Grade 3 Lesson Plans

Introductory Lesson: March 11th (First day of teaching)

Outcome 4.1

Step 1: Make a habitat booklet with the key words/definitions of the “big” topics within the unit. The words will include: Adaptations, Ecosystem, Species, Habitat, Communities, Environment, Food Chain, Producer, Consumer, Decomposer, Omnivore, Carnivore, Herbivore, Predator, Prey

Step 2:

I explained the buffalo habitat, and explained that it is a very special animal that has a habitat in Saskatchewan! I explained where the bison live, what they eat, and habitat in Saskatchewan.

Step 3:

The bison in Saskatchewan luve in Grasslands National Park (#6) and Prince Albert National Park (#3)

Step 4:

“Okay students this is the bison! It is a very special animal and has a habitat in Saskatchewan”

Step 5:

Watched a brainpop video on a habitat where I planned a video to check for knowledge and set purpose for viewing)

Step 6:

Explained that the bison were critical and considered to be sacred to many of the First Nations People. The buffalo provided the First Nations peoples with clothing, food, shelter, tools. Explained that each part of the animal was used so that nothing was ever wasted.

Set- Develop it- Closure which lea to further lessons (KWL)

Set: KWL

  • I had students turn to page in book with the definition and went through words
  • I asked students if they knew what each word was before giving them the definitionof it
  • (planned video to check for knowledge and set purpose for viewing

 

Develop it (vocab and buffalo)

  • wrote words on the board and checked for answers and went to explain getting responses from students
  • We discussed the FMNI content as a class
  • Picture of the bison on document camera and explained the bison plus its adaptations and habitat
  • Discussed uses of the bison to the First Nations

Closure

  • Reviewed the key words at the end and checked to see for answers and knowledge on them

Do differently/ feedback

  • Have me give the definition and get them to match it with the word and have words on the board
  • Do not give them that many vocabulary words at once
  • Stood in the corner of the classroom without moving and made the students bored and miserable
  • Chunk the words up next time
  • Check for student’s engagement
  • Reinforce hands up rules for question responses (make sure they are not just blurting out answers)

 

March 12th – Literacy lesson on proper nouns

  1. Reviewed nouns (Person, Place, Thing)
  2. Proper nounts – ALWAYS capital
  3. Demonstrated my couple sentences to give examples of different types of proper nouns (People, place, thing)
  4. Document camera for worksheet (ask students to read definition of proper noun and circle the capital letter, highlight specific person, place, or thing
  5. Get someone to read each instruction
  6. Students then read examples as well
  7. Write down the words and answers with them (ask them first what they believe the answer should be)
  8. Someone read directions of what to do for each activity
  9. Write down in spaces (have students come up with them)

Things to do differently:

– Fix animals because it is not a specific thing as what I had on the document camera

– Take other students answers and not just a few of the same students

– Capitalize University of Regina (I forgot to do this on the whiteboard and didn’t capitalize University, only capitalized Regina

This is the worksheet that I gave students. I highlighted the important information and went through the examples with them on the first page. I went through each of the questions on the back and gave them 2 examples for the first question on the first page and got them to do the rest of the questions after I explained them by themselves where they worked independently.

This is what I had one the whiteboard in the back of the classroom on the whiteboard when I was teaching proper nouns

Science Lesson 2: March 13th

Outcome 4.1 (Indicator K)

Step 1:

Had the word pollution on the board and asked students if they had heard of this work before and then wrote the definition on the board “When something harmful impacts the environment”

Step 2:

Went into the 3 main types of pollution (Water, Air, Ground/Soil) and asked students what they believe causes these types of pollution and tried to see if they knew anything about them already

Step 3:

Showed students a video of the three types of pollutants from brain pop (Humans and the Environment”) – debrief video and come up with examples of water, air, and soil pollution. I asked students “with a partner, talk about examples of what can be causes with each type of pollution and prepare one answer to give to the class” I then went around the classroom and asked for answers. Students werepaired with their partner beside them

Step 4:

– I went into talking about the examples of each type of pollution explained that pollution can be from development such as building cities or pesticides (in Saskatchewan, farmers use many pesticides that can be harmful for many plants or animals and It can affect everything underneath into the soil.

This is an example that I used on the overhead projector to teach students and show them some of the examples of the three main sources of pollution.

Step 5:

Students then got into four groups and I did an activity of how pollution affects humans in different habitats and how animals can be affected in different habitats. Students were able to use the internet on the iPad and computers to research. I then reviewed what a habitat is first and also reviewed what we should google on the search engines. After that I told students the four different habitats which are “Trees/bushes, Grasslands, Dens/Burrows and Lake/Rivers” where I grouped students into 4 separate groups. I told students to come up with 3-5 animals and how pollution affect humans 3-5 ways

Step 6:

Students dispersed into groups and worked together to complete charts. All groups had work completed and I got students to come up and present their ideas to the class.

 

What to do differently?

– Preview/the video so I knew where to stop the video during certain points

– Connect the bison and railway to how it affected that population

 

 

 

Lesson 3 Science- March 18th

Outcome 4.1 (indicator H)

 

Step 1:

Watched a brain pop video

Step 2:

What is a food chain on the board (Shows how living things get food, and how energy Is passed down from animal to animal)? I also explained how if one thing goes extinct or removed from a food chain and got students to answer what would happen?

Step 3:

I then reviewed the 3 groups of what animals eat on the board and asked students for answers before I explained the definition of each one. Herbivore (only eats plants such as rabbits or horses), Carnivore (only eats meat such as wolves or coyotes), and omnivores (eat meat/plants such as bears)

Step 4

The next thing I did was I began to explain that food chains start with a producer and then asked, “Who can tell me what producers are?” (explained that producers are the ones at the bottom of a food chain, activing as food for living things. Producers are usually plants or grass.

