TPACK Lesson Report

Presentation click HERE

TPACK Lesson plans

Name: Catherine Norris
Title: Fables and Tales from Different Cultures
Summary:   Understand the differences between fables and tales from different cultures
Primary Core Objective:   3rd Grade Objective 3 Recognize and use features of narrative and informational text. B. Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales.
Materials Used by the Teacher:   Worksheet	Materials Used by the Students:   Worksheet Online stories
Technologies Used by the Teacher:   Computer with internet access with stories pulled up	Technologies Used by the Students:   Computer with internet access
Intended Learning Outcomes: Identify the definition and understand elements of fables and trickster stories Recognize Aesop's fables Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures Compare and contrast themes of fables and trickster tales from different cultures Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories. .
Instructional Procedures: The following stories involve cases where the less powerful of two animals (including one human) who are natural enemies frees the more powerful animal. The divergent responses of the animals freed lead to different lessons about human behavior and values. Using the chart below, have students identify the fable elements, characters, problem and solution, and moral of these stories. "The Lion and the Mouse" (Aesop) (another similar version) "Mr. Buffu and the Snake" (Ananse) Located on the Caribbean Folktales page (Scroll down to story) "The Ungrateful Tiger" (Korean) "The Tiger, the Brahman, and the Jackal" (India) Ask students to compare the characters, plot, and lessons of these stories. Which characters did they like best? Which did they like least? Which story had the best ending and why? Have students compare the animals and their behavior in each story: Why do the types of animals change or not from one culture's fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? To see how fables teach universal lessons about human nature and behavior, ask students to think of a real-life situation that applies to one of the stories.
Extensions: Explain the differences between myths, legends, fairy tales, and fables. Give some examples of each type of story and let students sort them by category, or ask students to research their own examples of each of these narrative forms. The Preface on the Aesop's Fables, defines and differentiates the tale, the parable, and the fable: "The tale, the Parable, and the Fable are all common and popular modes of conveying instruction. Each is distinguished by its own special characteristics. The Tale consists simply in the narration of a story either founded on facts, or created solely by the imagination, and not necessarily associated with the teaching of any moral lesson. The Parable is the designed use of language purposely intended to convey a hidden and secret meaning other than that contained in the words themselves; and which may or may not bear a special reference to the hearer, or reader. The Fable partly agrees with, and partly differs from both of these. It will contain, like the Tale, a short but real narrative; it will seek, like the Parable, to convey a hidden meaning, and that not so much by the use of language, as by the skillful introduction of fictitious characters; and yet unlike either Tale or Parable, it will ever keep in view, as its high prerogative, and inseparable attribute, the great purpose of instruction, and will necessarily seek to inculcate some moral maxim, social duty, or political truth."
Assessment Plan:   Have students fill out an online or printed-out version of the Story Structure Chart found on the end of the lesson.

 

 

Story Structure Chart
	The Lion and the Mouse	Mr. Buffu and the Snake	The Ungrateful Tiger	The Tiger, the Brahman, and the Jackal
Story Elements
Characters
Problem
Solution
Lesson/Moral

 

 

 

