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Transcript

PDS Experience

Ellsworth Ave. School

First Grade

Fall 2015

Class Schedules

Kathryn

Mrs. Williams' Class

Jeanette

Ms. Zoeller's Class

Morning Work

Morning Routine

Shared Reading

Word Work

Read Aloud

Special

Snack

Readers' and Writers' Workshop

Lunch

Recess

Read Aloud

Math

* Shared Writing

  • Small groups of students are pulled to work with Mrs. Rosado, Mrs. Melilo, Mrs. Hellman, and other specialists.
  • Daily schedules differed as a result of chorus practices, book buddies, and as required by changes in other grade level schedules.
  • Throughout the day, students work cooperatively at the carpet and at their tables.
  • Ms. Zoeller has been teaching first grade for two years.
  • Her class is made up of 21 kids.
  • There are a few who are ELL and TAG students.
  • Class has two repeating first graders.
  • Mrs. Williams has taught 1st grade at Ellsworth for 7 years.
  • She has 21 students.
  • Mrs. Williams has ELL and TAG students.
  • Some are repeating the 1st grade.

Initiation - What are Adaptations?

Lesson Development: What is Biomimicry?

Social Studies Lesson: Biomimicy

Mrs. Williams' Class

Ms. Zoeller's Class

Next Generation Science Standard: (1-LS1-1) Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive.

  • Told the students what adaptations are.
  • Example - rabbits.
  • Why do animals adapt?
  • Just like Pokemon!
  • Plants adapt too.
  • Picture of a burr.
  • What do you use every day that is just like a burr.
  • Definition of biomimicry.
  • History of George de Mestrel.
  • Can you find Velcro in the classroom? Where else can you find Velcro?
  • More examples of biomimicry.
  • Let's try it - Alex & his helmet.
  • Sticky notes.
  • White boards.
  • Turn and talk.
  • Independent work.
  • Whale worksheet.
  • Taught students the word and examples of adaptation prior to teaching the lesson.
  • Do you remember the BIG word we learned?
  • Students gave examples of animals and their adaptations
  • A bull sheds its fur.
  • Picture of a burr.
  • What is similar to a burr that we use everyday?

Objectives -

Cognitive- Students will generate an answer to solve a human problem inspired by an animal.

Affective- Students will select an object they use every day and connect it to an animal that may have inspired it.

Psychomotor- Students will illustrate a picture to solve a human problem using biomimicry and explain their drawing.

Differentiation:

Assessment:

Closure: Share and Apply

  • Students sit in a circle.
  • Share "inventions" with the class.
  • What do you use every day that might be the result of biomimicry?
  • Summary of lesson and three things we learned.

Cognitive - White board responses when "inventing" something to help Alex.

Affective - Participation in final "what do you use that might be a result of biomimicry?" conversation was assessed using a participation rubric.

Psychomotor - Students completed biomimicry worksheets requiring them to illustrate and explain how the provided animal inspired their invention.

Time constraints, supplemental worksheets, encouragement.

Interactive Bulletin Boards:

Kathryn's "Ah-Ha" Moment:

Classroom Management

Jeanette's "Ah-Ha" Moment:

Classroom Management

  • It is more difficult than I thought to ignore students who are calling out.
  • Students did not have enough background knowledge on whale blubber to complete the worksheet about Jen.
  • Be prepared for the lesson not to go perfectly.

Jeanette

Kathryn

The Biomimicry Boat

& Reasonable Expectations

Reflections: Social Studies Lesson

Constructivist Theory:

Reflections: Unit Wide

  • Children get very excited when about animals and enjoy learning about them.
  • Throughout the unit, we had trouble developing age appropriate activities that were engaging and assessments that coordinated.
  • It was extremely difficult for us to relinquish control in the development of the inquiry lessons.
  • Broken Promethean Boards required us to modify our original lesson plan.
  • Ms. Zoeller offered suggestions that made our lesson more age appropriate for first grade.
  • Further modifications were made after the lesson was taught in Ms. Zoeller's class.
  • Students need a solid foundational understanding of animal traits and adaptations to be successful when working with biomimicry. The concept is too abstract.
  • We realized it would have been best if we were able to teach the whole unit, or if we had incorporated social studies into an earlier lesson.
  • The unit begins by asking students to reflect upon their understanding of animal traits based on their experiences in school and at home.
  • Consecutive lessons offer students the chance to work more independently and take ownership for their learning (Lesson 7).
  • In lesson 8, students are provided with opportunities to practice using biomimicry cooperatively and independently.
  • In the final two lessons, students bring all of their learning experiences together and apply them to complete a cumulative hands on project.

Jeanette Ferati & Kathryn Wichman

Photo from: maggiephotography.wordpress.com

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