Learning Activity - Online Teaching Portfolio- Monica ...
|Learning Activity |Duration: 45 minutes |Cycle/Year: Cycle 1/Year 1 |
| | |Subject: Language Arts/Science |
| | |Topic: Dinosaur Name and Shape Lesson |
|Essential Knowledges |Language Arts: |
| |Language to Communicate |
| |( Sharing of information with peers and teachers |
| |( Asking and answering questions from peers and teacher |
| |Science: |
| |Living Things |
| |( Dinosaur name origins |
| |Math |
| |Geometry: Geometric Figures and Spatial Sense |
| |( Identifying square, rectangle, triangle and circle |
|Learning Intentions or Objectives |By the end of this lesson, students will be able to: |
|(SWBAT): |Have a firm understanding that dinosaur names have meanings, and can name a few dinosaur names with its names |
| |Recognize/Identify dinosaur names including Tyrannosaurus Rex, Stegosaurus, Triceratops and Pterodactyl |
| |Create their own dinosaur and name it, either by the characteristics or by his/her name |
| |Create a dinosaur using geometric shapes only- squares, circles, rectangles and triangles |
|Skills developed or practiced |Listening skills: listening to the teacher’s questions and instructions, listening to peers during class |
| |acitivity |
| |Communication skills: in identifying dinosaur names and sounding out meanings out loud |
| |Evaluating skills- Deciding the kind of dinosaur he/she wants to create |
|Materials for whole class and groups: |Chart paper for mathing activity |
| |Word cards with dinosaur names on one side and meaning on the other |
| |Glue sticks |
| |Scissors |
| |Construction paper |
|Subject Competency: |
|Language Arts |
|Competency 4: To use language to communicate and learn |
|( Students will use language for learning and thinking about dinosaurs’ name and meanings during the class discussion as well as during individual work time |
|( Students will use language to communicate information when doing the matching activity as well as when explaining how they made and named their own dinosaur |
| |
|Science |
|Competency 1: To explore the world of science and technology |
|( Students will learn to use simple tools and procedures such as naming new species when creating own dinosaurs and naming them |
|( Students will become familiar with certain aspects of the language used in science and technology with the vocabulary related dinosaur names, such as Saurus meaning|
|lizard |
|Cross Curricular Competencies: |
| |
|Competency 4: To use creativity |
|( Students will become familiar with all the elements of the situations, including creating a dinosaur using only geometric shapes and naming their dinosaurs. |
|( Students will imagine ways of proceeding in their production of original dinosaurs and naming the new creature |
|( Students will adopt a flexible mode of operation by experimenting with shape placement before gluing them down. |
|Professional Competencies: |
| |
|Competency 3: To pilot teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies |
|targeted in the programs of study |
|( Creates conditions in which students can engage in meaningful problem situations, tasks or projects |
|( Provides students with the resources they need to take part in learning situations |
|( Guides students in selecting, interpreting and understanding the information provided in the various resources and in understanding the elements of a problem |
|situation or the requirement of a task |
|( Supports student learning by asking questions and providing frequent and relevant feedback to promote the integration and transfer of learning |
|Time |Lesson | |
|5 minutes |Introduction: |
| |Gather students in the meeting/reading corner (legs crossed, eyes and ears open) |
| |We have learned about dinosaur words, made a dictionary, learned about types of dinosaurs and food- today we’re learning more about dinosaur |
| |names. |
| |Do names have meaning? Do you know if any of your names have meaning? |
| |Students share answers. |
| | |
| |Development: |
|15 minutes |Part I: Dinosaur Name Meanings- Word recognition game |
| |Just like human names have meanings, dinosaur names have meanings too. When palaeontologists discovered a new species/type of dinosaur, they |
| |would name the dinosaur by what they looked like, or by using their own names. |
| | |
| |Here I have four dinosaurs, but I have misplaced their name and name meaning. I need your help! I will read the name of the dinosaur, and I would|
| |like you to find it in the pile. |
| |Then, I would like you to read the meaning written. |
| | |
| |Go over names of Tyrannosaurus Rex, Triceratops, Stegosaurus and Pterodactyl. |
| | |
| |Do playful ones where you combine different dinosaur name mix and have students tell you the meaning- e.g. Trypterosaurus |
| | |
| |Part II: Explanation of Task and review Shapes |
| |Now that we have learned dinosaur names and meaning, I would like you to create your own dinosaur and name it! It could be named according to |
|15 minutes |what it looks like, or after your name. |
| | |
| |One more challenge: you will have to make your dinosaurs using only shapes: circles, triangles, squares of rectangles. |
| | |
| |Share your example: Meet Veryspikysaurus! As the name, he has many spikes. |
| | |
| |Let’s go over the shapes before we all move on. Everyone stand up- Show me a circle with your hands (students form circles with their hands). Go |
| |over all shapes. |
| | |
| |Make sure you make it a special unique dinosaur, as we will use these dinosaurs in our language arts story telling sometime! |
| | |
| |Part III- Individual work |
| |Students work at their desks, and the teacher circulates around to help/clarify. |
| | |
| | |
|20 minutes |Conclusion: |
| |Applaud and praise students for their work and collect the artworks. |
| |(May need to do this earlier as they will need to have snack before recess) |
| | |
|5 minutes |Assessment: |
| |Informal assessment on observing how students are listening and participating while doing the matching activity. Observe their responses and |
| |behaviour, and redirect if necessary. |
| | |
| |The final products should also provide a good formative assessment on whether they have followed instructions. |
NOTES:
Anticipated Problems and/or Backup plans:
- Loss of concentration/Lack of listening:
Raishaun, Emile, Ayhan
( ask questions and encourage participation during the matching activity and shape revision
( also ensure that students are not sitting with peers who they are chatty with (Colin, Alvee, Mary)
For all students:
BE CLEAR with expectations of not calling out, waiting their turns.
Reflection
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