Micro Lesson #2

1. Rational

I am doing this lesson so that students may learn how to use different measuring tools and see what the different tools' measurements look like when compared.

2. Overview

Grade Level: 2nd grade

Subject(s): Math 

Topic of Study: Measurement and Data

Time Allotment: 30 minutes

Standards: 2.MD.A.2: Measure the length of an object twice, using 

length units of different lengths for the two 

measurements; describe how the two 

measurements relate to the size of the unit chosen.

Objectives: I want my students to be able to measure something using a different tool and see the comparison between the two measurements and describe how they relate.

Reflection:

• What do the students need to know prior to the lesson?
• Students need to know how to use the different measuring tools and how to write them down correctly.
• How will prior knowledge and experience be assessed?
• I will hold up each of the measuring tools and ask my students what they are and see if they can answer or not and then practice measure something with them.
• How will you use this information in the planning process?
• I will use this information to pair up students so that if one does not understand fully how to use the tools, then their partner can help them to understand.
• Why should the content of this lesson be taught at this grade level?
• This should be taught in second grade because it leads into measuring lengths to find areas in later grades.
• How do the objectives that you have for the lesson align with the standards?
• The objectives align with the standards because both require the students to understand how to measure and compare two types of measurement. 
• When will the lesson be taught in the course of the school year? Why?
• This would be taught in the second quarter because it builds their knowledge to move on to the next standards in the measurement and data section. 

3.  Implementation

Procedure:

• Teacher procedures

1. Ask students the different ways to measure objects. (rulers, meter stick)
2. Hold up the different tools and explain them to the students and then measure a few things as examples. 
3. Have students get iPads and then show students how to make a chart using the smart board as they make one with me.
4. Take the students outside with their iPads and have them measure five different plants with each of their measuring tools. 
5. Have students come inside and send me their charts with their measurements written in.
6. As a class discuss what we learned and make comparisons between the two measuring tools and talk about why they got different measurements.

• Student procedures

1. Tell the me the different ways to measure objects.
2. Listen and watch how to use the different measuring tools
3. Get iPad and make a chart as the teacher makes an example on the smartboard.
4. Go outside with me and measure five different plants, recording their measurements in their chart.
5. Come inside and send me the charts.
6. Discuss what they learned with me and make comparisons between the two measuring tools and talk about why they got different measurements.

Technology Integration: I will be using the smartboard to show students how to make a chart on doodlebuddy to record their measurements on. Then I will have students make their own chart on their iPads using doodlebuddy to record their measurements while they are outside.

Differentiated Instruction:

• If students are unable to use the iPads they may use a clipboard and paper to make their chart to record their measurements on.

Reflection:

• Why are you using the instructional methods you have described? 
• I am using these instructional methods because it gives students choice on what plants they want to measure so that they will hopefully be more engaged and excited.
• How do the instructional methods align with what you know about best practices? 
• They will gain the knowledge to help them eventually develop the ability to estimate measurements.
• How are you engaging students in creative and higher order thinking? 
•  I am engaging students by allowing them to move around and go outside.

4. Assessment

Procedure: After students are finished making their charts outside I will have them send me them so that we can first look at them as a class and discuss what students found out about measurements and then I will look at them individually to see if students are able to record measurements accurately and make accurate measurements.

Reflection:

• How does the assessment align with the standards and objectives of this lesson? 
• This aligns with the standards and objectives of this lesson because has students measuring multiple objects using multiple measuring tools which allows students to compare the results between the two measurements. 
• How does the assessment demonstrate that the students have been successful in learning the content? 
• The assessment demonstrates that the students have been successful in learning the content because it will tell me what they measured so that I can see if I get about the same measurement as they do and then it will also show me that they are able to use the different measuring tools.
• How does the assessment demonstrate that individual student needs were met? 
• This will demonstrate that individual students' needs were met because I will allow them to make a choice on what they want to measure so if something is to difficult for them they will not take that route.

