Le ea ge ee ee (ieteres. WHA gol Seems phe xray grat Feseeree Lay fh oe of relevent ofutt For Feackig, foe ctl ec nice seh af presenting it fh he class. fou fave [ote ef quo rdeas for Uiterscy stra tepies Cer celth fhavebite Nicely done, Mok Exh ee Using NASA in the classroom Carol Helfenbein hitp://www.nasa.gov/audience/forstudents/ fh Summary of the website: NASA is a government website that has a lot of information on space and science. There are different sites for educators and students that have many resources. There are articles, NASA TV, career info, and images. There are also grade level teaching materials, design challenges, and even math topics. Target Readers: This site is very versatile as the teacher can choose what level they want for information and activities. It has kindergarten up to college level. Strategies: Various strategies can be used with NASA depending on the goal and objective. The students can do reports on the articles, or a lab report off of one of the activities that are listed. For the harder articles, a group read where the paragraphs are broken down can be done and reciprocal teaching can also be used with the various options on the site as well. Activities: Science challenge, research articles, podcasts, current events. http://www.nasa.gov/home/hqnews/2003/apr/HQ_news_03151.htmlLiteracy Lesson in Mrs. Penrose's 8th Grade Science Class Carol Helfenbein Instructor Dr. Mark Esch RDG 507 Content Area Literacy Assignment: Literacy Lesson in my Field Experience Class 11112014rr” Carol Helfenbein RDG $07 Content Area Literacy Instructor Dr. Mark Esch nna Literacy Lesson Introduction: Tam currently interned at Taylor Junior High in an eighth grade science class. I teach all class periods Wednesday through Friday and there are about a total of 140 students, My literacy lesson was a past lesson that I had done with the whole class that my mentor had previously put ‘together. Goal and objectives: The focus on the literacy assignment was to have students practice reading skills and Gow highlighting skills. The content goal was to distinguish between individual and group traits as, — well as dominant and recessive traits in genetics. The students had already been introduced to dominant and recessive traits a little bit. My goals were for students to understand what group foe traits were and what made them different from individual traits. My literacy goals for them were 5" not specific to any standard; however, I wanted them to learn how to be able to pick out important information and highlight it. Being able to pick out important information in a long ‘ded to be taught reading is a ski when students do research projects later on in the year. Also, if students are used to using highlighters in class, they are able to use them on their state tests as well.‘The text we read was a short article called "You Are What You Inherit." It was chosen because it covers the science standard, gives examples, and is applicable to different levels of literacy. Itis also one the teacher uses every year. It is directly applicable to what the students / re ed are learning in class as it is about how various traits are specific to groups of species, such as bird coher cheostts traits and mammal traits, and it also explains how there are individual traits that are specific 102 :féo(er cach person or individual and that these traits are inherited from the parents. It ties in how dominant and recessive genes are what give the individual traits specifically, such as color, size, and eye shape, to name a few, The students then answered questions in groups that involved the Grow reading, They had to label which trait was a group trait and which trait was an individual trait, G at s ‘They also had to pret which haircolor trait was dominant and recessive and give their pyencfee reasoning why. ‘Sequencing: | did this activity for every class and it was the main bulk of the lesson, What was not finished in class then became homework and was due the next day. The pre-reading part of the lesson was the bell work and opener where I asked the students what they already knew about genes and heredity. Several students answered each question when I called on them. I then went into the reading of the article. 1 read out loud while modeling highlighting. The students were /#4704 7 expected to follow along and I would pause after each section of highlighting to check on their ‘i thes participation and progress. I was able to pace appropriately because of my pauses and checks on o Soveds the students. 