Step 5:Explained 3 types of consumers: Primary, Secondary, Tertiary

 

I got students to come up and put the slips of paper on the board and tried to see how much information they absorbed from the lesson.

 

Step 5:

After the example, I went over an activity sheet with students and asked me where they thought I should put some of the answers: This is a photo of the activity sheet I got them to work on.

 

 Next, I showed students the project I wanted them to do. Students drew their own food chain labelling the plant/animal they choose and also labelling which level on the food chain it went. I posted mine at the front of the classroom for students to keep referring back to if they needed.

This was the final version of what the students were able to produce and all of their 5 link food chains!

 

 

 

Lesson 4 Science Lesson 4: March 20th

Step 1:

SET: Back carpet- going over main outline for behavioural versus structural adaptations

– This week I taught the difference between structural versus behavioural adaptations. To start I reviewed what the definition of an adaptation is

– I explained the difference between the two of them and wrote them on the board in a chart.

– From there, I read either a structural of behavioural trait of the photos I printed out and got students to come up and place them in the category that they through it should go on.

DEVELOP: Back at desks for video on adaptations and then paused the video when it talked about hibernation and asked which type of adaptation this is (structural or behavioural). I Went through sheet on documents camera (activity) and had students come up with the key words and highlighted them

Students had to identify which category each one went into and they cut out and glued where they believed it would go

What I could do differently:

-Affirm student’s answers (some of them don’t make sense to bring attention to that)

– Remember to pause the video to set a purpose for viewing it.

 

Lesson 5- Health Lesson: March 25th:

Health Lesson: Racism Puzzle piece.

Step 1:

In this lesson, students begin to learn about the decision-making process and about racism that exists in and out of the classroom. Students will be shown a video of why racism is wrong. Students will learn about different types of racism that happens and what they can do to stop it from happening. Students will learn about who they can talk to if they see racism occurring (ex, teachers, friends, parents, adults.) They will learn about the effects of discrimination of people and how others may feel when they are being discriminated by. They will also learn what the decision-making process means. They will learn that how you choose to react plays a huge role in the decision-making process and what you can do to stop discrimination and racism. Students will have the opportunity to first watch a 2-minute video on why racism is wrong. Through this they will learn different ways to react to racism and discrimination and learn how to react in a positive manner. This video explains that being different is not bad and that there are ways to react properly to racism when it is occurring.

Step 2:

Students will be making their own puzzle pieces sharing their names and something important about them. They will then decorate the puzzle piece and cut it out. The puzzle pieces will all fit together as one. Then, talk to students about the importance of breaking down the barriers of racism and how everybody should be considered equal. Explain that everyone is special and that we are all connected in one way or another.

 Step 3: Give each student a puzzle piece of their own. Explain that each student needs to include their name and something about them. After this, they will be able to decorate their own puzzle piece.

Step 4: Students will then cut out the puzzle piece carefully so that they have their own individual piece cut out. After this, they will hand it in to the front of the classroom so that all pieces can be hung on the wall showing how each piece is connected to the others.

Lesson 6- Science Lesson 5

Outcome 4.2 (Indicator B)

Step 1: Reviewed the 4 Basic needs of living things. If students understand and remember what we learned from last class then go on to lesson 6 and if not, stay back and review the key concepts from last class.

Step 2: Introduced the topic of habitats (Okay grade 4’s today we are going to be learning about the habitats specific animals and plants need to survive! Can anyone tell me if they can remember what a habitat is?)

Step 3: Explained what a habitat is by watching the following video called “Animal habitats | Habitats Song”

Step 4: Explained the difference between a behavioural and structural habitat

 

Lesson 7- Science Lesson 6

Outcome 4.3 (Indicator C)

Step 1: Review the definitions of habitats and communities and make sure students understand what each of those words mean. If students understand them move on to today’s lesson if not stay back and review.

Step 2: Ask students if they can remember what the buffalo is and why it was important for the First Nations people

Step 3: if students do not remember the main importance of the buffalo, go back and review the main points from the introductory lesson and if they do remember then go forward and teach the current lesson

Step 4: Ask students if they have ever heard of the prairie grasslands and if they know where the prairie grasslands are located?

Step 5: bring up the topic of how human activities can have an effect on certain animals or on the prairie grasslands and other habitats and communities around Canada. Explain that the prairie grasslands are becoming reduced because of all the harm that has caused them as well as the buffalo becoming extinct.

Step 6: On the board, explain to students the 8 main reasons of why the prairie grasslands and the buffalo have become majorly affected by human activities within the past decade:

  • Over hunting
  • Development of roads/railroads
  • Building towns and cities
  • Farming
  • Ranching
  • Pollution (fertilizer because of the chemicals from farming/Co2 mining)
  • Mining/Potash (salt/mining)
  • Oil/gas wells

Step 7: Describe that 1700 million buffalo existed in the 1700’s-1900’s and have since disappeared due to human activities and how human activates impacted the buffalo’s habitat which was the prairie grasslands. Human impact is the main source of the loss of the buffalo and the reduction of the prairie grasslands

Step 8: Review: Ask students “okay so can anyone tell me again some of the reasons of why the prairie grasslands and the buffalo have become majorly affected by human activities? Can someone come write some of the reasons on the whiteboard?”

 

Lesson 8- Science Lesson 7

Outcome 4.3 (Indicator D)

Step 1: Review some of the reasons of why the buffalo and prairie grasslands were reduced by human activates from last class. Get students to raise hands and try to answer that question

Step 2: Explain how the natural prairie grasslands were lost due to development which impacted insects, birds, predators, as well as affecting various omnivores that feed on them as well.

