Exploring Gravity with KindergartnersLesson Plan-Vocabulary term posters-Materials for student use-PDF of Gravity book (partial pages used)-Collaborating Teacher Observation notes-ReflectionPrior to performing this lesson with my students, I had to make some unexpected adjustments. Originally, the objects (in my lesson, rocks) were to be dropped with a parachute. I cut out parachute templates and tried the experiment at home. The rocks were just too much for the parachutes, so I improvised and adjusted the lesson. Instead of using parachutes and comparing small rocks to larger rocks, the students had the opportunity to examine the pull of gravity with a normal sized rock and a piece of tissue paper. I believe this adjustment made the concepts of mass and gravity more comprehensible for students. By the end of the lesson, the students were able to make connections between mass/weight and the force of gravity. Students recorded their observations and inferences in their science journals using the key terms. Through our discussions together, conferencing while the learners were writing and their journal entries I was able to analyze the data collected and determine they met the objective of the lesson (When investigating the natural world, students will be able to accurately make observations, record data and understand the force of gravity (and its relationship with mass) with no errors in judgment.). I believe the illustration of observations worked well for my young learners and the opportunity and be up, engaged and moving in the classroom promoted learning. Now that students have a solid understanding of gravity, I look forward to their progress through the Life Cycles science unit! After this lesson, I recognized the amount of patience it takes to work with young students. The learners were off task and out of focus for most of the day, so an afternoon lesson with lots of manipulatives and movement was slightly overwhelming for some. Though the students were high energy, the lesson still engaged them. However, as an educator, I recognize the importance of classroom behavior management. I hope to soon improve my ability to handle such a large group of easily distracted learners. Specifically, I'd like to acknowledge appropriate behavior more often. Through working with a peer and discussing the lesson's adherence to learning styles, I was enlightened to realizing an excellent strategy to meet auditory learner's needs! If I did this lesson again, I would incorporate this song/chant to engage auditory learners:
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Community InvestigationHistory & Demographics of "The School"Community- The area is a small town, made up of numerous subdivisions with highway and interstate access. The area includes many neighborhoods, schools and churches, making it a welcoming place for families and a suburban area outside of a main city. There is no results for “Things To Do” in the area for sports or recreation. In my investigation we saw many live oak trees, strawberry farms and lakes. Also, we were surprised to see new upscale communities dotting the mostly rural landscape. 88% of the population have attained a high school degree or higher, implying much of the population values education, but there is a lack of dedication in the community. 96.8% of 5-9 year olds are enrolled in school, 94.5% of 10 to 14 year olds are also enrolled in school. However, only 44.5% of 3 and 4 year olds are enrolled. This lack of preschool education could be setting students at a disadvantage when they begin Elementary school. 15.5% of the total population are individuals below the poverty level. 54.1% of those in the labor force are below the poverty level as of 2014. 20.1% of the population speaks a language other than English at home and 22.7% of those speak Spanish at home and speak English “less than very well.” [Sources: The Chamber of Commerce, Photos taken of the area The United States Census (2010) and Community Profile (2014)] . The School- The Elementary School was built in 1992 and named after an educational philanthropist, who is also an educator with Hillsborough County Public Schools who went on to become a Hillsborough County Commissioner. The school has educated two generations of students. The PTA of the school supports teachers, Relay for Life, reading enrichment and school improvements. They are currently raising money to get a cover for the courts outside. There are 662 students enrolled: 18.88% African American, 30.51% Hispanic, 43.35% white. The school is a Title I school, 69% free and reduced lunch and a 54% minority rate. The school grades have been decreasing: 2013-14: C, 2012-13: C, 2011-12: B, 2010-11: B. [Sources: School District of Hillsborough County: School website, Demographic Report & School Improvement Plan] Interview with a Community Member:“There’s a lot of room for growth and improvement. I’m really hoping the students in school today will get involved in their community and make a difference.” - A Community Member Wonderings:How can we incorporate the natural surrounding environment into the classroom? Lessons on natural resources, habitats, life cycles and locally-grown food. How can we inspire students to take responsibility for their community? Impact on Instructional Planning: Through this investigation, I have discovered the community as a rich source of resources to encourage student involvement. The natural environment offers opportunities to investigate rural landscapes, local habitats and life cycles, as well as locally-grown food. With a large English as a second language population, there is a strong call to differentiate instruction for language learners. Adequate school-parent-community interaction contributes to the formation of bicultural individuals who can flourish in the new culture as well as in their own ethnic community (Kleinfeld, 1979). Therefore, there should be a focus on including families and the student’s community improvement opportunities in their educations. “Miss Cook! Miss Cook!” On my first day of internship, I think I tied upwards of twenty shoes in response to my name being called from the mouths of fifteen excited kindergarteners. 66% of the students in my class are male, leaving only five females. About a quarter of the students are African-American, another quarter are Hispanic. Six students in the class identify as White, and only one student identifies as multiracial.
