Phase II Reflection

1. Instructional Decisions/Teaching
• Something that went well is that the lesson did not go over the time, or a lot under the time that was allotted. I was also prepared with all my materials before teaching. Something that did not go well was that we got new members in our group that did not have the documents I sent out the prior day so I had to spend the first minute or two sending them out to the new members of our group.
• The alignment to standards was held during this lesson. The standard was for students to understand the elements of a map and the difference between a physical and political map. I introduced this in my lesson, then discussed the elements which they would use in creating their own map.
• One of the students computer was having trouble working so I had to adapt and share my computer that I was using to teach with her so she was able to participate in the activities.
2. Mechanics:
   • The technologies I used in my lesson were Pixie, as well as digital images of a map in my introduction.
   • I used the digital images of maps to show the students the different elements as well as the difference between physical and political maps. The students used Pixie for the quiz (pre-assessment) and for creating their map of a familiar place (post-assessment)
   • My lesson was within the correct time frame because I gave enough time for each assignment, and adapted it where I needed (gave the students a few extra minutes to create their map because they were not done yet)
     
3. Assessment of Learning

   

   This student made a map of her home town (Huntington Beach,CA) and showed how to get from her home to the park. She used mainly pictures to represent her elements of her map.

   
   



This student used a map of Flagstaff and showed how to get from her home to her school. She used different symbols and pictures to represent things in her familiar place.

• The students were successful in meeting the standards of this lesson. They incorporated all the elements into their map of a familiar place.
• I think overall, the lesson was successful. The students understood what I was teaching and applied to to their assessment. They also enjoyed being creative and having the freedom to create their map the way they wanted. 

Micro Lesson #1

Lesson Plan Template and Reflection: Blog Phase I

Use the following outline to create and reflect on your lesson plan. In your blog you will create a post (Not a new blog) for each of the following items (Overview, Implementation, Assessment, and Materials and resources). In each post, you create a section of the lesson plan and reflect on the information you are developing. The reflection questions and prompts are in blue following the lesson content.

Refer to Phase I: Reflections on Lessons Preparation for more information on why we reflect.

I. RATIONALE:

I am teaching this lesson because it meets the standards for the first grade social studies unit.

II. OVERVIEW

Grade Level: First Grade

Subject(s): Social Studies

Topic of Study: Geography

Time Allotment: 30 minutes

Standards: Strand 4 Concept 1: The World in Spatial Terms PO 2.Interpret political and physical maps sing the following elements: a. alpha numeric grids b. title c. compass rose - cardinal directions d. key (legend) e. symbols PO 3. Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title, compass rose, symbols and key (legend).

Objectives: SWBAT understand and recognize elements of a political and physical map and use what they know/learned to properly construct their own map of a familiar place.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Recall from the last lesson where we introduced maps. They know overall what a map looks like, and the purpose of a map. They will also know how to use Pixie. How will prior knowledge and experience be assessed? A pre-assessment quiz as well as bringing out a map and discussing with students what they already know about maps. Ask if they know about any of the elements that are on a map. Have them draw the elements on a piece of paper to ensure transference. How will you use this information in the planning process? Once I know what the students already know through their pre assessment, I can either re-teach what they are unclear about, or continue with the lesson. Why should the content of this lesson be taught at this grade level? It is important for students to recognize maps and how they work. They can use maps as guides and tools inside and outside the classroom. How do the objectives that you have for the lesson align with the standards? The students will learn elements of maps and create their own map, which is also stated in the standards. When will the lesson be taught in the course of the school year? Why? This lesson will be taught half way through the school year. This way they have a larger vocabulary, and are more familiar with geography and the places around them.

III. IMPLEMENTATION

Procedure:

-I will begin the lesson by having students pull up the pre-assessment quiz in Pixie and they will have 3 minutes to finish the quiz. I will read off each question to them. We will then go over the answers and they can print out the quiz to use as a reference throughout this lesson and for further use.