Name: Catherine Norris
Title: Plants
Summary: Students will learn about the different parts of a plant through a Power Point Presentation and then create their own plants with a computer drawing program.  They will label all the parts of a normal plant in their picture to demonstrate that they have learned the different parts of the plants.
Primary Core Objective:   Standard 3 Students will develop an understanding of their environment. Objective 1 Investigate plants and plant growth.
Materials Used by the Teacher:   Pictures of Plants & their parts on Power Point Projector Projector screen	Materials Used by the Students:   Paper Pencil Worksheets on Plant Parts
Technologies Used by the Teacher:   Power Point on Computer Projector	Technologies Used by the Students:   Computer Tux Paint Drawing Software
Intended Learning Outcomes:   Students will learn about the different parts of plants and then will create and label the different parts of their own created plant using the drawing program Tux Paint.
Instructional Procedures:   Reserve the computer lab for the whole class for the activity assessment portion of this lesson. Have students sit in their seats and set up expectations for them to look up at the presentation and to raise their hands when they have a question or input. Pass out a worksheet that has spaces to label the different plant parts. Students observe from their desks a Power point projected onto the projector screen.  This is created to show the different pictures of plants.  There will be pictures of vegetables, fruits and flowers where the class will be asked to see if they can identify any of the plants as they are shown on the screen.   As a class we will identify the different plant parts : roots, stems, the flower, petals, and the leaf.  Discuss why they are important for the growth of the plant. The students will then fill in their plant worksheet of the different parts of the plant.  Before the lesson reserve the computer lab, so that the students can do the next activity. Students will go down to the computer lab and using the drawing software Tux Paint (this is a free program that has many cool drawing and painting tools.  In partners have the students create a new plant that they will then label based on the information of plants we have already covered in class.
Extensions:   On the computer in the classroom I have set up the internet with a site by the Howard Hughes Medical Institute that allows you to "build a salad". It gives you the different kinds of vegetables that are different parts of plants that go into a salad. This is fun for students to click on and learn. The website for this activity : http://www.hhmi.org/coolscience/forkids/vegquiz/recipe.html
Assessment Plan:   Students will go down to the computer lab and using the drawing software Tux Paint (this is a free program that has many cool drawing and painting tools.  In partners have the students create a new plant that they will then label based on the information of plants we have already covered in class.

 

 

 

Name: Catherine Norris
Title: The Census
Summary: Learn the importance of the census.
Primary Core Objective: Grade 4th Standard 1 Objective 2 Analyze how physical geography affects human life in Utah.
Materials Used by the Teacher: Video projection equipment Computers with Internet access Map of the U.S	Materials Used by the Students: List all of the materials that the students will need to successfully complete the lesson.
Technologies Used by the Teacher: Video projection equipment Computers with Internet access	Technologies Used by the Students: Identify the technologies used by the students during the lesson.
Intended Learning Outcomes: Is the census an integral part of American democracy? What is its impact on government policy, society and the economy? In this lesson, students consider the purpose of the census and the importance of participating in it. They then examine the issues surrounding the 2010 census and engage in one of several multidisciplinary activities designed to make the census relevant to their experience, perspective and learning.
Instructional Procedures: Tell students that this month, the 2010 U.S. Census forms will be mailed out. Ask students what they know and have heard about the census and why it is conducted. Then explain, if necessary, that every 10 years, the government reports the number of people who live in the United States by conducting a count called the census, which is required by the U.S. Constitution and has been taken since 1790. Then choose one or more of the following ideas to give students a bit of context before they read the New York Times Upfront magazine article "Counting America," below. Tell them that this year, the U.S. Census Bureau is running an advertising campaign that represents the most extensive and diverse outreach campaign in U.S. history, with advertisements appearing in 28 languages. Show them "A Musical Take on Mailing It Back" and/or "A March to the Mailbox", both of which are commercials that are designed to persuade citizens to participate in the census survey. Invite students to share their impressions and further consider the framework and significance of the census. Ask: Were the commercials informative? What did you learn about the census from the spots? Were they persuasive? Why is it important to participate in a census? How and by whom do you think the numbers and other information that are collected are used? -Have students fill out the U.S. Census Bureau's 10 Questions in 10 Minutes, then discuss the questions and have students consider why each one is included on the survey. -Read aloud the April 21, 1910 New York Times article headlined "Ten Census Takers Quit From Nerves: Daily Tilts With Irate Housewives Too Much For Them, So They Resign." How many of these same issues still exist for census takers 100 years later? What new issues might there be? -Give students the following demographic categories: non-Hispanic white, black, Hispanic, Asian and other. Have them quickly sketch a pie graph to show roughly how they think the U.S. population (estimated at nearly 309 million) breaks down in these categories. Then reveal the 2010 (projected) pie chart in the graphic "Then and Now: A Snapshot of the Nation" to see how close students got to the actual breakdown. Then, comparing it with the 1980 graph, ask: How has our national changed demographically in the past 30 years? Are you surprised by any of the figures? How close did you come in accurately estimating how the population breaks down by race? What story do these chart tell you about the change in U.S. population in the past 30 years? What do you think the projected data is based on? How closely do you think our town reflects the national numbers?
Extensions: In the New York Times Upfront magazine article "Counting America," Patricia Smith provides an overview of the history of the U.S. census, analyzes its significance and asks "Why is the 2010 census sparking such intense debate?": With an army of 1.4 million census takers and a budget of $15 billion (yes, billion), the 2010 census is being billed as the largest peacetime mobilization in American history. Planning for the census has been going on for 10 years, and Washington is spending $340 million on a national advertising campaign in 28 languages. The goal of all this time, money, and effort? Simply to get as many people as possible to fill out the 120 million questionnaires that will begin landing in Americans' mailboxes later this month. A national head count may sound like a pretty dry exercise, but the census actually has an enormous impact on our daily lives. It determines everything from how many Congressmen your state gets to whether a new Gap opens near your house and which channels cable companies offer in your area. Questions: How is much money, time and effort is being spent on the 2010 Census? What "political impact" do the census results have? How else, and by whom, are the data used? Why and how do Democrats and Republicans differ over on how to conduct the census? How was the census form changed for 2010, and why? What are some of the challenges and controversies raised by the census? What communities have particular concerns, and what are they?
Assessment Plan: Worksheets and questions filled out.