Step 3: Explain that because of the impact from human development, healthy grass could no longer grew which means that more weeds grew which affected the community within the prairie grasslands. Also explain how the destruction of the prairie grassland habitat can affect birds and where they can grow their nests

Step 4:  Go over the following Saskatchewan food chain on the board and ask students if they can think of any examples of animals as I go through the food chain.

Step 5: FORMATIVE ASSESSMENT

I will get students to write down and list 4-5 human activates after the 1900’s that impacted natural prairie grasslands and the buffalo in Saskatchewan. Some students may require extra scaffolding.  

 

Lesson 9- Wrap up lesson (Review)

Review key terms of this unit including:

  • Habit (what is it)
  • Difference between herbivores, carnivores, and omnivores and give examples of eat of them
  • What is a decomposer
  • What does a food chain show
  • What is the difference between a producer and a consumer
  • Difference between behavioral and structural adaptations

 

SUMMATIVE ASSESSMENT- Give students the Habitat quiz that my co op teacher told me to give them a end of the unit quiz. She has told me that this will be a way for students to review the unit as a whole. I will be reviewing each students quiz and providing a grade for them.

 

 

 

 

 

 

 

 

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Subject/Grade: 3/4     Lesson Title: Magazine Cover’s  

Teacher: Ms. Huck

Stage 1: Identify Desired Results
Outcome(s) and Indicator(s):

Grade 3:

Outcome:

CP3.8

 

Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).

 

Indicators:

   

(a): Observe visual details, and include details to enhance depictions of animals, people, and objects

(f): Recognize circles, squares, triangles and rectangles as geometric shapes and apply this knowledge to art work.

(g): Recognize cubes, cylinders, and spheres as geometric forms and apply this knowledge to art work.

 

Grade 4

Outcome:

CH4.1: Investigate and share discoveries about the arts in Saskatchewan through collaborative inquiry.

Indicators:

(d): Describe how the arts tell something about the society in which they are created.

Outcome:

CR4.1: Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives

Indicator:

(a) Discuss a variety of arts expressions comparing similarities (e.g., similar styles from specific movements or eras) and unique characteristics (e.g., individual artist’s style or perspective).
(b) Analyze and describe how various arts elements and techniques are applied in own and others’ arts expressions.

 

Treaty Outcomes and Indicators:

–       Mention different types of Indigenous writer’s and artist from within Canada.

Objectives (What will the students be able to know/do by the end of the lesson?):

 

I can…. Recognize why having positive self-esteems are important

I can… recognize different traits I have

I can…. Recognize the importance of viewing ourselves positively

I can… recognize different words to positively portray myself

 

 

 

 

 

 

Key Understandings:

 

  • Understand how self-esteem and self-image relate
  • Understand the different ways we can influence our self-esteems
  • Understand the different traits we have
  • Understand what self image is and how it is important
  • Understand the different ways we can perceive ourselves?
  • Understand how self-esteem can help us cope with stress and failure

 

 

 

Guiding questions:

 

  • What types of different traits can we use to describe ourselves?
  • Can we explain what self-esteem means?
  • How are self-image and self-esteem important?
Stage 2: Determine Evidence for Assessing Learning
 

Pre-Assessment-

 

Introduce the topic of self-image and self-esteem and how it relates to how we view ourselves (perceive ourselves) (Show video of what self-image is.)

 

Stage 3: Build Learning Plan
Set (Warm-up, Focusing the Learning):    Time: 15 minutes

 

 

Explain what self-image is “Okay students, can anyone tell me if they have ever heard the word of self-image before?” “Do you think we want to have a positive self-image or a negative self-image and why?”

 

“Next, can anyone tell me if they have ever heard of self-esteem?” “And what does self-esteem mean?” “Do we feel happier when we have a positive self-esteem or a negative self-esteem?”

 

“What are different ways we can have a more positive self-esteem?” (Doing things that we like, spending time with our friends or our family, exercise, being in school)

 

Explain that having a self-esteem means recognizing your accomplishments (what you have done and what you feel proud in) and your interests (what type of things/activities you like to do)

 

 

Explain what traits are (something interesting about you or something that you find interesting about yourself or something that you enjoy doing) For example, some of my traits are that “I am a runner” “I am a girl” “I am a skier”  or “I am determined”

 

 

So today are each going to be making our very own magazine cover’s and we will be drawing ourselves on a piece of paper and writing different types of traits around your picture. “We are going to draw ourselves with traits around to represent how we perceive ourselves “ “Can anyone tell me what perceive means?” “We are going to represent how we see ourselves”

 

So, “can anyone tell me what type of traits are important to you?

 

 

 

 

 

Development:                                              Time: 25-30 minutes

 

 

–       Hand out sheets of paper

–       Have students draw themselves first with a pencil

–       Next, explain that after students are done drawing themselves they can begin to write different traits or things that are important about themselves around their drawn picture of themselves

–       Next, you can colour the picture of yourselves on your sheets

 

 

 

Learning Closure:                                          Time:5 min

 

–       Review the concept of self-image and self-esteem explaining what they both mean and their relationship

Materials/Equipment:

 

·      Blank sheets of paper so that students can use to draw

·      Pencils and an eraser

·      Whiteboard and magnets to hang examples on the board

 

 

 

Management Strategies:

  • Give constant feedback about good behaviors.
  • Be mindful of different learning paces and keep the students occupied at all times.
  • Write an engaging question on the board for the students to come into the room and read.

 

Possible Adaptations/

Differentiation:

  • Ipad
  • Verbal, visual, and physical teaching styles included.

