Week 10 - Assignment 2

My Teaching Philosophy Focusing on Technology

There are many different views people take on education. As an educator for lower grade students I notice that when my students are captivated and interested in the lesson they perform better. A great tool to enhance their interest and motivation is using technology. When a teacher uses technology it grabs the student’s attention and they are eager to learn.

Students like to learn in a way that is exciting, fun and creative. I believe integrating technology allows them to use their creativity and they can relate to what they are learning. In my classroom students are engaged using collaboration to solve problems and record it on the web so other students or educators can see. This proves as a valuable way students can learn from each other and share their learning experience.

I believe the role of technology in my classroom plays a massive part in allowing students to believe that what they are learning directly will help them throughout their careers and future. We are living in the year 2016 where technology takes a lead role in our lives. Almost all students are very technologically advanced and use some type of technology each day. Students know the importance of technology and they will be using it in the future. Therefore when teaching with technology it shows students that their learning is relevant and thus they are eager to learn.

Week 9 - Science Lesson 5 - Whale writing prompts

Candidate’s Name: Malka Wallerstein

Grade Level: 3-4

Title of the lesson: whale writing prompt

Length of the lesson:

Central focus Short writings about whales using prompts.

Knowledge of students to inform teaching Students can write fiction stories and know the rules of writing. Students are familiar with many facts about whales.

Common Core State Standards CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Support literacy development through language (academic language) Students will practice their writing skills using appropriate words and language. They will be expected to spell correctly.

Learning objectives Sample: Students will write a short story using a choice of prompts that the teacher gives out. Students will type up their stories using word processor. Students will add graphics to to their work using word art or Google images.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formal Assessment - Students will be assessed on their writings. They will be graded according to a rubric assigned by the teacher.

Instructional procedure: The teacher will begin with a mini lesson on writing prompts. The teacher will then hand out a list of writing prompts the students can use. Examples: If i were a whale… When I was Whale watching I saw a whale… The students will have quiet writing time. After they write up their rough draft they will type it up using a word processor and inserting pictures using clipart and Google images. The teacher will print out their work and students will have the opportunity to share it with the class and hang it on the whales bulletin board.

Instructional resources and materials used to engage students in learning. Computers Papers pens/ pencils

Reflection Students have the opportunity to use their imagination and creativity in writing. They also have the chance to use technology by using word processor and word art. Gifted students can have the chance to create more than one writing.

week 9 - Science lesson 4 - whale watching

Candidate’s Name: Malka Wallerstein

Grade Level: 3-4

Title of the lesson: whale watching

Length of the lesson: 1-2 hours

Central focus The students will research and analyze the positive and negative effects of whale watching.

Knowledge of students to inform teaching Students are familiar with different kinds of whales and their parts. They are familiar with whale migration and many facts about whales. Some students have gone whale watching or other animal watching.

Common Core State Standards                CCSS.ELA-LITERACY.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Support literacy development through language (academic language) Students will analyze both the positive and negative aspects of whale watching.

Learning objectives  1.Students will discuss the pros and cons of whale watching 2. Students will research on the internet about whale watching and answer specific questions 3. Students will give make a presentation using Prezi or PowerPoint about their opinion on whale watching.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal Assessment - The students will be graded on their presentation of their opinion on whales. There will be a specific rubric and it will be graded accordingly.

Instructional procedure: I will start off the lesson asking the students if they have ever gone whale watching or any other type of animal watching? We will have a class discussion of their feeling and fears when they saw the animals so close up. I will show them a short video clip of whale watching so all students can get an idea of whale watching. The teacher will show the class some places where you can go on a whale watching tour using Google maps. Students will research and explore the positive and negative effects of whale watching tours on the internet. They will be grouped in 4 and will type up a list of pros and cons of whale watching tours. They will discuss some questions that the teacher posted up on the whiteboard. The students will be able to add graphics to their list and the teacher will print it out so they can hang it on the bulletin board. After, student will take a side and further research it on the computers. Using the rubric the students will create a presentation of their opinion on whale watching using Prezi or Power point. The students will each have a chance to present the work to the class.

Instructional resources and materials used to engage students in learning. https://www.youtube.com/watch?v=fiJw2AaWLUg. White board Google Maps Computers

Reflection This lesson allows for students to do research and come up with their own opinion. It gives students the opportunity to think and express themselves using technology.