Week 12 PLE

Watch two of the following three videos from the InTime Video Database:
I love Spiders (5:16 min)
Brown Bear, Brown Bear, What do you see? (5:52 min)
Habitats (4:38 min)
On your PLE Blog write a 150 word description of the most important thing you learned from the videos about using technology with young children.

These videos made me reconsider when technology can be intergraded into a classroom. Children as young as kindergarten age are able to work simple tasks on the computer such as drawing. I hope that I would be able to adapt my lessons for many learning styles by using the computer and other technologies. Technology is also a great way to keep parents involved in the class. You can burn CDs of the work their kids have done or post things on a classsite or even make a video to give to the students and their parents to remember the class by.

Week 11 PLE

Create a PLE Blog post explaining what you learned about TPACK. Be sure to explain each of the constructs in the framework (e.g. PK, TK, etc.) and provide and explanatory example of each.
Pick at least one example of teaching from your past and explain it using the TPACK framework.
Also discuss the representations that various technologies afford. Think about the technologies you have explored in this class and state what representations of content they provide and why these particular representations would be useful in learning the content you are trying to teach.

Technological Pedagogical and Content Knowledge

PK(Pedagogical Knowledge is knowing how to teach.)
CK(Content Knowledge is knowing the facts about a particular subject.)
TK(Technological Knowledge is knowing about different technologies and how to use and apply them.)

The TPACK method uses all three knowledges at once for a dynamic learning experience. Representations of different technologies include technological, visual, auditory, dynamic, and multimodal.

Week 10 PLE

We will explore some additional free online tools which you can use in class. You will create a post on your PLE blog on three technologies you have explored. Answer the following questions about each of the technologies you have explored:
What is the technology called?
What does it help you do?
Where can it be found?

1. Prezi: A web-based presentation tool that uses and map layout and zooming features to show contextual relationships. It's basically like a big powerpoint presentation where you can scroll from slide to slide. Available to download at prezi.com

2. Mindmeister: A web-based presentation tool that uses the mind mapping concept to create diagrams for projects. You could use this program and create a mind map as the class tells you what to type. Available for use at mindmeister.com

3. Gliffy: A web-based tool used to create flow charts and other graphic organizers. Available to download at gliffy.com

Lesson Plans

Lesson Plans—What needs to be there…

• What-Objective
  
• Principle/Concept (1 sentence)
  
• Materials
  
  • Teacher
    
  • Student
    
• Technologies
  
  • Teacher
    
  • Student
    
• Plan
  
  • Bullet points
    
• Extenders—something for fast finishers to do
  
  • Technology
    
• Assessment
  
  • Informal/Formal
    
  • "I would test them…"
    
  • "I would ask them…"
    

About 2 pages

possible link for help: http://clifmims.wetpaint.com/page/TPACK

Science Lesson Plans

6th Grade


Standard 5
Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.


Objective 1
Observe and summarize information about microorganisms.


Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.

Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).

Research and report on a microorganism's requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).


