Log and E-mail Exchange:
Log and E-mail Exchange:
Dear Beth,
Here is a copy of my lesson. Thank you again for all of your help, and good luck with the rest of the school year!
Sr. Maria Miguel, O.P.
From: "Bethany Tabaka"
To: "Maria Miguel Wright"
Sent: Thursday, March 29, 2012 10:25:57 AM
Subject: Re: EDMT330 Mentor
I think this is a great plan. Demonstrating first and then having break out groups is a good way for students to use the technology to explore on their own. I also like that they are working in groups because it will help all levels of learners and keep students on task a little better. I think this is very authentic. Nice work.
~Beth
From: "Maria Miguel Wright"
To: "Bethany Tabaka"
Sent: Wednesday, March 28, 2012 9:11:47 PM
Subject: Re: EDMT330 Mentor
Dear Beth,
Thanks for the advice! Our project is due tomorrow, and after reading your email and thinking about my project, I have decided to do a project that would be in conjunction with an Earth Science unit on water pollution and the water cycle. Students would first be given a demonstration of GoogleEarth and would be taught how to use its many features. Then, I would break students into groups to research an area of the world where water pollution has effected the environment. (We would have discussed these places already.) Each group would get the chance to explore their location using GoogleEarth and would present their findings to the class. Our project has to be student-based, and I feel this is a great way for students to be able to explore a topic they are interested in while using the technology. As there would most likely be only a few computers in the room, groups could research using other means while taking turns using GoogleEarth. This, in a nutshell, is what I have decided on...any thoughts? Do you think it would be authentic enough? Thank you again!
Sr. Maria Miguel, O.P.
From: "Bethany Tabaka"
To: "Maria Miguel Wright"
Sent: Sunday, March 25, 2012 10:21:00 AM
Subject: Re: EDMT330 Mentor
That is something that students would love to use. I use GoogleEarth all of the time instead of my classroom maps, and they are always engaged in the lesson because they think it is so cool. It is also fun because people of posted pics from different locations. Those are always good conversation topics. What all are your requirements for using technology? One thing to always be careful of is having the technology being solely used by the teacher because sometimes it turns into a "fancy" lecture. I had prof. Bedner and one point and I am trying to remember all that she had us do. I know she talked a lot about "authentic learning" and making sure that students also use and touch the technology. I will keep thinking. But you are right, students will LOVE LOVE LOVE GoogleEarth. Most have never seen it before.
~Beth
From: "Maria Miguel Wright"
To: "Bethany Tabaka"
Sent: Friday, March 23, 2012 10:51:13 AM
Subject: Re: EDMT330 Mentor
Dear Beth,
It sounds like your students love the technology you use! (Things have changed a LOT since I went to school!!!) I have been thinking about what my lesson will be on, and I think I would like to make it an earth science lesson to match a water cycle unit I am planning for second grade in a curriculum class. I was thinking I would like to maybe use GoogleEarth to show the students different areas and landforms where certain types of precipitation are commonly found, where areas of natural disasters have occurred that harm the water cycle, etc. Does this sound like something students would be interested in? Let me know what you think! Thanks again for the help!
Sr. Maria Miguel, O.P.
From: "Bethany Tabaka"
To: "Maria Miguel Wright"
Sent: Wednesday, March 21, 2012 4:44:30 PM
Subject: Re: EDMT330 Mentor
I do have a couple of projects that I have done with my students if you are interested at all. I use a lot of technology with math and ipod touches. The kids love it and it helps me so that I don't have to teach a whole group lesson. I create a powerpoint, add animation to the shapes, add a recording of my voice and instructions for what I want students to do and I have them pause the movie at certain points to practice with manipulatives what they are learning. After I finish with the powerpoint, I can convert it to a movie and put it on the ipod. Just another thought.
~Beth
From: "Maria Miguel Wright"
To: "Bethany Tabaka"
Sent: Tuesday, March 13, 2012 8:22:16 AM
Subject: Re: EDMT330 Mentor
Dear Beth,
Thank you for contacting me! My name is Sr. Maria Miguel, and I am a Sister in the Dominican Sisters of Mary, Mother of the Eucharist. I am being certified for elementary education, and I am dual majoring in Elementary Liberal Arts and Integrated Science. I am a junior this year, and I hopefully will be student teaching next spring. I am a transfer student as before I entered the convent I was a Microbiology major, so I am still trying to get classes to transfer as elementary science classes...we'll see how it goes!