5. Materials and Resources

Resources:

• Ipads
• Smartboard

Materials:

• rulers
• metersticks

Reflection:

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• I inspire and facilitate student learning and creativity because I allow students to make their own choices on what they want to measure and explore for their assignment.
• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• This lesson provides digital-age learning experiences and assessments because I have the students use iPads to record their measurements rather than using paper.
• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• I model to my students how to properly use the technology and they will learn what is acceptable and what is not when using it.
• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Students will be using a kid friendly app called pixie where I know things are monitored.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• I will address the diverse needs of all my learners by allowing for adjustments when needed. If there is a student that is unfamiliar with using the computer I will have them get with a partner to help them learn. 
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• I will be expecting my students to show digital etiquette and responsible social interactions otherwise they lose the access and have to do their collage on paper.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• This does not address this section.
  

  
  

Blog Phase 2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• The things that went well were the participation when making the "I can describe my popcorn" chart. Another thing that went well was the collages that they made on Pixie.
• The things that didn't go that well were the time frame, and I feel like I read the book to quickly for the students. Another thing that I should have done was buy butter popcorn ahead of time so that they didn't have to pretend it was butter popcorn and I could have used more examples for them to try and relate to their five senses.
• How well was the alignment to objectives and standards maintained?
• I think that I followed along with the objectives and standards well, although I think that I could have had the students share more and hear their thoughts and ideas on their five senses. If this would have been kindergarten, I would have spent more time and used more examples so that they fully understand the concept. 
• Describe any modifications made during the implementation of the lesson
• I didn't really have to make any modifications during the implementation of my lesson but if I had students I probably would have had to speak louder and go more in depth in order to gain the comprehension and knowledge I was aiming for.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? How were the technologies used (by whom and in what manner)?
   • I used the smart board to make a chart that described our popcorn and then I used it to do an example of the pixie collage I was going to have them make. 
   • I had the students use their computers to use pixie to make collages after the lesson.
   • My lesson was within the correct time frame
     • It was short because I read the book way quicker than I would have if I was reading to actual kindergarteners. If I would slowed down I think I would have been perfectly on time or just within a couple minutes.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson







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• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• I think that the students were successful in achieving the standards and objectives because they were all able to accurately pair up a sense with something that they can use their sense for.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think the individual reflections support my success because I had some improvements that I could make next time.
  • How do the comments from your classmates support this?
  • I think my classmates gave similar comments as to what I gave myself about my lesson. 

Micro Lesson #1

1. Rational
I am going to be teaching my students their 5 senses and why they are important in everyday life.

2. Overview
Grade Level: Kindergarten
Subject: Science
Topic of Study: The 5 senses
Time Allotment: 30 minutes
Standards: PO 3. Identify the five senses and their related body parts:

• sight – eyes 
• hearing – ears 
• smell – nose 
• taste – tongue 
• touch – skin

Objective: Students will be able to identify their five senses and their associated body part.

Reflection:

• What do the students need to know prior to the lesson? 
• They need to know what their body parts are and that for example, if they are breathing through their nose they are smelling or when they are eating they are tasting.
• How will prior knowledge and experience be assessed? 
• I will read them the book and then I will ask them to identify their 5 senses and what body parts are associated with each. If they are struggling I will help by pointing to the specific body part or do something to give them a hint like smell something.
• How will you use this information in the planning process? 
• I will use this information to see which students will need assistance when doing their collages and which students will be able to work on their own.
• Why should the content of this lesson be taught at this grade level? 
• It is a life skill that they need to know as they further their education.
• How do the objectives that you have for the lesson align with the standards? 
• They both require students to identify their 5 senses and their associated body part.
• When will the lesson be taught in the course of the school year? Why? 
• It will be taught in the first quarter so that they can start learning about describing words and identifying body parts.