Activities:


Students will...
Technologies

use the digital microscope to look at swamp stuff. Have the students identify the different organisms as amoebas, protozoas, etc.
Digital Microscope
Computer

use the pictures from the digital microscope to draw and label the amoebas (create a "pond" on the ceiling or wall with blue paper. Have the students place their drawings of organisms in it)
Colored Pencils

act out groups of amoebas and how they move- video tape it (Possibly like charades. Have students guess it.)
Video Camera

research (using a computer) one simple, and one complex-
Create a Venn diagram comparing the similarities and differences
Computer (Word Document)

make a powerpoint showing what they learned-- include a video, comparisons, etc.
Powerpoint (Computer)

make an edible microorganism and tell 3-4 other classmates all of the parts (possibly include paper strips with labels) Make a class scrapbook containing pictures of each students edible microorganism
Camera

make microorganism flashcards (stats like a baseball card) Include a picture. Have the students make several so that they can swap with the other students in the class.
www.flashcardexchange.com

Week 9 PLE

Complete the midcourse evaluation
Post your answers (1-2 sentences) to the following questions:

• What are some ways you can tell that you have successfully integrated technology into your lesson?


• What do you feel technology should accomplish in order to be a legitimate addition to your lesson?


• What indicators can tell you whether or not you have chosen an appropriate technology for your lesson?

You can tell that you've successfully integrated technology into our lesson by assessing the performance of the students. If the students perform better after a lesson taught with the technology, then the technology was successfully intergrated. If students became distracted by the technology, its not a successful integration.

In order to be a legitimate addition to a lesson, technology should be a functional and easy way to teach students something that is can be better understood because of it.

Indications of an appropriate technology for your lesson include the reaction of the children and the impact on their learning. If students are totally engaged in the lesson and seem to be learning the material, then I would say the technology is appropriate.

Content teaching is teaching reading

Week 8 PLE

1. Embed your Lesson Plan Table (6 activities) on your blog and wiki.
Make a new page on your wiki to post your Virtual Field Trip documents.
2. Embed your Field Trip Table (4 locations, activities, Google Earth content) on your blog and wiki.
Embed your table on the same page as your lesson plan.

Read this article (2 sections) about TPACK (Click here to go to article) then answer the following questions (1-2 sentences per question): What are some of the problems with learning TPACK skills? What is the main idea of the article? What are some of the ideas in the article that led you to your main idea? What are some reasons that this article might be important for you as a teacher?

Google Earth

Application Autobiographic Questions

Just a few of my repsondes to the questions on my major application

1. I’ve known throughout most of my life that I wanted to teach the question was always where. I started out as a music education major but didn’t feel that the path I had chosen was the right one and I began looking at other possibilities. When I saw the special education major I reflected on some experiences I have had. I volunteered at a youth conference with the Special Olympics and loved it. I’ve worked with adults with disabilities at a professional level. These people made it easier to make this decision. I love working with them. I then decided that this was the right path for me. Being a special education major would allow me to help children that really need help. As I’ve worked more with students with disabilities, my decision as been reaffirmed. I’ve worked with mild/moderate and severe students as I’ve been trying to decide which track I want to take. Although I’ve loved every minute of my experiences, I really enjoyed working in resource rooms in different schools the most. I love having the opportunity to help struggling students and the tools and programs that are becoming available are amazing.

3. I grew up in the Los Angles area and around many people from diverse socioeconomic and cultural backgrounds. I was taught to not look at people because of their background or socioeconomic status but who they are. Because of what I was taught, I try my best not to judge people before I get a chance to know them. As a teacher that can be the hardest part. In some of my classes, I’ve learned that teachers have to be aware of themselves and who they are. They need to be aware of their students and try not to come across as my cultural and background in better then yours. During my school years, I’ve had the opportunity to tutor kids. I learned that all kids are special and have something to offer to the world. I must remember that Heavenly Father loves them and cares about them. He doesn’t care where they are from or what they look like, he loves them for them. I need to be able to channel that love and let it reflect in my teaching. I need to look to see what our Heavenly Father sees in them. My roommate is student teaching right now. She has told me that sometimes the students that she works with can be difficult and can try her patience but if she can remember that each child is special then she is given the patience and love to teach them.