 

Stage 4: Reflection
 

  • Reflect on how we thought the activity went
  • Reflect on how our co-op teacher believed the activity went
  • What things went well during the activity and which things could have gone better
  • What things could we do differently if we could do the activity again

Contribution of other’s blog post

Over the semester I have gained a wide range of communication skills through out my online journey in my EDCT300 class. I have been able to both contribute and learn new ways if learning through others in our class. Being able to learn through others and interacting with them i is something I both enjoyed and provided benefits for me as a student and learner. I was able to attain many different class networks that will help me in the future as an educator through the friendships and positive networking relationships.

One of the main components of EDTC300 that I learned was about my Personal Learning Network or PLN. To be truthfully honest I didn’t even know what this word meant or the value of it towards my education. I didn’t really have much of a PLN as I did not learn much about it. Thanks to this class and our super amazing professor Katia! I began to start using my PLN mostly by creating my twitter account and my own blog. From creating those account and being active on them, I have begun to create my own PLN and I have contributed to other peoples PLN.

I found that the most useful site was on my twitter handle. I quickly learned how many types of resources and information twitter offers and how interactive it is. Before I started this course I had no idea how to do anything on twitter. I didn’t even know what it meant to “retweet.” However, after I began to start uploading posts and commenting on other’s I learned how to properly use twitter in a proper manner. I began to tweet everyday and I have began to use twitter in order to stay up to date with what my classmates are discussing and finding interesting. I have made over a hundred tweets and went from 3 to 41 followers in just two short months! I have also been sharing articles and other resources that I have found on feedly that I enjoy a lot! Feedly is a website with hundreds and hundreds of resources and articles relevant to Education and life in general. I used Feedly a lot to help with my learning project as it contained a bunch of interesting recipes.

I find twitter to be a good platform to give feedback and to find good resources from fellow classmates and educators. Through out my EDTC journey I began to use more of twitter’s features such as retweeting, using other hashtags and posting more of my own posts.

I was able to have the opportunity to participate in the sask ed chat have

which was very interactive and easy to use! Twitter chats are a great way to stay connected with other teachers both in Saskatchewan and from different parts of the world. I love to hear other people’s thoughts and perspectives and having my thoughts shared with other educators as well.

I also used the EDTC 300 blog hub, through this I could easily access my classmates blogs and see what they are posting about. I found this hub to be highly important in the way I was able to comment and communicate with others in the class. I really enjoyed reading about other people’s learning projects and see how much progress they were making through them! I found that they were all very individualistic, creative and fun. I read alot about people’s posts being about cooking, running, baking or ASL. I often commented on the posts that I found very interesting. Below are some photos of the comments I made on people’s blogs. 

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I also made my comment on google community. Google community was a fantastic way to ask any questions that you have or ask for help!

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Here are the comments that I made on other’s twitter accounts

 

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Huge thanks to everyone that made this class so fun and interactive! I loved every moment of it! Hope everyone has a great summer!

My Summary of Learning!

Hey everyone! I actually can’t believe that the semester is already over and I’m going to lie I truly will miss all of you. I learned so much in the past two months and am super thankful to have gained this knowledge moving forward in my education career. Belie you will see the video I made for my summary of learning I had 4 major takeways that included:

  1. Learning what the purpose of zoom and being able to use it weekly
  2. Creating our Professional Learning Networks
  3. Learning how to create and use my wordpress and the different elements it has
    1. Also using my learning project as a means of building my positive network on my wordpress
  4. The importance and understand of using twitter
  5. The presentation of Alec Couros and his beliefs of digital identity and building a network

 

I have also included a written script to anyone that wants a little more insight to my learning and summary!

Hi my name, is laura, a soon to be third year elementary education student at the university of Regina. Welcome to my summary of learning for EDTC 300! I have definitely thought a lot about what I have learned throughout this class and what I wanted to include for this final learning video. This class enabled me to think back to the ways in which social media sites have evolved over the years. I remember in about grade six using the MSN chat rooms and how I used it to communicate and talk with others. This brought back memories to when I was about Amanda Todd’s age and related to her story with the same type of social outing. When I first started this class I thought it would be easy. I thought “well I do have all types of social media account so it will be easy for me!.” I was pretty active on Facebook and Instagram and of course like any other middle schooler in school nowadays I was also on snapchat. However, I didn’t realize until the first day of class that even though I was active on these account that I would be doing a lot more than just posting on these sites. I’m not going to lie, it frightened me to have to talk or be seen in front of my whole class online. I had no idea that we would be learning so much more about the internet and ways to incorporate new ideas into online resources! I was super excited to learn new and exciting things

