Ms. Zaleski's Teaching Portfolio



Kristen ZaleskiGrade/ Development level: Second Grade Subject Area: Social StudiesSpecific Topic: MappingLength of time: 30 minutes Date taught: December 2, 2013 Purpose: To determine the importance of maps and what they are used for. Curriculum Standard(s): SS: GE: 1: The World in Spatial Terms2:1.1: Identify characteristics and purposes of globes and mapsObjectives: Students will identify the importance of maps through a project specifically designed to understand the world in spatial terms. Students will also become familiar with where they live in the world. Background Knowledge Needed: The students must recognize that there are different maps. These maps are also used differently. This lesson focuses on drawing, labeling, and recognizing maps of places specific to the children such as their house or town. Aerial maps are photomaps taken from up in the air. These can often be from satellites, but are not the most commonly used map. Historical maps are maps from the past that are valuable for learning how events unfolded many years ago relative to a place's geography and allow us to compare the changes in an area over time. Physical/Elevation/Topographic/Relief Maps show how high or low places are, generally in relation to sea level. They are of value not only for this, but also to help determine the climate of an area. Road maps show where roads, highways, routes, etc. are. The more a user zooms in on a map the more detailed the map is as to local roads, routes, etc.Jaffrey is a town in Cheshire County, New Hampshire, United States. The population was 5,457 at the 2010 census. Locations in Jaffrey include Thorndike Pond, in the north, and Contoocook Lake, on the southern boundary. Mount Monadnock, elevation 3,165 feet (965?m) above sea level and the highest point in Jaffrey, is in the northwest.Materials Needed: Pre-cut sized squares, metal rings, project model, art supplies, smart board, Me on the Map, written by Joan Sweeney. Student Grouping: The size of the class is 16 children. For this activity, the class will begin as a group to have a discussion. They will then be divided into the tables they sit at. These tables have been pre-selected for overall success in the classroom. All children will be engaged with this activity. Preparation for Experience: For preparation, read through the story to understand the information being presented. Also create a model of what the children will be making so that they can see a concrete example. I will be sitting at front of the room and children will be sitting on the floor so that they are facing the Smart board. This requires no movement of furniture. Once the discussion is done, the children will return to their seats to transition into writing. Also have up classroom DOJO on the SMART board to keep track of children’s behavior.Outline of Experience:Introduction/Orientation The introduction to this lesson will be reading Me on the Map. This story shows the spatial terms of the child in the text. From her bedroom, to her town, to her country, this story is a great introduction to different types of maps. As a class, we will discuss the importance of having a map and how it may help someone. I will then explain step by step that the children will be creating a mapping project over the next few days. They will see an example that I have created. I will allow for a few questions and then have the children return to their seats to begin. Once the children transition to their assigned tables, they will enter the body of the lesson. Body of Lesson This portion of the lesson will focus on having the children identify where they live. For this lesson, the children will be focusing on drawing themselves, their house, their street, and their city. I will remind children to capitalize their street name and the city that they live in. The goal of this piece of the lesson is for children to see that they get smaller as their maps get bigger. This creates a sense of understanding spatial information. I may hold up a few example that have followed directions or mention what I am seeing to the class as they are working.Conclusion Before the children clean up their areas, I will ask them what they think they will be adding tomorrow. This will allow them to critically think. I will let them know that we will focus on their state, country, continent, and planet. I will close the lesson by inviting the children to share what they have created and see if they have any questions. We may also close with a introduction to maps through a KWL chart if there is time. Assessment Plan: My objectives will have been met if all children can follow directions and show knowledge of their place on the map. Children will be aware of their spatial information such as where they live. At the end of the lesson, students will utilize writing and creativity skills to label and create maps of their houses, streets, and town. They will also have an idea of the importance of mapping.Child Guidance/Classroom Management Plan: For positive guidance I will have an example of the project for the children. This will model what I expect from them. For the flow of activity I will allow time for questions, but transition the children to their seats fairly early to begin working on their projects. If the children are distracted call their name for redirection or ask them a question. I will also have children sit where they can be successful. If there is an issue I will simply ask a child to focus or move if necessary. I will also be using classroom DOJO to award children for being on task. Adaptions and Modifications: Some children have a difficult time with sitting as a group for periods of time. The interactive piece with the smart board will keep these children engaged. Some children may require sitting in the front row to be more successful. I will track a specific child’s behavior through the activity. If they are on task and well behaved, I will punch their reward card at the end of the lesson. I will also let children know that I will be looking for friends that are