1 would also pause and explain a word or idea further or give another example // Fe. while the students worked on their highlighting and for those a bit slower to keep pace with oe i everyone else better. ref /‘The activity after the reading was to answer questions about group and individual traits where the students had to think of their own examples of each, and to identify which was a group trait and which was an individual trait. During these time Twould walk around the class and Goool fo TRRrngte maSen ares 'O check up on their understanding and answer questions. They also had to answer questions related to dominant and recessive genes and to make a prediction, based on what they knew and had read, whether the hair color on boy in the packet was the dominant or recessive trait and 10 power make a prediction of what the alleles of his parents would have to be in order for him to have his /essex Seon fo fter ‘was just read and the students had to answer questions like "what is a group trait, give an. enol. hair color. Most of the students finished the packet. The lesson was closed by a review of what example" and "how are hybrid alleles written." Students were cold called to answer the questions. ‘How the lesson was done: The article had to be printed for every student and I had to have a key already highlighted cy and the activities answered for my use as I was modeling the highlighting and writing down their Lz ae answers when we went over the activity. I modeled off of a new packet for each class. It was a fairly new subject in a new unit so there was not much relating to previous knowledge past the opening questions and having the students come up with their own examples for the activity. Securing the students attention was a bit harder as the whole lesson was reading the article, but ) Saxf the reading of the article was broken up by the activity so it was not read all at once. Walking around and checking up on the students understanding during the activities helped to keep the students on task as well as asking them questions to also check their understanding. I prevented Gooe/ off-task behavior by pacing the reading so that it was not slow enough for students to get bored. "sein but so fast as to leave them all scrambling to keep up with me. This kept chatter and off-taskbehavior to a minimum, I would also check on the progress of the class during the highlighting by looking up from the paper regularly and would also look for misbehavior. If there was a problem, normally a quiet word or a look at the offending student would be enough to get them back on task. Conclusion: This lesson worked well as it gave the students a chance to practice highlighting skills Sfa a to and looking up the information to answer some of the questions, ‘The students seemed tohave started to understand the difference between dominant and recessive traits and how: ‘they are written and they did understand the difference between group and individual traits. If I were to do it again, on my own, I would have the students read certain sections of it as a group then have J f iis them teach their section to others who had not read that part. Then they would answer the Mactoferet questions together. They would only be responsible for highlighting their section of the reading as well. This would have had more transitions between activites and would have keptthe —/ar students more interested. It also would have gotten me out from behind the desk more as this lesson as it was, required me to be behind the desk the majority of the lesson, T would follow up this lesson with the students making predictions about their own traits and writing them down to be answered as they learned more about dominant and recessive traits. Carel, Merely done, [$ scerdls (yee evernil yes Pretlitotol tte. lessen well. Fack frm yo freck 14, 7+ get a Bit better and mors ethedve, Keep cf ge'9 sto 4 Moh Etel (the)a Raber [ASU Pre-service Teacher a foe ine Dishine h ue Qru, traits, dom ga i et eid a ‘To be completed by Place Please circle the number L=Does nat meet expectations ibes your observations of the pre-service teacher. pproaches expectations 3~Meets expectations 4=Exceeds expectations 1. The pre-service teacher appropriately implements teacher-designed lesson pla: 1200 4 fir 2, The presence tesherincrpores songs adesing ie seneneesortemes: 1 Q34 rept ass 3, ‘The pre-service teacher monitors and adjusts lesson and teaching as needed: 134 fren 4. Tre pre-service teacher uses 2 variety of effective teaching strategies to actively engage por students in earning: 23,4 1M 5. The preservice teacher effectively collaborated wit placement eacher in developing epee peloton ck ih ceasing gal 120 ene cra bich ee mart of the te pace. oh é getge rg Tagless well nd havine sagen ts” Papas IPE: ation in Chew - oe amsider er om Cee ne She ows everyone | te unde Feta BSS ne fact SPIER Be Other Comments: a hee Sizy bere Preservice Teacher's Signature, Placement Teacher's Signature Date Lesson TaughtPresenter’s Name Lave! Fee Leb Poor/inadequate 0 17[9097 Reviewer's Name sh Satisfactory Good/Superior “| Score 1 2 ‘ Bie Content Was not able to demonstrate basic knowledge of subject matter, use of material was not presented ina Useful/practical way, not able to answer and discuss questions posed Demonstrated basic knowledge of subject matter, use of material was presented in a somewhat useful/practical way, ability to answer and discuss questions posed Demonstrated mastery of the subject area, use of material presented ina useful/practical way, easily able to answer and discuss questions posed a Impression Difficult to maneuver and read, not, visually pleasing, including font style and