3.  Implementation

Procedure:

• Teacher procedures

1. Have students sit down and read them My 5 Senses and discuss what they learned and already knew.
2. Pop some popcorn and pass cups out to each student.
3. Ask them to describe the popcorn using their five senses in partners or groups of three. Write their responses on the smartboard.
4. Have students make a collage on powerpoint using pictures showing eyes, ears, nose, mouth, hands and then find a picture of something that you see, hear, smell, taste, and feel and make a line connecting the sense to the describing picture.
5. Have students share their work if they would like and close up the lesson having them identify their five senses.

• Student procedures

1. Listen to the book and share what they already knew about their five senses.
2. Help pass out popcorn/discuss their senses while they wait for me to finish up.
3. Describe their popcorn using their five senses, first with a partner/group and then as a whole class.
4. Make a collage on powerpoint.
5. Volunteer to share their collages if they would like and then tell me what they learned about their senses.

Technology Integration: I will be using a smartboard to write the children's describing words in a chart. I will have students get an computer and using pixie I will have them find pictures to make a collage showing the body parts associated with the senses and a picture of something you see, hear, smell, taste, and touch.

Differentiated Instruction:

• Allergies: I will make sure that I accommodate for all allergies present in the classroom and if I need to change the food to something else I will. I will also make it healthier rather than junk food.
• If students are unable to use the computer I will allow them to use crayons or a magazine to make their collage. I will also allow students to adjust the brightness on their computer if needed.
• They may work with partners when doing their collages if needed.

Reflection:

• Why are you using the instructional methods you have described? 
• I am using these instructional methods because they relate to their students' real life experiences by finding things that they hear, smell, taste, touch, and feel.
• How do the instructional methods align with what you know about best practices? 
• Since I am using something material it will allow them to make meaning to the lesson rather than just hearing examples.
• How are you engaging students in creative and higher order thinking? 
• I am engaging students by giving them material objects to relate the 5 senses to as well as allowing them to use their life experiences to identify the 5 senses with.

4. Assessment

Procedure: I will walk around and check their computers to make sure they are on task with their collages and then before leaving I will have them save their work and send it to me.

Instruments: Pixie or a picture of their hard copy if they use paper rather than the computer.

Reflection:

• How does the assessment align with the standards and objectives of this lesson? 
• It has the students identify the 5 senses as well as their related body part.
• How does the assessment demonstrate that the students have been successful in learning the content? 
• They will be able to explain their pictures to me and tell me why you would smell, hear, see, taste, or touch the object that the chose. 
• How does the assessment demonstrate student engagement in higher order thinking? This is an introduction lesson to the 5 senses so there is no need for higher order thinking yet.
• How does the assessment demonstrate that individual student needs were met? 
• The assessment will show that students needs were met because it will be unique to each student and they are able to do their collage in whatever way they please as long as it shows what I am asking of them.

5. Materials and Resources

Resources:

• Pixie/computers
• Smartboard

Materials:

• Popcorn

Reflection:

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• This lesson will facilitate and inspire student learning and creativity because I am having them come up with describing words for the popcorn rather than having them pick from a list of words. I am also doing this by having the students create a collage on pixie showing the five senses and a picture of something they personally see, hear, touch, taste, and feel.
• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• This lesson provides digital-age learning experiences and assessments because we are using the smartboard instead of paper to make a table describing our popcorn. We will also be using pixie on the computer to make a collage rather than using paper to show how they interpret the 5 senses. 
• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• I model to my students how to properly use the technology and they will learn what is acceptable and what is not when using it.
• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Students will be using a kid friendly app called pixie where I know things are monitored.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• I will address the diverse needs of all my learners by allowing for adjustments when needed. If there is a student that is unfamiliar with using the computer I will have them get with a partner to help them learn. 
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• I will be expecting my students to show digital etiquette and responsible social interactions otherwise they lose the access and have to do their collage on paper.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
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  - This will model cultural understanding and global awareness because when the students show their work they show others their interpretation of their senses which may be different things from other students in the class which reflects on their upbringing.