One boy, Andres*, is an ESOL student where Spanish is the primary language spoken at home. I was able to make a connection with Andres during the Bellwork portion of class. He was struggling to read the color word “Red” that was on his worksheet. I showed him the word slip on the wall, but he still wasn’t quite grasping it. I grabbed a Crayola crayon from his basket and read the label where “rojo” was included under “red”. Though my Spanish is poor, Andres realized the connection between his language and English. Being resourceful and finding creative ways to make language connections, like paying attention to opportunities from materials, is a great way to help English language learners in the classroom. The area of my Elementary school is a more rural community with mostly low-income homes. 10 of the students are eligible for free or reduced lunch. I wonder how students from lower socioeconomic backgrounds will do with their learning, and especially the use of technology. My focus student, an emergent reader female named Lucy* is eligible for free lunch. While in the computer center, she didn’t know how to use a mouse. That was quite a culture shock for me, because I could use a mouse properly since I began developing motor skills. After discussing with Ms. J* we brain stormed that her lack of technological knowledge could be the result of not having access to a computer at home, or because of the abundance of touchscreen technology that dominates computers today. With technology becoming such a prevalent part of society, I’m curious as to if there will be a more intense focus on instruction of technology use in Elementary classrooms. Four students in the class have individualized education plans and five students will be attending speech therapy. When I was in Elementary school I remember feeling ashamed of being plucked from my classroom and leaving for speech class. I hope to encourage the five students in my class to enjoy speech therapy and benefit from the experience, not feel insecure. I wonder how speech therapy will affect their education and self-esteem. The more one-on-one time with an instructor could help, but time out of class could hinder their learning process and potentially embarrass young learners. Throughout my time with the kindergarteners I’m going to keep an eye on speech improvements, the students’ self-confidence and pay attention to any impact speech therapy could have on the students’ work. There is a high population of deaf students integrated in the classrooms of the Elementary school I’m interning at. As a result, there’s school wide policies that incorporate sign language into the student’s classroom interactions. Asking permission to use the bathroom or perform other tasks in American Sign Language allows deaf students to feel included, and gives other learners the opportunity to learn a new language. I’m looking forward to learning some ASL as well! There is also a few blind students integrated into the classrooms. These special needs learners are given aides, braille alternatives all over the classrooms and a peer to help them. All the students are supportive of each other. These unique adaptations to be considerate of students with disabilities contributes to the amazing school culture I’ve noticed so far. In Charlotte Huck’s 2nd edition of Children’s Literature it is acknowledged that reading and responding is an active process involving channeling meaning into words, and using symbols to generate thoughts and feelings in response. There are nonverbal responses to literature that include body posture, facial expression and movements. While the students were sitting on the carpet listening to my corresponding teacher read from the class cooks I paid attention to their verbal and nonverbal responses. As children became restless and fidgety during the day an educational song was put on that encouraged students to dance and sing along to expel some of their excess energy. It’s only the kindergarteners’ second week of school, so their educational stamina is lacking. I look forward to seeing their ability to focus and concentrate grow as the year goes on. Also, while reading the students were asked to make predictions and share their responses with their thumbs up or down. Perhaps the cutest moment of the day was when the students were illustrating their Brown Bear, Brown Bear What Do You See? (Bill Martin Jr., Eric Carle) and were instructed to draw a teacher on the page they read today. The students excitedly exclaimed they were going to draw Miss Cook and Ms. J. I felt very important and realized the impact I could have on all fifteen smiling faces, even just one day a week. Literature was applied across the curriculum and cross content connections were made throughout the day. For math, students read and illustrated a poem about position words (up, above, down below, in between) that involved a stoplight. An informative book was read during science time about the Scientific Method. When students became restless during the lesson, a “stand up song” was played that taught and reviewed position words. Disappointingly, there was no Social Studies curriculum during the day. Ten minutes is allotted during the day for Social Studies, but because of time constraints the class is unable to focus on the subject. I wonder when, and how, social studies will be embedded into the lessons. Perhaps during a unit focused on social skills for the community there will be discussions that bring Social Studies to the learner’s attention. I’m looking forward to continuing my internship with these bright young learners. *= Pseudonym/Name changed to ensure anonymity |
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