size, graphics, layout, background colors Mostly easy to maneuver and read, usually visually pleasing, including font style and size, graphics, layout, background colors Easy to maneuver and read, visually pleasing, including font style and size, graphics, layout, background colors Creativity Presentation/project showed little or 1no originality or resourcefulness Good use of resources, originality was demonstrated in the presentation/project Resource, Imaginative, ingenuity was demonstrated in the presentation/ project Zz Relation to teaching practice Little or no connection to teaching and instruction of literacy and content, not relevant Good connection to teaching and instruction of literacy and content, mostly relevant Strong connection to teaching and instruction of literacy and content, very relevant and timely Literacy Components Ineffective use of comprehension Buided questions, vocabulary, activating or building background knowledge, writing, assessment Appropriate use of comprehension guided questions, vocabulary, activating or building background knowledge, writing, assessment Effective use of comprehension guided questions, vocabulary, activating or building background knowledge, writing, assessment Delivery of presentation in class Lacked organization, unclear, little attempt to engage audience Organized, mostly clear, somewhat interactive and “audience friendly” ‘Well organized, engaged audience and held their attention throughout with enthusiasm, and clearly focused presentation - 2 2 z nevieerscomments: / fue Pla aentinefed graphic on your firt pee. Great Sirst Jopressier, Gooel ;hea Jn poe Titg Sle- hebrie “pe fort for Sterclauts to fee fla exactions, fa did a Aiea fob of phe ity aaol (ngabaorthy fle web g west. Bur act/sfpeer ard webs tes 27a rght er Fh mark The. dive Preval guest mo tos /* enpegirg and fen, 29) ppt Spl[Presenter’s Name Grol Hel Lo, bese Reviewer's Name i Poor/inadequate Satisfactory Good/Superior ‘Score | 0 1 2 a Be /42 Content, ‘Was not able to demonstrate basic | Demonstrated basic knowledge of | Demonstrated mastery of the knowledge of subjact matter, use of | subject matter, use of material was | subject area, use of material material was not presented in a presented ina somewhat presented ina useful/practical 9 useful/practical way, not able to useful/practical way, ability to way, easily able to answer and a answer and discuss questions posed _| answer and discuss questions posed _| discuss questions posed Impression | Difficult to maneuver and read, not | Mostly easy to maneuver and read, | Easy to maneuver and read, visually pleasing, including font style | usually visually pleasing, including | visually pleasing, including font y and size, graphics, layout, font style and size, graphics, layout, style and size, graphics, layout, é background colors background colors background colors Creativity Presentation/project showed little or | Good use of resources, originality | Resource, Imaginative, ingenuity 2 no originality or resourcefulness was demonstrated in the was demonstrated in the é presentation/project presentation/project Relation to Little oro connection to teaching | Good connection to teaching and | Strong connection toteaching and |Z teaching and instruction of literacy and instruction of literacy and content, | instruction of literacy and content, practice content, not relevant mostly relevant very relevant and timely Literacy Ineffective use of comprehension | Appropriate use of comprehension | Effective use of comprehension Components | guided questions, vocabulary, guided questions, vocabulary, | Buided questions, vocabulary, a activating or building background _| activating or building background _| activating or building background | knowledge, writing, assessment knowledge, writing, assessment __| knowledge, writing, assessment | Delivery of Lacked organization, unclear, little | Organized, mostly clear, somewhat | Well organized, engaged audience presentation in | attempt to engage audience interactive and “audience friendly” | and held their attention class throughout with enthusiasm, and clearly focused presentation : Reviewers Comments: the We csnnechon fo (deracy and Yo Frovel Lrochure sounds ( we(70 709 [Reviewers Name [PresentersName | Caml Me/enbern Bob Boge Poor/inadequate 0 Satisfactory 1 Good/Superior 2 ‘Score Anz Content Was not able to demonstrate basic knowledge of subject matter, use of material was not presented in a Useful/oractical way, not able to answer and discuss questions posed Demonstrated basic knowledge of subject matter, use of material was presented in a somewhat useful/practical way, ability to answer and discuss questions posed Demonstrated mastery of the subject area, use of material presented in a useful/practical way, easily able to answer and discuss questions posed Impression Difficult to maneuver and read, not visually pleasing, including font style and size, graphics, layout, background colors Mostly easy to maneuver and read, usually visually pleasing, including font style and size, graphics, layout, background colors Easy to maneuver and read, Visually