participating and paying attention so that I can add a point to their DOJO account. I may also have some children move to other areas in the room to be more successful. Extension Plan: As an extension, we can create a map of a room in our house. This will allow children to see that maps can be a large a city or as small as a room. As a follow up I may ask the children to draw a picture of where they sit in the classroom to further their knowledge on recognizing spatial information.Kristen ZaleskiGrade/ Development level: Second Grade Subject Area: Social StudiesSpecific Topic: MappingLength of time: 30 minutes Date taught: December 3, 2013 Purpose: To determine the importance of maps and what they are used for. Curriculum Standard(s): SS: GE: 1: The World in Spatial Terms2:1.1: Identify characteristics and purposes of globes and mapsObjectives: Students will continue to identify the importance of maps through a project specifically designed to understand the world in spatial terms. Students will also become familiar with where they live in the world. Background Knowledge Needed: The students must recognize that there are different maps. These maps are also used differently. This lesson continues to focus on drawing, labeling, and recognizing maps of places specific to the children. This lesson hones in on the student’s state, country, continent, and planet. New Hampshire is a state in the New England region of the northeastern United States of America. The state was named after the southern English county of Hampshire. It is bordered by Massachusetts to the south, Vermont to the west, Maine and the Atlantic Ocean to the east, and the Canadian province of Quebec to the north. The state's nickname, "The Granite State", refers to its extensive granite formations and quarries. With some of the largest ski mountains on the East Coast, New Hampshire's major recreational attractions include skiing, snowmobiling and other winter sports, hiking and mountaineering, and observing the fall foliage. There are seven continents (North America, South America, Asia, Africa, Australia, Europe, and Antarctica). We live in Jaffrey, New Hampshire, located in North America.Materials Needed: Pre-cut sized squares, metal rings, project model, art supplies, smart board, ABC's of New Hampshire, written by Harry W. Smith. Student Grouping: The size of the class is 16 children. For this activity, the class will begin as a group to have a discussion. They will then be divided into the tables they sit at. These tables have been pre-selected for overall success in the classroom. All children will be engaged with this activity. Preparation for Experience: For preparation, read through the story to understand the information being presented. Also have the model of what the children will be making ready so that they can see a concrete example. I will be sitting at front of the room and children will be sitting on the floor so that they are facing the white board. This requires no movement of furniture. Once the discussion is done, the children will return to their seats to transition into writing. Also have up classroom DOJO on the SMART board to keep track of children’s behavior.Outline of Experience:Introduction/Orientation The introduction to this lesson will be reading ABC's of New Hampshire. This is a fun book about New Hampshire that will also help the children to better understand where they live. The reason for this story is to allow children to think of what to add to their map projects as they focus on their state, country, continent, and planet. As a class, we will reinforce the importance of having a map and how it may help someone. We will also discuss how many states there are and which continent we live in. They will see an example that I have created. I will allow for a few questions and then have the children return to their seats to begin. Once the children transition to their assigned tables, they will enter the body of the lesson. Body of Lesson This portion of the lesson will focus on having the children identify where they live on a larger scale. For this lesson, the children will be focusing on drawing their state, country, continent and planet. I will remind children to capitalize while they are labeling. The goal of this piece of the lesson is for children to see recognize their spatial information and see the world in spatial terms. I may hold up a few example that have followed directions or mention what I am seeing to the class as they are working.Conclusion Before the children clean up their areas, I will ask them what they drew and prompt them with a question assessing their spatial information. This will allow them to critically think. I will close the lesson by inviting the children to share what they have created and see if they have any questions. I will tell the children that if they do not finish today, they can work on it during morning work or free time. Assessment Plan: My objectives will have been met if all children can follow directions and show knowledge of their place on the map. Children will be aware of their spatial information such how large in scale their maps become. At the end of the lesson, students will have utilized writing and creativity skills to label and create maps of their state, country, continent, and planet. They will also have an idea of the importance of mapping.Child Guidance/Classroom Management Plan: For positive guidance I will have an example of the project for the children. This will model what I expect from them. For the flow of activity I will allow time for questions, but transition the children to their seats fairly early to begin working on their projects. If the children are distracted call their name for redirection or ask them a question. I will also have children sit where they can be successful. If there is an issue I will simply ask a child to focus or move if necessary. I will also be using classroom DOJO to award children for being on task. Adaptions and Modifications: Some children have a difficult time with sitting as a group for periods of time. The