I have had much experience working in schools. Both of my parents are teachers - my mother is an elementary music teacher and my father is a high school chemistry teacher. In high school, I participated in our school's Teen Advisory Group, and we would go once a month to our local elementary school and speak to the classes about drugs, alcohol, friendship, etc. Since I have been in the convent, I have helped out in the Spiritus Sanctus Academies our Sisters run numerous times. As part of our formation, we have an apostolic year where we go in to the schools once a week and spend the day in our assigned classroom helping out, teaching lessons, and observing. Since then, I have had to do many observations in schools for my education classes, and I am currently in the middle of my Practicum and observe once a week at a public school in the second grade. After these experiences, I am looking forward to having a classroom of my own!
Thank you again for the email and for everything you will to help me in this project - I look forward to working with you!
Sr. Maria Miguel Wright, O.P.
From: "Bethany Tabaka"
To: mwrigh42@emich.edu
Sent: Monday, March 12, 2012 8:52:31 AM
Subject: EDMT330 Mentor
Hello Maria,
My name is Beth and I have been assigned as your mentor for the EDMT 330 project. I just wanted to take a min. to send you an e-mail and get to know a few things about you before we begin.
1. What is your emphasis, Elementary or Secondary?
2. What is your major and minor?
3. How far along are you in your program?
4. What experience do you have working in schools?
If you have any questions for me, feel free to ask. I am teaching 3rd grade currently, but have also taught K-5 Spanish and K-5 Title 1 math. This is my 5th year teaching.
I look forward to hearing form you.
~Beth Tabaka
Lesson Plan:
Sr. Maria Miguel Wright, O.P.
EDMT330 – Project 4
29 March 2012
The Water Cycle and Pollution
Lesson Overview: In this lesson, students will take part in a project that is part of an earth science unit of the water cycle. Students will have been talking about precipitation as well as the movement of water, and they will now be moving into pollution and how it affects the water cycle. Breaking the children into groups, I will introduce the project and tell them each group will be picking one area of the world to research that has had a recent pollution problem. Using Google Earth, they will look at the geography and waterways of the area to determine why the pollution affected the area so much, and the students will then come up with a plan to solve the problem of the pollution in the area. Other research will also be done to look at the impact the pollution has had on the environment. The project will end with presentations to the class, sharing what they discovered in their research and in Google Earth to show the impact of pollution as well as what solution they have come up with to solve the problem.
Grade Level: 4th grade
Learning Outcomes: In this lesson, students will learn the following in both science content and in technology:
1. Students will understand how pollution affects the water cycle.
2. Students will understand how pollution affects the environment.
3. Students will be able to apply knowledge of both the water cycle and of pollution into a presentation of a habitat affected by pollution.
4. Students will be able to successfully manipulate Google Earth in order to look at the physical features of a location on a map.
5. Students will be able to work together and cooperate in order to come up with a successful presentation.
Benchmarks/Standards: The following benchmarks from Michigan’s Grade Level Content Expectations will be included:
1. S.IA.04.13 Communicate and present findings of observations and investigations.
2. S.IA.04.14 Develop research strategies and skills for information gathering and problem solving.
3. S.RS.04.18 Describe the effect humans and other organisms have on the balance of the natural world.
4. L.EC.04.21 Explain how environmental changes can produce a change in the food web.
5. 4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).
6. 3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment)
Prior Knowledge: When completing this assignment, I assume several things. This project will fall towards the end of a unit on the water cycle, so students will already be familiar with environmental issues and waterways. We will have already discussed types of precipitation and how they are created in the water cycle; bodies of water and how they flow in regards to the physical environment and landforms where they are found; ecosystems; and we will have recently discussed how pollution occurs and what it does to the waterways we have learned about. We will have also discussed a few examples of how man-made pollution as well as natural disasters and pollution have affected certain areas of the world, such as the tsunami in Japan and the earthquakes in Haiti.
As far as technology is concerned, I will expect the students to already know how to research and look at landforms. I will also assume they have basic knowledge of the internet and are able to successfully search and manipulate pages online. However, I will not have any expectation of them knowing anything about Google Earth.