  1. Zoom was the very first video chat room that I have been apart of. Each Tuesday and Thursday evening our EDTC 300 class would meet in our own video conferencing room. We used a code to enter the chat each time our class started. I loved the class dynamic that this video chat was able to provide! It felt as though I was back in school in Regina with my fellow classmates. Being from Alberta I was super amazing of how easy it was for students from across the province to come together and learn through this course together.
  2. During the first class, we got introduced to the idea of creating our own professional learning networks. This involved building a positive online presence and sharing or interacting with others. I never realized how important it was for me to build an online presence. We were given many different tools in order to build our positive networks and I am beyond grateful that I was given this opportunity. It has truly enabled me to realize the purpose of being online. Having a positive online presence means being able to share your thought with the world and being able to share different types of resources or ideas
  3. One of the main aspects of being online that I was introduced with was blogging. I had never put much thought or effort in about how great of a tool blogging really is. This class had enabled me to build on my own eportfolio and set myself up better for the future. I learnt how to navigate my dashboard and how to organize my pages, categorize, and also how to navigate my widgets and menus. I also learned how to write detailed posts, how to insert links and images as well as how to add videos into my blog posts. This has allowed me to improve on my blog and improved my presence online.
  4. Another major portion of our WordPress blogs was my learning project in which I was able to take something I was interested and learn more about it. I choose cooking as it is something that I have always loved doing and wanted to learn more about. I was able to take this lesson and learn more about it through images and videos of myself learning how to cook! Each week I explored different types of online and written recipes as well as having some added help by my father who is an excellent cook himself. This enabled me to figure out which cooking recipes and websites that best suited my learning style. As I learned through experience, not all websites worked well for me. Some worked better than others but that’s why its called a learning project for us to learn through the process. Looking back at my learning posts I can figure out the many means of progress that I have made though out the weeks of my learning which were all technology means.
  5. One of the other ways we learned about building our positive network was twitter! Twitter has quickly become one of the best ways of sharing information and resources that I have found. I never would of thought of using twitter for education or using it for networking. I started by creating a profile by stating the university I attend, my program, and also my track and field. I made sure that I included by WordPress website. I learned how to make appropriate tweets and used the EDTC300 hashtag so that my fellow classmates could view the resources or information that I posted online. I also learned how to retweet. One of the things that I never knew before was how you could retweet something and also write something about it. This enabled me to rewet things that I saw interesting on twitter and allowed me to rewet something in my own words or own thoughts. I began following my fellow classmates and other professional teachers on twitter in order to build my network. One of the things I was excited to learn and be a part of was the saskedchat. I had no idea that these chats even existed and I realized how interactive they are! The more I was on twitter the more I realized that twitter was about building a community and network. It is a place for people to share various types of resources, stories, and information. I never thought about being able to learn and connect with teachers and educators from around the world.
  6. I learned about the dangers of students online as well with the presentation of Alec Couros who came and presentenced his thoughts one evening as part of our class. He spoke about the dangers that exist today as part of technology and things that we need to be aware of as upcoming teachers. He explained what it means for the schools, teachers and communities. A few of the word he used were “sexing”, “catfish,” , “cyberbullying”, and many others. However, we also shared the benefits of technology and how it can help us in building and forming new positive relationships and the spread of knowledge that online resources can create. We spoke a lot of our identities and how it is often impossible to separate our online and offline selves which brings us to the topic of digital identity. Technology is a way that we represent ourselves and is something that is becoming more and more prominent in today’s society. The way we present ourselves is something that many of us have to watch for. I also learned about the teachers’ role in onine safety and preparing students for safe use of the internet and also how to prevent students from the dangers of online. We have to make sure out students know the importance of acting professional online. You need to be caucious of who you are communicating with and that is one of the main aspects that I learned in this class. Different types of social media accounts are being used so much in the pre teens and teens and this is something that me as an educator need to be aware of. You have to be aware of the type of information you give outthere and the types of things that you are positing because it can be detrimental.

Thanks to everyone for making a super fun and successful semester! It has been an exceptional month and a half! Can’t wait to see you all soon!

Learning project wrap up post!

I was so happy to have tried something new this summer even if it was only for a few months! I am super excited with the progress I have been able to make and how easy it actually was for me to step outside my comfort zone and finally learn how to cook! I’m not going to lie as the first few weeks went on I didn’t think I was going to do very well, however I definitely got a better take on things and eventually turned by photos of food into videos of myself making the food! I was initially pretty excited to be learning how to cook, and now that I have cooked for a couple months I have become very confident in my cooking ability! (to prove this, I will say that none of my family members got any type of food poisoning!) I have definitely been able to learn a lot through this process and am super happy I took the time and effort to learn something that I was interested in.

Online learning:

  1. One of the first steps to my online learning was through different types of websites. The first website that I found extremely helpful with my online learning was the allrecipes site. It gave me step by step directions of different types of food dishes and was very easy to follow. It gave me the steps I needed to be successful and ended up being a super fun one to follow as well! I began to use this recipe for many of my cooking pieces and began to love it more and more! This site is definitely one of my go to sites on cooking!
  2. The second account that was super interesting and resourceful for me was Feedly! When we first started our class this semester, my professor Katia, recommended this site for us to use for our learning projects and education articles. I quickly started using this site for my learning project as well where I was able to get a wide range of recipes that were super eays to follow and fun to use. Many of the recipes are from peoples blog posts off the internet, however, they have a lot of cooking recipes, tips and information on cooking in their blogs. Thye also have visuals that they post on their blogs which makes it easier for visual readers such as myself.

I never knew how resourceful the internet really was until I began searching for elements of my learning project. I never took advantage of the types of things that were on the internet. I will take full advantage of this during my years at University and after that as well. I was able to gain a better understanding of technology through my learning project and understand the value of online learning. My online learning has been an amazing experience and I look forward to using these skills towards my teaching and the rest of my degree!

What I learned throughout the weeks of cooking:

Week 1: Clam Pasta

  • I gained an understanding of the ways to use recipes and how to organize the ingriedents while cooking
  • Learned how to buy the ingriednets that I needed
  • Getting familiar with how to use the stove and ovan successfully

Week 2:Lobster and steak

  • First time making lobster or steak
  • Learned how to shop for lobster (how to buy it based on looks and size)
  • Also learned how to shop for the right type of steak (again based on size and look)
  • Learned how to boil both of these items without burning or boiling them for to long
  • Learned how to marinate steaks
  • Realized how time consuming making a big dinner like this is
  • Learned how to wait patiently for the steak to marinate and for the lobster to boil

Week 3: Greek Ribs

  • Gained knowledge of a new website off of Just pinch
  • Learned how to be in the kitchen for 8 hours and wait patiently
  • Learned how to cut the meat and the importance of having a sharp bladed knife to cut them easier
  • Learnt how to properly season the ribs while they were boiling in water

 