discussion portion of this lesson is quick, so this will not be an issue. Some children may require sitting in the front row to be more successful. I will track a specific child’s behavior through the activity. If they are on task and well behaved, I will punch their reward card at the end of the lesson. I will also let children know that I will be looking for friends that are participating and paying attention so that I can add a point to their DOJO account. I may also have some children move to other areas in the room to be more successful. Extension Plan: As an extension, we can compare and contrast what we have noticed about the maps we have drawn. How are they different and how are they similar? This may create a deeper understanding of maps and how they can be used to show spatial information. Kristen ZaleskiGrade/ Development level: Second Grade Subject Area: Social StudiesSpecific Topic: MappingLength of time: 30 minutes Date taught: December 4, 2013 Purpose: To introduce the compass rose and using a key. Curriculum Standard(s): SS: GE: 1: The World in Spatial Terms2:1.2: Introduce spatial information on maps and other geographic representations. E.g. map key, compass rose (people, places, and environment). Objectives: Students will identify the directions of the compass rose. Students will use this knowledge to successfully sort objects using directions. They will also become familiar with using a key.Background Knowledge Needed: Students must recognize that there are different directions. When looking at orientation, “north” is mostly at the top of a map. A North arrow points to north. A compass rose is used to display the orientation of the cardinal directions—North, East, South and West—and their intermediate points. Early forms of the compass rose were known as wind roses, since no differentiation was made between a directional point and the wind, which came from that direction. A great mnemonic to remember this is, “Never Eat Soggy Waffles”. The legend shows what the maps symbols and colors mean. The legend is often called the key. Examples of symbols include roads, cities, mountains, railroads, and schools. Grids are crossed lines drawn on the map to help you find special places on the map.Materials Needed: Smart board lesson, National Geographic interactive, writing supplies, and mapping worksheets if needed.Student Grouping: The size of the class is 16 children. For this activity, the class will begin as a group to have a discussion and complete and interactive activity. They will then be divided into the tables they sit at if there is time to work on mapping individually. These tables have been pre-selected for overall success in the classroom. All children will be engaged with this activity. Preparation for Experience: For preparation, have the lesson ready on the SMART board for easy access. I will be sitting at front of the room and children will be sitting on the floor so that they are facing the Smart board. This requires no movement of furniture. Once the discussion is done, the children will return to their seats to transition into worksheets. Also have up classroom DOJO on the SMART board to keep track of children’s behavior.Outline of Experience:Introduction/Orientation The introduction to this lesson will be discussing what the compass and directions are. I will teach the children the mnemonic, “Never Eat Soggy Waffles” to help them remember the directions. I may have some children stand up and point in the directions with me. We will then complete a simple activity on the SMART board that I created. The lesson begins with a center object (pond). I have set other objects to the side of the screen. As a child comes to the board, I will tell them which direction to drag the object in. For example, I may say, “please drag the duck to the East of the pond. As we finish this piece of the lesson, we will move to our conclusion.to have then children move objects in the directions that I give them. Body of Lesson This portion of the lesson will be completing an interactive activity through national geographic that introduces using keys on a map. The lesson sets place on an island where a man needs help using a key to take a tour around the island. Children will use this interactive lesson to understand what a key is and how it can be used. This will not only be engaging for the children, but it will also assess which may be struggling with the concept. Conclusion I will have the children transition to their seats for the conclusion of the lesson. As they head back, I will hand them a worksheet that gives them practice on using map keys and directions. The worksheets ask them to circle objects or trace lines to specific places. This will assess what they have retained. As they finish their worksheets, they can hand me their paper and return to their seats. I have a directions worksheet if any children happen to finish early. Assessment Plan: My objectives will have been met if all children feel confident in stating the four directions discussed. Children will be able to place objects in the correct spots and correctly use a map key. I will be using a checklist to ensure that all children are participating. I will also be photocopying student work for analysis of their progress.Child Guidance/Classroom Management Plan: For positive guidance I will always state my expectations and give step-by-step directions. For the flow of activity I will allow time for questions, but continue with the pace of the activity. If the children are distracted call their name for redirection or ask them a question. I will also have children sit where they can be successful. If there is an issue I will simply ask a child to focus or move if necessary. I will also be using classroom DOJO to award children for being on task. Adaptions and Modifications: Some children have a difficult time with sitting as a group for periods of time. The interactive piece with the smart board will keep these children engaged. Some children may require sitting in the front row to be more successful. I will track a specific child’s