Statement of Authentic Problem to be Solved: In this project, students are to research an area which is currently struggling with some sort of water pollution and what the effects of this pollution have been on the environment and the people there. Then, their task is to come up with a solution to this problem. They have the opportunity to choose what place they research and must work together in groups to come up with a plausible and affective plan to diminish and overcome this pollution. Their goal is to restore the environment to the state it was in before the pollution occurred.
Grouping Students: When grouping the students, because I want a mix of students in each group and want the children to learn how to work with one another, I will assign the groups ahead of time. Knowing my students, I will place with people they are not necessarily best friends with, and I will make the groups as diverse as I can. I will want groups to be made up of a variety of ability levels and talents so all students can participate and contribute. Within the groups, I will have the students decide on the roles that each will play in the group so they are able to accomplish all that is expected of them.
Materials: The students will not need many outside materials. They will obviously use computers and Google Earth in order to research their chosen location, and they will also be expected to use at least two other print sources as well as the internet to research both the geography of their place and the history of the pollution there. I will also expect a presentation at the end of the project, but I will leave it up to the students to decide how to present their presentation. Depending on how they decide to present, they may need materials such as posters, markers, access to Powerpoint, and an Elmo.
Opening Set: As an opening set activity, I will call to mind for the students what we have been learning about in the unit – the water cycle and pollution. Then, I will show them a picture of Haiti after the tsunami, asking them what they see. I will listen to all of their comments, and after this I will ask them what this may mean for the people living there. I will be guiding them towards an answer of pollution of water and how that affects daily living and why. We will discuss what could possibly be done to solve this problem.
After this, I will for the first time mention Google Earth. I will turn it on and tell the students we are taking a trip to Haiti. I will then zoom into Haiti and ask the students to tell me what they see. With the actual geography of the country before them, we will be able to discuss how the geography and the waterways of Haiti have helped to escalate the pollution problem. I will then tell them they will themselves be researching and using Google Earth to analyze similar situations and come up with solutions for other places in the world struggling with pollution.
Procedures: As stated above, after introducing how pollution affects certain areas and waterways in Haiti I will show them what Haiti looks like on Google Earth. I will then explain to them how Google Earth works. I will show them how to log into the site and enter in the place they are researching. I will then explain to them how to zoom into a specific area and manipulate the map in order to look at different features of what they are researching. Finally, I will place the students into groups of four. I will ask each group to discuss and do a little research to decide what country or place they would like to research, which I will collect the next day. Then, I will ask the students to divide up rolls amongst themselves so there is one reporter, one researcher, one secretary, and one task master. Within the groups, they will be given a time slot over about three days to research, use Google Earth, and come up with a presentation they can share with the class. They will need to check their location with me so no two groups have the same item, and they will also need, as a group, to report back to me after they use Google Earth to share their reactions and tell me what they discovered.
Assessment Plan: I will be mainly assessing the students’ presentations at the end of the project. I will let them know that I will be expecting a presentation that includes a description of the geography of their place, what pollution has affected the area and why, how the water cycle has been affected in particular, and what their solution to the problem is. However, I will also be monitoring the groups as they work. I will daily keep track of what each group is doing and where they are at as well as which students are participating and how well they are working together. Finally, I will be looking to see that their presentations are interesting and creative, giving all the information I asked for while making it interesting and proving their point affectively.
How to Include All Learners: While the students are in groups, I will be monitoring to make sure all are working and participating actively in groups. I will individually take students aside and talk to them if they are not fully participating or if they are having difficulty staying on task or cooperating with the rest of the group. If there are students that have learning disabilities, I will make sure they have a special tutorial on Google Earth. I will be with them to show them how to use it, and I will make sure when they are in their groups that they are being respected and included in the work that goes on. I will also help them with research, guiding them to other sources and showing them where to read information.