Best of You

So, random I know, but I was just listening to the music on my computer and the song "Best of You" by the Foo Fighters came up. And it got me thinking...here's a few of the lyrics

Would you born to resist or be abused?
I swear I’ll never give in
I refuse

Is someone getting the best, the best, the best, the best of you?
Is someone getting the best, the best, the best, the best of you?
Has someone taken your faith?
Its real, the pain you feel
You trust, you must
Confess
Is someone getting the best, the best, the best, the best of you?

What I was thinking about was is someone getting the best of me? Last night I was having issues with my computer and my frustration was coming through in my actions and language. A classmate pointed this out to me, and I feel that I should apologize. I need to remember to let everyone see the best of me. Especially when I teach, I should be the best that I can.

LDS.org - Ensign Article - Learning to Love Learning

LDS.org - Ensign Article - Learning to Love Learning
Elder David A. Bednar

Understanding who we are, where we came from, and why we are on the earth places upon each of us a great responsibility both to learn how to learn and to learn to love learning.

Highlights (If you want the whole article-follow the link above)

Learning to love learning is central to the gospel of Jesus Christ, is vital to our ongoing spiritual and personal development, and is an absolute necessity in the world in which we do now and will yet live, serve, and work. I want to briefly discuss the importance of learning to love learning in three aspects of our lives.

1. Learning to Love Learning Is Central to the Gospel of Jesus Christ

2. Learning to Love Learning Is Vital to Our Ongoing Spiritual and Personal Development

3. Learning to Love Learning Is an Absolute Necessity in the World in Which We Do Now and Will Yet Live, Serve, and Work

Week 7 PLE

Post a response to the folowing questions:
i.What is the role of technology in creating dynamic experiences for your students?
In this day and age, technology is an important part of dynamic teaching and experiences. Students are becoming more and more engrossed in the computer and other technologies. To create a dynamic experience for their students, teachers must use technologies in their classroom.

ii.What are some ways that technology might actually detract from student learning?
When teachers use technologies that distract their students, it can detract from student learning. Or if teachers use a technology that allows students to not be on task, it can detract as well. You also have to be careful that videos cover only what they are talking about because students can easlier forget what is be covered.

iii.What are three examples of effective technology use that you have used or experienced?
1. Smartboards
2. YouTube videos
3. Powerpoints

Week 6 PLE

1. Post a response to the following question:
   
   1. What other sensory experiences might complement the use of a virtual tour in your classroom (cite at least 5 specific examples).
      
2. Select three virtual field trips from the examples website to download and review. Select virtual field trips to watch that address a different subject matter than your tour. Make a brief comment on each of the 3 field trips indicating what you like about their ideas. Link to examples.
   
3. Write a paragraph reflecting on what you think the upsides and downsides are for implementing a virtual tour in the classroom.
   

1. Our experiences are not complete without the use of more than one sense: seeing, hearing, smelling, tasting, or touching. Creating these experiences with a virtual tour or fieldtrip is a major requirement. You could invite someone who has been to the places your talking about to come into your classroom and talk about their experiences and show pictures or bring in souvenirs. Say you're talking about the different cultures in your classroom or school, you could have students bring in objects that illustrates their culture. If you're talking about China, you could have a local vender come in with food. If you're talking about the rainforest you could have the sounds of the rainforest in the background. Or you could bring the ocean into your classroom through sand and water and maybe the sound of the sea.

2.

3. A virtual fieldtrip is a wonderful tool that can be used in a classroom to show students things in the world. But, it has its upsides and downsides. Half the fun wiht going on a fieldtrip is leaving the classroom and going somewhere.

UNDER CONSRTUCTION—still working on my thoughts

Digital Storytelling Project

Class Notes

Define Technology

• a pain and a blessing
  
• something that has to be plugged in or power
  
• skills needed to use
  
• a tool—faster, better, cheaper, stronger, etc.
  
• means of communication
  
• constantly changing
  
• convenience
  
• there is always a reason behind technology—make things better
  
• a need
  

Kids want to learn

The BIG question: can we change students through technology? How they see themselves? What they know and what they do?