behavior through the activity. If they are on task and well behaved, I will punch their reward card at the end of the lesson. Some children may need assistance with reading so I will be working with them individually to do so. I will also have an extra worksheet available if students finish their work early. I will also let children know that I will be looking for friends that are participating and paying attention so that I can add a point to their DOJO account. Extension Plan: As an extension, we can create a map an imaginary island. Children will create their own key and draw their island. After this is finished, they could give directions to getting to a destination on the island using the compass rose. Kristen ZaleskiGrade/ Development level: Second Grade Subject Area: Social StudiesSpecific Topic: MappingLength of time: 30 minutes Date taught: December 6, 2013 Purpose: To introduce grids and how to use them. Curriculum Standard(s): SS: GE: 1: The World in Spatial Terms2:1.2: Introduce spatial information on maps and other geographic representations. E.g. map key, compass rose (people, places, and environment). Objectives: Students will use grids to identify special information. Students will use this knowledge to successfully locate places and objects on a map.Background Knowledge Needed: Students are ready for this lesson because they have established a foundation of use with maps. This specific lesson focuses on using grids. Grids are crossed lines drawn on the map to help you find special places on the map. The grids we are working with uses blocks that has numbers and letters. These are used to help name the blocks. Grids can help someone find a place on a map. For example, splitting a map of a playground into a grid can help find places in an easier manner. Materials Needed: Smart board lesson.Student Grouping: The size of the class is 16 children. For this activity, the class will sit as group to have an engaging lesson. The body of the lesson will be using the SMART board so there is no individualized work for the children.Preparation for Experience: For preparation, have the lesson ready on the SMART board for easy access. I will be sitting at front of the room and children will be sitting on the floor so that they are facing the Smart board. This requires no movement of furniture. Once the discussion is done, the children will return to their seats to transition into writing. Also have up classroom DOJO on the SMART board to keep track of children’s behavior.Outline of Experience:Introduction/Orientation The introduction to this lesson will be discussing what grids are. I will show a few grids on the smart board and have children think about what they may be. I will then explain what they are and how they can be used to understand a map. I will discuss how using fingers can help locate blocks on the grid. By putting a finger of your right hand on a number and a finger of your left hand on a letter, the student can then slide fingers toward each other until they meet. After discussing the use of grids and how to use them, we will transition to the body of the lesson. Body of Lesson This portion of the lesson will focus on taking what we have learned about grids and putting it to use. I have created a lesson that asks the children to identify objects using grids. I have created two grids. The first grid will be a warm up allowing children to simply identify objects. The next grid will be a little more complex. This will be a map of a playground asking children to identify where objects are. I have created enough opportunities where all children will have a chance to use the SMART board. This will not only keep children engaged, but it will also assess if they are retaining information.Conclusion As a conclusion, I will reinforce what we learned earlier in the week and ask children about directions using the grid. For example I may say, “What is to the north of the boots?” This will tie together gridding and directions. If this lesson ends early, I have a worksheet on grids that the children can take back to their seats and work on. If they do not finish, they can put it in their unfinished work folder. Assessment Plan: My objectives will have been met if all children can confidently and successfully use a grid. Children will be able to identify objects using a grid. They will also understand that grids can be used to help understand mapping. I will be using a checklist to ensure that all children are participating. I will also be photocopying student work for analysis of their progress and taking anecdotal notes.Child Guidance/Classroom Management Plan: For positive guidance I will always state my expectations and give step-by-step directions. For the flow of activity I will allow time for questions, but continue with the pace of the activity. If the children are distracted call their name for redirection or ask them a question. I will also have children sit where they can be successful. If there is an issue I will simply ask a child to focus or move if necessary. I will also be using classroom DOJO to award children for being on task. Adaptions and Modifications: Some children have a difficult time with sitting as a group for periods of time. The interactive piece with the smart board will keep these children engaged. Some children may require sitting in the front row to be more successful. I will track a specific child’s behavior through the activity. If they are on task and well behaved, I will punch their reward card at the end of the lesson. I will also have an extra worksheet available if the activity ends early. I will also let children know that I will be looking for friends that are participating and paying attention so that I can add a point to their DOJO account. Extension Plan: As an extension, we can create our own grids and write two questions to identify objects. The children can then give each other their grids and answer each other’s questions to practice with making grids and answering questions using them. ................
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