Week 9 - science lesson 3 - Migration of the whales research

Candidate’s Name:  Malka Wallerstein

Grade Level: 3-4

Title of the lesson: Migration of whales

Length of the lesson: 1 hour

Central focus Students will learn the reason whales migrate and how different whales have different migration patterns.

Knowledge of students to inform teaching Students know many fact about whales. Students are familiar with researching on the internet using specific websites that the teacher provides.

Common Core State Standards LS2A: Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water and their body parts to gather,catch, eat, and chew the food. ESS2.E: Plants and animals can change their environment 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4-PS4-2)

Support literacy development through language (academic language) Students will learn the new vocabulary word Migration. Students will compare and contrast the way different whales migrate.

Learning objectives Students will know what the word migrate means. Students will understand that other animals besides whales migrate as well for various reasons. Students will research the migration patterns of different whales.

Formal and informal assessment Formal Assessment - each group will be assessed on their work by answering the questions provided correctly and showing how their type of whale migrates using the colored push pins and yarn. Gifted students can take up the challenge to research more than one whale. ELL students will have a teacher's assistant available if they need extra help.

Instructional procedure: The teacher will begin the lesson by reviewing some facts about whales that were taught in the previous class. The teacher will hang up the word migration on the vocabulary wall and the class will have a group discussion of the meaning of the word. The teacher will explain to the students why whales have to migrate. The teacher will show a short educational video about the Blue whales migration and its obstacles. Explain to the students that scientist track the migration of whales in order to understand how environmental changes affect the whales. The students will research whale migration in groups. Each group will choose a whale they want to research from a list the teacher provides. Students will have to do research using the internet and materials provided to  answer 4 questions about that whales migration. The teacher will hang up a world map and each group  will  pick a color push pins and label their whales migration route with that color push pin. When finished they will connect the push pins with the same color yarn so that the rest of the students can see the migration route. The teacher will use a color code on bottom to which migration route matches to which whale.

Instructional resources and materials Whiteboard Computers Books about whale migration http://video.nationalgeographic.com/video/whale_graymigration Colored push pins Colored yarn Markers

Reflection This lesson focuses on allowing children to research and come up with the learning and information on their own. This lesson has many areas for students with diverse learning capabilities to be interested to learn. Gifted students have the opportunity to research more than one whale. Students that are less gifted will have a teacher's assistant available if needed.

Week 9 - Science Lesson 2 with reading - Amazing Whales

Candidate’s Name: Malka Wallerstein

Grade Level: 3-4

Title of the lesson:  Amazing Whales

Length of the lesson: one hour

Central focus Students will learn fact about whales by using their reading and comprehension skills.

Knowledge of students to inform teaching Student can read at appropriate grade level. They can make observations and connections within the texts. They can make predictions independently. Students Have learnt in the previous lesson about the different types of sharks and their body parts.

Common Core State Standards CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Support literacy development through language (academic language) Analyze and predict the text independently. Learn new vocabulary words from the book. Compare and contrast different types of sharks.

Learning objectives Students will use their reading strategies to analyze and learn about whales. Students will be able to predict the text independently. Students will learn new facts about whales, and be able to go back to the book and rewrite the actual facts.

Formal and informal assessment Informal Assessment - during guided reading i will informally assess the students participation and understanding. Formal Assessment I will print out the students graph charts from the computer and assess their work.

Instructional procedure: The teacher will Hang up the KWL chart from the previous lesson and the students will fill in what they’ve learnt. Then the teacher will ask questions from the previous lesson as a small review. The students will sit on the carpet and the teacher will read aloud the factual book of “Amazing Whales”. The teacher will explain to the class why this book differs from a novel or short story. The student will be asked to make a prediction about the book from its title and cover page. The teacher will read the book stopping frequently to ask questions and make predictions. Using google maps show the students the geographical range of where whales live. After reading and discussing the book have students pair up and use the computers to make a factual chart about whales using text and graphics. Students will go back to the book to reference the new facts they learnt about whales and organize the facts into a chart. Students will also use the web to find images about the different sharks they learnt about. The teacher will color print their work so they can take it home and show their families and friends.

Instructional resources and materials used to engage students in learning. The book “ Amazing Whales” Computers Google Earth White board Printer Google Documents Google Images

Reflection I believe this lesson is a great science lesson with a reading and comprehension lesson integrated. In order to make it more interesting for gifted students I can let them use a Higher level factual book on whales. I use technology in this lesson to make my students interested in the lesson and show how we can use technology in learning. I believe my lesson supported all learners and was planned well.