-The class will gather on the mat around the smart board where I will pull up an example of a map. I will start by asking students what they already know or recognize on the map. Once I am aware of what they know, I will go over all of the elements of the map. (3min)

-Students will take out a white sheet of paper, pencils, and markers. They will use this white sheet to create their own “key” that is portable and they can take with them when working on their assignment or even take home with them to help them understand other maps.

-Using the map that is pulled up on the screen I will go over each of the elements of a map (grids, title, compass rose, key, symbols) I will have the students brainstorm examples of symbols to see if they understand. Ex: a fork and knife would symbolize a place to eat on a map. (3 min)

-Pull up an example of another map, and see if the students can recognize the elements on their own. (3min)

- Once I feel students have grasped the concept they will split into groups of two or three. (1min)

-Brining their sheet of paper with their own “key” to use as a reference they will open up Pixie on the computer. As a group they will brainstorm what familiar place they will create a map of (school, a neighbor hood, downtown) and think of symbols they want to use for different areas (roads, buildings, rivers, stores etc.) Making sure their familiar place maps has all of the elements including a title. (12 min)

-As a group they will come up to the front and present the map they created. During the presentation they will discuss what place they chose and why? Explain their key, the briefly go over the different areas of the map. (6 min) This part will be their post-assessment, which I will use a checklist to see if they understand and include all parts of a map.

Technology Integration: I will use a projector/smart board to display a map for the class for the discussion. I will use the Internet to pull up multiple examples of maps so that students understand the different types. The students will use Pixie to create their own map of a familiar place as well as for their pre-assessment.  

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- Depending on the students level, a different technology tool could be used and another rubric will be applied.
• Gifted- Gifted Learners will be given the option to create a map of a larger area (a city of their choosing)
• ELL- I will scaffold vocabulary and emphasize imagery along with the vocabulary. Since this is a map, they are able to use pictures instead of words (a picture of a river instead of writing river)

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? I am using a variety of different instructional methods. Including technology, written and visual representations and group work. How do the instructional methods align with what you know about best practices (think about your methods classes)? I think my methods align with best practices because I use many means of representation, I am adapting my lesson for every learner and using differentiated instruction. How are you engaging students in creative and higher order thinking? They get to use their creativity by selecting a familiar place and using Pixie to bring create their map of their place and use pictures and words how they choose. Higher-order thinking will be used because they need to identify the different elements of a map and incorporate them all into their own map.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

-Pre-assessment: The students will be given a short quiz and answer questions so that I can assess what they already know or do not know about maps.

-Post-assessment: Each group will present their map. Using a checklist I will see if they used all the elements and used them correctly.

Instruments: quiz and a checklist

-I will use a non-graded quiz for my pre-assessment

-I will use a checklist as my post-assessment.

Reflection: Planning Assessment (InTask Standard # 6): How does the assessment align with the standards and objectives of this lesson? The assessment will measure what they learned about a map, they will have to know the elements of a map and how to create a key. How does the assessment demonstrate that the students have been successful in learning the content? I will use a checklist, and if the students are successful they will have everything that is required. How does the assessment demonstrate student engagement in higher order thinking? It engages them in higher order thinking because it requires them to create a map of a familiar place using key elements and also what they know to be true of their familiar place. How does the assessment demonstrate that individual student needs were met? Individual student needs were met because I adapted my lesson to all student needs and they were able to use technology as a tool during this lesson.

IIV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

-Pixie

-Computer

-White Sheet of paper (1 per student)

-Pencils/Markers

-Projector/Smarboard

-Whiteboard and markers

Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? They get to be creative in creating their familiar place map on Pixie, they get to use their imagination to create their map and include any pictures, words and clip art they see fit. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Their post assessment was the map they created in Pixie which is accessed through the computer, also their post assessment was an online quiz as well. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? They use technological tools in their learning to understand and build their own map. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: My lesson advocated safe and ethical use because they are only using Pixie and not needing to access the internet. It addresses the diverse needs of all learners through equitable access because I am able to adapt the computer settings (larger font, key board setting etc.) to help them with this lesson. It uses cultural understanding because they need to be aware of the place around them that they are creating. It also promotes digital etiquette because they are presenting what they made to the class. advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.