Week 4: French toast

  • Learned how to bake the toast on an ovan
  • Main thing was that I learned how to add the appropriate mixings of cinnamon, and brown sigar

 

Week 5: Lasagna

  • Learned how to successfully take videos of myself cooking the meal!
  • Was introduced after researching and found a new website while I was very excited about from all recipes
  • Leaned how to cook the meat (I had to make sure that I was cooking the meat at a high enough temperate for it to cook but low enough so that it wouldn’t burn)
  • I learned how to make lasagna pieces by boiling them in my pot
  • Learned how to layer different types of cheese on top of lasagna
  • Learned how to successfully cut mushrooms in small enough pieces for it to boil and use in the lasaga layer
  • I learned that making lasagna isn’t as easy as it looks, you have to be able to cook the meat at a perfect temperature for it to taste well so that it sticks well with the other ingridents

 

Week 6: Denver Sandwiches

  • Wanted to make something that was relatively quick and be able to test how far I have come with my learning posts. Wanted to see how I would do with an easier and quicker recipe where I would be pressed for time and see how it would turn out
  • Learnt how to cook eggs, peppers and onions on an ideal temperature so that they would melt while learning that having the stove on level 6 was the ideal temperature
  • Learnt that I needed around 10-15 minutes to cook the bread and cheese in order for them to melt

 

 

Takeaways that I learnt through my learning project:

  1. Take the time to actually learn something. I have always been someone who is pretty impatient and during this learning project I learned that there are many things in like including cooking that I need to be more patient with in order to be successful.
  2. Step outside my comfort box. I never thought that I would be any good at cooking, however, being able to step outside my box allowed me to realize that I actually have passion for being in the kitchen!
  3. Making mistakes is part of the learning process. During my weeks in the kitchen there were things that I messed up on and things I thought I wouldn’t be able to recover but I learned that it Is okay to make mistakes when I am learning something new! The first time I made the Denver sandwiches I ended up having the ovan on to high of a temperature and burnt them the first go around. I had to go back and make a new video in order to recover the mistake I had! I went back and redid the video because I felt frusterated and didn’t want to embarrass myself. However, it enabled me to learn a lot about cooking in general and I learned the correct temperature and time to cook the buns!
  4. I learned so much from online resources. Through the recipes that I research I learned which websites worked best for me and which ones didn’t. There are ones that I will definaely be using in the future! I am glad I did some online learning because places such as FEEDLY allowed me to gain knowledge of cooking as well through tips and blog posts from other people

Overall, I am super happy with my progress in my learning project and am super happy that I choose cooking for it! I gained so much experience with cookng in general and gained confidence in my online learning! Thank you to everyone for helping me through this!

 

Week 13: Code.org

For this week’s blog post I have chosen the second option from Code.org. I was instantly intrigued with how fun these games looked. The site combines learning in a fun and structured way. This in turn enables students to want to come back to the site and learn instead of not wanting to come back and learn from it. The app includes 15 computer science fundamentals courses that can be implemented as one unit or over the course of a whole semester. This app enables student to learn how to collaborate with others, develop problem-solving skills and persist through difficult tasks. It also helps them with computational thinking and digital citizenship. It provides excellent resources to give out to fellow teachers or colleges by sharing this handout. It helps with elementary school curriculum which will help in areas such as English, math and science from grades 3 to grade 5. One of the great things about this website is that any teacher can use it free of charge. It gives an overview of the curriculum values and professional learning values both of which I found extremely important.

I found this app to be super fun and interactive! I felt like I was back in my child days playing this game! The game is an excellent way to keeps students engaged and making sure that they are learning something beneficial. One of the great things that the app offers is choice. Students or children are able to choose from a wide variety of code choices. They are able to choose things such as star wars theme, frozen theme, or various other ones. As Katia explained in class there is also on option for various types of languages. Students coming from different countries are able to access it in their own languages. I din’t think being a 21 year old that I would have as much fun as I actually did with playing it! Having to pass each level definitely was challenging as the levels got harder and harder each level that you passed. I felt very accomplished the more levels that I surpassed.

I learned that students can have fun while also learning in this super interactive website. One of the main things that I gained an understanding for was how important it is for students to learn about coding. Learning how to code will help students with their math and English skills.

The first thing that I will include in my post will be a screen cast of how to use the game and what it includes. I started the screen cast with an overview of the code game that I chose. The one that I did was Star Wars which is designated for grades 2 and up. The very first thing I recorded on the screen cast was the description of the game which included experience, technology, language, and length. I then went to the start button which brought me up to the next page of the game. I chose the “Blocks” try now game. The thing that I really enjoy about the game was how it provides an introduction video of the thought behind the game and how it is played. This gives a nice overview for students to know how the game is played. It then gives viewers a brief description in the left hand side next to the “run” button. I really enjoyed how interactive the game is. Students have to think in their mind about the moves they have to make in order to successfully complete each level. This helps not only their mental math but also their cognitive thinking. I demonstrated on my screen cast the different levels of the game. As you can see the levels do get more difficult each on that you do. However, what is nice about the game is that it does give a description of how to do each level in the top of the screen. It gives students a choice of how many points they want and which cartoons they want. Once students get to level 7 the game itself changes a little bit. Instead of choosing the direction of where to go they have to use arrows instead on the left hand side. Once students complete level 15 they are rewarded with a certificate.

Here is my screen cast of the code game:

 

Here is a step by step representation of my progress through the game: First level Second level

Third level

3Fourth level

Fifth level

Sixth level

Seventh level

Eighth level

Ninth level

 

Tenth level

 

 

Eleventh level

Twelfth level

Thirteenth level

Fourteenth level

 

Each person that completed the game receives this certificate of completion! 

Here is the certificate of me completing the code game! Felt super accomplished!