If there are students in the class who are above learning level, I do not think I will necessarily give them an alternative assignment. I think this assignment is essential to have group cooperation, and there are enough components to it that all students can stay engaged. If anything, the above level learner can keep his or her group on task and give assistance where needed. However, I would monitor this to make sure the student was not overtaking the group.
|OBJECTIVE |COMPUTER USE |NEW SKILLS |SOFTWARE |
|-look up geography and landforms |-research online maps to look at |-students have used the internet |-Google Earth |
|as well as bodies of water to |the geography of a chosen location|and search engines, but they have | |
|discover the impact this would | |never used Google Earth to look at| |
|play in pollution and how this | |landforms and places | |
|would affect the people living | | | |
|there | | | |
Content Analysis of New Computer Knowledge and Skills: In order to successfully complete this project, students must first be taught how to manipulate Google Earth. As I have mentioned above, they will already have been expected to be very familiar with other internet search engines and will be comfortable being on the internet. I will walk them through the process of finding a map place on Google Earth, which is actually a very simple and straightforward tool. I will show them how to find their place, and as I said above, they will learn how to zoom in, mark specific landmarks, find certain physical features, etc. It will only require a little introduction and I then will give the students an opportunity to explore how to use the site.
How to Teach New Students Past Skills: If there are students who come a little late in the year and may not be as familiar with being on the internet, I will spend a little more time with those students. I will make sure I first show them how to get on to the internet, how to type in a correct web address, and how to use the front and back arrows to manipulate pages. I will also make sure they are comfortable searching for sites on search engines approved by the school district. What will be helpful in this activity is that the students will be in groups; I can make sure at least one student in each group is comfortable enough on the internet that they can help guide the other students through the process.
Plan to Rotate Students on Computers: As mentioned above, the students will be put in groups that not only have to research their location on Google Earth but must also use other print sources. While not on the computers, groups can take the time to research their location and the incident of pollution there using other sources. When the opportunity arises, they can take turns getting on Google Earth and looking up their location. Students can also be preparing the beginning of their presentation or brainstorming methods of presenting while waiting for a computer.
Technical Steps in Advance: Before beginning the project, I would have to make sure that the computers had already downloaded the Google Earth application. This way, students would be able to get on the site without any difficulty. I would also need to make sure I had ideas and suggestions of places the students could research if they did not know which area they wanted to research. This could ensure the students would get the most time possible researching their location.
Analysis Of Lesson Plan:
The lesson written by Sr. Maria Miguel Wright is a well thought out lesson on the water cycle. I like the objectives of the lesson and how she focuses on pollution and the water cycle vs. the basics of the water cycle. She does incorporate technology in her lesson with online research and Googlearth. I like her idea of using Googlearth for students to actually visit the location that they choose to research. The satellite view makes it extremely fun and interactive for students and gets them excited about the topic.
One thing that Maria Miguel Wright and I had discussed was the use of Googlearth. Originally, she was going to use Googlearth to visit places as a whole class. When technology is used this way, the students are excited about Googlearth, but the way technology was being used was more for aiding the teacher rather than student use. It was not authentic learning for the students.
Having small groups that are mixed levels will help the students with the use of technology since Googlearth may be new to most of the students. The only thing that I would suggest to add on to the lesson plan is a handout for some of the key features of Googlearth because students may not remember how to do everything that was taught to them. I would also recommend a hand out for when they are doing research to help keep them on task when using the technology.
Reflection:
Technology is one of my passions, and helping someone else realize the endless possibilities with technology is something that I always enjoy doing. Working with Sr. Maria Miguel Wright was a fun project, but it was also a challenge. She is a very passionate person that loves to teach and has a lot of experience in working with children.
Communicating through e-mail was the part that created the most challenge. It took anywhere from 1-4 days in between responses. Part of it is because eagle mail is not the main e-mail either of us use. There are so many programs out there that we could have used such as Google docs or video chat to have better communication with each other. If we had used Google docs, I could have helped give her feedback on her entire lesson plan vs. the discussing the topic and trying to figure out what her plans were for technology. I feel I could have been more effective in the whole process.
Overall, I still feel like I helped her some in the choice of how to use technology. As I stated earlier, she already had the idea to use Googlearth in her project to help students’ research locations. She was very receptive when I said that she should find a way for the students to use the technology vs. the teacher using it for whole class instruction.
I wish I could still continue to work with her more and to hear how her lesson went since she will be teaching it during her internship. I feel that the post reflections of lessons always have a lot to offer and I would like to discuss with her how she thinks it went and what she might do differently when she teaches the lesson again. Not only does she learn a lot, but as a fellow teacher, I would benefit as well.
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