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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