pleasing, including font style and size, graphics, layout, background colors Creativity Presentation/ project showed little or no originality or resourcefulness Good use of resources, originality was demonstrated in the presentation/project Resource, imaginative, ingenuity was demonstrated in the presentation/project Relation to teaching practice little or no connection to teaching and instruction of literacy and content, not relevant Good connection to teaching and Instruction of literacy and content, mostly relevant Strong connection to teaching and instruction of literacy and content, very relevant and timely Literacy ‘Components Ineffective use of comprehension guided questions, vocabulary, activating or building background knowledge, writing, assessment _ ‘Appropriate use of comprehension guided questions, vocabulary, activating or building background knowledge, writing, assessment Effective use of comprehension guided questions, vocabulary, activating or building background knowledge, writing, assessment Delivery of presentation in class Lacked organization, unclear, little attempt to engage audience Organized, mostly clear, somewhat interactive and “audience friendly” Well organized, engaged audience and held their attention throughout with enthusiasm, and clearly focused presentation Bo] x» [xls Reviewerscomments: Tjme- Travel was a Cr, tte ko oxptore, climate. Margo tveghot tne. uve were alyt of 008 links so shudets Gate Many Moite¢ : Quesk was escadlly flea S, hg(707 Presenter’s Name 7 fe [On boris Reviewer's Name Kara Leal bovount ov Poor/inadequate Satisfactory Good/Superior Score ° 1 2 inward Content Was nat able to demonstrate basic | Demonstrated basic knowledge of | Demonstrated mastery of the knowledge of subject matter, use of | subject matter, use of material was | subject area, use of material material was not presented in a presented in a somewhat presented in a useful/practical Q useful/practical way, not able to useful/practical way, ability to way, easily able to answer and answer and discuss questions posed _| answer and discuss questions posed | discuss questions posed Impression Difficult to maneuver and read, not _ | Mostly easy to maneuver and read, | Easy to maneuver and read, visually pleasing, including font style | usually visually pleasing, including | visually pleasing, including font 4 and size, graphics, layout, font style and size, graphics, layout, | style and size, graphics, layout, aA background colors background colors background colors Creativity Presentation/project showed little or | Good use of resources, originality | Resource, imaginative, ingenuity ‘no originality or resourcefulness was demonstrated in the was demonstrated in the oh presentation/oroject presentation/project Relationto | Little or no connection to teaching | Good connection to teaching and __| Strong connection to teaching and teaching and instruction of literacy and Instruction of literacy and content, | instruction of literacy and content, |) practice content, not relevant mostiy relevant very relevant and timely Literacy Ineffective use of comprehension | Appropriate use of comprehension | Effective use of comprehension Components | guided questions, vocabulary, guided questions, vocabulary, guided questions, vocabulary, activating or building background _| activating or building background _| activating or building background / knowledge, writing, assessment knowledge, writing, assessment _| knowledge, writing, assessment Delivery of | Lacked organization, unclear, litle | Organized, mostly clear, somewhat | Well organized, engaged audience presentation in | attempt to engage audience interactive and “audience friendly” | and held their attention class throughout with enthusiasm, and | 2 | clearly focused presentation Reviewer's Comm ents:| teed Understanding Earth's Climate http: //imgs.steps.dragoart.com/how-to-draw- Carol Helfenbein cearth-step-S_1_000000011320_5 pe ‘Topic: Time Travel Brochure Guide Audience: 7th-9th Webquest ID#: 171909 Summary: This webquest guide goes along with a lesson unit on climate change. In class they are learning more in-depth on the causes of climate change. My webquest gives some more guides and is in the form of a time travel brochure activity that the students have to complete for class. Activities: The students will look up information on the different climates over the various ages and ‘using their knowledge on how climate and weather relate, create a travel brochure that focuses on at least three eras that had different climates. To make things a little simpler, the students had to pick one spot on ‘the Earth where their time travel machine is based at. That way if there were different climate and ‘weather patterns at different latitudes, the students only needed to focus on that one latitude. Websites: http://www.esse.ou.edu/fund_concepts/Fundamental Concepts4/Geologie Time Scale.htm! http://www.epa.gov/climatestudents/basics/past.html tml http://www. bgs.ac.uk/discoveringGeology/climateChange/general/causes.html?src=topNav http://climate.nasa.gov/evidence/ http://www-epa.gov/climatechange/science/cause