Week 9 - Lesson 1 - Scientific overview - Whales

Candidate’s Name: Malka Wallerstein

Grade Level: 3-4

Title of the lesson:  whales

Length of the lesson: one hour

Central focus Learning about different types of Whales and their parts.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students know about different type of fish. Students have an understanding that there are many different types of fish in the ocean.

Common Core State Standards CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Support literacy development through language (academic language) Students will learn new vocabulary words Baleen, calf, blowhole, dorsal fin, fluke

Learning objectives Students will learn about whales and their differences. Students will be able to differentiate between different types of whales. Students will be able to label a diagram of the different parts of a whale.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Sample: Formal Assessment - students will hand in a diagram of the parts of a whale filled in correctly. Informal Assessment - I will hang up different cutouts of whales and I will ask students to name the correct whale. I will call on different students to assess their learning.

Instructional procedure: I will begin the lesson with a short you tube clip of Shamu. I will then project on the whiteboard a KWL chart and ask students what they know about whales. I will ask them if they have ever seen a whale. And we will have a short discussion about what they already know about whales. I will then put on the whiteboard a big cutout of a laminated whale. I will label the Whale with all the different parts and teach the class the new vocabulary words regarding whale. I will explain to the class that different types of whales have different parts and that's how we differentiate them. As I am teaching them about different part of the whale i will show them a picture so my visual students can see it in front of them. I will then hang up large cutouts of a few types of whales and teach the students a bit about each one. Students will be given out a diagram of a whale. They will correctly fill it in using their journals to write the correct vocabulary words. Students will work in pairs of four and each creates their own origami whale out of blue construction paper. I will show them how to do it step by step using a video tutorial. Students will have their origami and will be able to name the different parts of their own whale. I will end the lesson with a short matching game using the big cutouts and the correct names. Students will come up to the board and match the correct type of whale to its name.

Instructional resources and materials used to engage students in learning. White board Laptop Big cut outs Blue construction paper Scisors Markers Shamu video https://www.pinterest.com/pin/250512798002244468/

Reflection I believe my lesson is interesting and includes different ways of learning to support all my students. I believe I deliver my lesson in a clear way and students are engaged in learning

week 7 - assignment 2

Candidate’s Name: Malka Wallerstein

Grade Level: Grade 6

Title of the lesson: Rainbow

Length of the lesson: 45 minutes

Central focus Sample: What causes a rainbow to form?

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students are Familiar with different weather patterns and seasons.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Support literacy development through language (academic language) Describe and explain how a rainbow is created. Learn new vocabulary words: Prism, Reflection, Refraction, Hue

Learning objectives Sample: Student will understand the science behind a rainbow Students will know under what conditions a rainbow is formed Students will learn new vocabulary word that apply to rainbows

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal assessment - While the class is experimenting making their own rainbows the teacher will walk around the classroom assessing their knowledge. Formal assessment - The teacher will collect the students science journals where the students will write a reflection about what they learnt about rainbows and what causes them to form.

Instructional procedure: The teacher will begin the lesson by showing a short video clip about rainbows This will grab the students attention and interest. The teacher will lead a class discussion about how rainbows are formed using Big cutouts of the new vocabulary words. Students will discuss how a rainbow is an arch of colors formed in the sky in certain circumstances, caused by the refraction and dispersion of the sun's light by rain or other water droplets in the atmosphere (google definition of a rainbow). The teacher will then do an experiment with the class to make their own rainbow. Have your students fill the glass about ¼ of the way full with water. Ask them to put the mirror in the glass.Then, turn the glass so the mirror faces the sun.Position the glass of water so that the sunlight shines on it.Help your student by holding the sheet of paper in front of the glass so that the rainbow can be easily seen.The sunlight will pass through the water in the glass and refract (bend), forming many different colors on the surface of the sheet.Encourage your students to experiment by holding the glass of water at different heights and angles while she watches for sunlight bouncing off the mirror. After the experiment have students discuss with a partner what occurred. Students will write their findings in their science journals.

Instructional resources and materials used to engage students in learning. http://www.education.com/activity/article/make_rainbow_fourth/ https://www.youtube.com/watch?v=i5i7XtxNz30 Smartboard Sunny day Short drinking glass Small mirror Sheet of white paper Water

Reflection I believe my lesson was fun and exciting allowing for students to learn in various ways using differentiated instruction for all students.