 

I am very excited to share that I completed all the required levels and that was able to show my progress!

Denver Sandwiches- Learning Post

For my last learning post I decided to make Denver sandwiches! The recipe that I got offline was from all recipes.  

I wanted to learn how to cook this recipe so that I could make it in the mornings at school. They are both healthy and delicious! The recipe that I found was also very easy to follow and easy to use. I have always loved breakfast food and have eaten these sandwiches at Denny’s on multiple occasions. I thought that making videos of me cooking it for this week’s blog post was a good way to document my progress of this meal! I made this meal for my mom, dad and myself!

I took a photo of the ingredients that I needed. For this particular recipe there were not to many things that I needed which was easy to cook! The ingredients included:

  • 1/2 a cup of melted butter
  • 1 orange and 1 yellow pepper
  • 16 slices of cheese
  • 4 eggs
  • 1 onion
  • 6 slices of whole wheat bread

Here is a little introduction to what I am going to be making for breakfast today!

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Next I will go through the various steps of the breakfast

1.The first step of the recipe required me to cut the onions and the peppers into tiny pieces. I then put them into a pan where I cooked them on the stove for 7 minutes until they softened. I have also included a photo below to demonstrate how the onions and peppers looked when boiled. Here is the video of me cutting the ingreidents!

2.  The second step of the recipe was cutting the cheese into 16 individual                               slices and placing them onto the bread so put on the pan. I then cooked them                        for twenty minutes. The cheese melted on the bread and were then ready to                       be eaten.

3. The third step was cracking the eggs into the pan on the stove and mixing them with the peppers and the onions. Once I mixed them I let it cook for 10-15 minutes until it harden. Once it was cooked I was able to place the eggs,onion and peppers on the bread between the two pieces of bread.

Here is a photo of my final product!

l was one of my favorites so far. It was so tasty and was something that I could easily make. I am always on a run to do things and because this meal was pretty easy to make it is a beneficial one for me!

Things I would do differently: I found that I didn’t cut the peppers into small enough pieces. They were fairly large pieces when I cut them which made it longer for them to cook. In the future cutting them down to smaller pieces is something that I would do differently. One other things I would do is cook the cheese on the bread for longer. I only cooked them for ten minutes which wasn’t quite enough time for them to fully melt.

Twitter in the classroom

This week Kelsey, Danielle, and I collaborated together to present the pros and cons of using Twitter within the classroom. Throughout this post, we will have a conversation with a teacher, parent, and principal. The teacher strongly believes in the use of Twitter and technology within the classroom to further students learning and digital identity. While the parent is concerned about the use of Twitter and technology within the classroom for privacy and cyber bullying reasons. You can check out the conversation between the teacher, principal, and parent on this google document.

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We found many websites that helped argue as to why Twitter should be used in the classroom. There are many websites that you can give concerned parents, here are a few that we found:

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We have also found various websites that will help students, parents and teachers with ways to prevent Cyber bullying. We researched cyber bullying and found many resources that can be useful.

Cyberbullying is becoming a more prominent aspect within schools that can cause immense pain and stress on students. The advancement of technology and social media has led to a rise in online bullying.  Cyberbullying is important to understand because many teachers never know when their students are being bullied. The danger of cyberbullying lies in the underlying factor that many parents and teachers never know about it. One of the major bullying factors that we are familiar with in schools is Ask.fmAsk.fm took cyber bullying to a whole new level because it allowed people to bully each other without knowing who it was. It enabled students to bully their peers by anonymously posting disturbing and harmful things on their peer’s accounts. This type of cyberbullying is something that needs to be acknowledged by teachers and is something that needs to be better addressed. We have done some research in regards to cyberbullying and have found several online resources that will help students, parents, and teachers in being able to further prevent cyber bullying from happening in schools or in their personal lives.

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ciolacualex32 Flickr via Compfight cc

How Twitter is positively used in the classroom:

While certain aspects of Twitter are labelled as “bad” or “harmful” Twitter also provides a wide range of positive elements as well. Twitter offers a wide range of information in order to support multiple types of research in education. It is a useful tool to find information from multiple sources. There are hundreds of thousands of people on twitter and many of these individuals are from educational sectors. Twitter is diverse as it offers different perspectives on issues coming from people from diverse occupations and backgrounds. Twitter is worldwide, therefore these perspectives come from a very large audience. If someone is having an argument or rant on twitter they have to narrow their opinion down in under 280 characters. This means that Twitter gets right to the point due to the limited characters you are able to post. Furthermore, people on twitter are either linking articles to read or posting their opinion. You don’t have to read through a lengthy opinion of someone before getting to the point of their post so it is therefore labelled, instant. Twitter is also considered to be easy access for many individuals who are seeking educational resources, advice, or ideas for their classrooms. There are many different types of educational articles that can be found by following different educational profiles. These profiles can be current or upcoming teachers, professors, supervisors, principles or others. Individuals are able to gain a wide range of information and guidance off of Twitter that can be used in their lives or in their classrooms.

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danipom Flickr via Compfight cc

During last week’s class, we talked a lot about cyberbullying and the ways in which it harms students. With the rise in social media, there has subsequently also been an increase in cyberbullying. Online bullying is something that needs to be properly addressed and we must learn ways to help prevent it from happening. We were able to gain a lot of valuable information that we implemented into our discussion post for this week. One of the elements that we talked a lot about as a group was how we as teachers can help prevent cyberbullying from happening. We thought it was a good idea to incorporate the resources that we were able to find online. These resources are something that will help future and current educators. We believe that with the help of these resources it will help prevent cyberbullying from happening in classrooms. Being able to learn and become more knowledgeable about ways to prevent it from happening is one of the steps that will help both students and teachers. Kelsey, Laura, and I  were all interested in learning more about cyberbullying. Cyberbullying is something that is happening in schools and something that all of us need to be aware of. We hope you enjoyed our post!

