||   ||
 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * ||  || a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||  ||   ||   ||   ||   ||
 * ==ACTION== ||
 * Before-Class Preparation: Each group will have the rubric and a handout of steps of the digital storytelling process. All imperative equipment will be checked to make sure it is working properly and charged. (laptops, microphones, and camera) ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 30 minutes
 * 30 minutes

30 minutes

5 days/class periods

60 minutes |||| Introduce digital stories from students in previous classes and older students. Review the rubric and handout as we go through a digital story.

Students in each group take turns in front of the class practicing their standing, holding their books and talking in a clear, powerful voice.

Each group will record their digital stories and edit.

Each group will present their digital story. Each group will rate each digital story and make comments. || Smartboard, digital stories. rubric, handouts

Laptops, microphones, rubrics, handouts.

Laptop, smartboard, rubrics for each group, pencils || Joe will need an aid to assist him with his research. I will have pre-selected students for each pair group. || I will use the formative assessment of teacher observation for the students’ attentiveness and also the progression of their project. Deadlines must be met. For the summative assessment the rubric will be used.
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Joe will need his aid to type for him.

Back-Up Plan: Digital stories will be downloaded so that we can play them at anytime. || Teamwork Rubric (for grades K-2) I do my work for the team on time. 1. still learning 2. sometimes 3. almost always I help my team. 1. still learning 2. sometimes 3. almost always I listen to the ideas of my teammates. 1. still learning 2. sometimes 3. almost always I share my ideas with my team. 1. still learning 2. sometimes 3. almost always I treat my teammates with respect. 1. still learning 2. sometimes 3. almost always
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Presentation Rubric (for grades K-2) I plan a beginning, middle, and end. 1. still learning 2. sometimes 3. almost always I use pictures, drawings, and props. 1. still learning 2. sometimes 3. almost always I look at my audience. 1. still learning 2. sometimes 3. almost always I speak loudly and clearly. 1. still learning 2. sometimes 3. almost always I answer questions from the audience. 1. still learning 2. sometimes 3. almost always

LESSON REFLECTIONS AND NOTES: ||