 

My teaching philosophy

My teaching philosophy has changed drastically from my first couple years of university. I have learned a lot of valuable teaching techniques that have helped widen my philosophy. Education to me is all about the learning experience that students encounter throughout their schooling. Education is a gift that all students should have the pleasure of receiving. Children have young minds that should constantly be evolving.

My philosophy of education is that all children are unique and must have an educational environment where they can grow physically, mentally, emotionally and socially. My main goal as an educator is for me to create an atmosphere where students can meet their full potential. I will create an environment where students are invited to share their ideas and take risks. In turn, this enables them to challenge their learning. I believe that all children are unique and have something special that they can each bring to their own education. I hope to assist my students to express themselves and accept themselves for who they are as a person as well as the differences of others. I believe that my role of as the teacher will be to assist each child in developing their own learning styles. I will present a curriculum that incorporates each different learning style. One of the ways I plan to do this is incorporating hands-on learning, projects and individual work that engage their learning. One of the main philosophers that I base my philosophy on is the works of Maria Montessori who said “the goal of early childhood education should be to activate the child’s own desire to learn.” (Maria, Montessori)

I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community to bring constancy, diligence and warmth to my job. I believe that a classroom should be a safe and caring community and I will use strategies to ensure the classroom community will flourish. Teaching is a learning progress; learning from your students, colleagues, parents, and the community. It is a life long process where you learn new strategies, new ideas and new philosophies. I expect that my teaching philosophy will change meaning that I will continue to grow and learn new things.

 

 

 

Week 10- Digital Identity

More and more children now days have an online presence than in the past. The issue that children have is not being able to use the internet safety. Many children are having many issues with various forms of online bullying and the problem is persisting in many schools. Part of the role of teachers now days should be teaching children in how to properly and safely use social media. In an article I read from teach thought the author described that students now days have more control than ever over their own identity and unsurprisingly have lost control of that identity. In a manner of seconds they are able to dicatate when, how, where and by whom they are seen. A good piece of the article that I found interesting was when the author outlines “Connectivity has closed the walls of the world around them–or at least made them transparent–until they have zero room to wiggle and squirm.” In my own option that is shared with the article students are beginning to have an identity problem. One of the issues with young youths is the value that they place on their identity. Like stated in the article, “If you tweet something, and no one RTs or favorites, did you really say anything at all?” This is the difficulty with social media now days. Students define themselves through rejection and assimilation. When the internet first allowed social media and social media allowed a digital first and social identity, the presence of a student was primarily physical. The article states that because of this, students created a facsimile of themselves online and used human digital networks, which indirectly and directly etched out a kind of “identity” for themselves.

One of the most reliable pieces of information that I found most important in this article was how students send and receive versions of themselves. They do this through Facebook, Instagram, snap chat, twitter and other emerging social channels. The images and words that the social templates have had the power all along.

This is one of the photo used on the website that indicates the power of social media in classrooms starting from an early age. It outlines how young students are using these types of tools now days and how it is taking away from their traditional learning.

1.PNGHere is a powerful snip-it of information from the article “By the quantification and commodification of a student’s “identity,” that identity becomes other. Over there. Not self. It’s not an identity anyone from even 20 years ago would recognize.

One of the main things that teachers needs to understand is that how students see themselves is the starting point for learning. What you post, who you tag, your avatar, you emojis, spelling, syntax, all digital first expressions of self.

This website also included a link to an individual website where Susan Cox wrote on Salon. The websites title was “Facebook has totally reinvented human identity: Why it’s even worse than you think.” In the article the author describes that Facebook has redefined the standard of what information should be immediately known about you as a person. The author describes in the article that ” It was a slow process, where it (Facebook) gradually increased the “about” fields, but now when I meet someone, it is somehow appropriate for me to see their exact age, residential history and entire resume of work experience and education.” Facebook has turned out lives and our student’s lives inside out to the point where all of this very specific information now seems to be what constitutes a social identity.

I came across a ted talk video on facebook social identity. The video provided a lot of valuable insight to many things that we have talked about in class. Mario Rodriguez, a faculty member at Stetson University in the Communications and Media Studies department talks about Facebook privacy and identity. He also talks about exploring our digital selves which is important for students to discover.Identity is the learner insofar as they see themselves and are seen by others. It’s a fluid and ongoing transaction.

I have provided a link to the video below for everyone to check out!

What are the implications for our students when it comes to the permanence of digital identity? In your experience, how is digital identity dealt with in schools? What role should teachers/schools play in preparing students for a world that never forgets? How do we balance the need to protect students with the need to help them develop positive online footprints? What might it look like to teach about digital identity in your subject area? Be sure to reference at least one of the readings/viewings, as well as at least one video or article that you found independently

I am on social media and have had many thoughts about it throughout my high school and university experiences. As new technology is emerging we all want to explore these new types of ways of doing. We have so much access to everything online making it super easy for online assess. These types of online access are starting to create problems related to cyber bulling. Cyber bullying has been around for the vast majority of my life and was something that I saw in my elementary years. We used to use a MSN chat when I was in school and there were numerous types of bullying involved in it. Thankfully I was never involved but I did witness some of my friends that become frustrated and upset with it. In High school we also had a website called “ask.fm”  which was where people could anonymously ask or bully people by posting questions or comments without them knowing who posted them. This created a wide range of problems especially in our school. Now days it is far to easy to leave a comment on someones twitter or Instagram photo and say harmful things. The Ted talk from our class this week and the one I found were two prime examples of how online harassment can be devastating.

The ted talk from class was an excellent resource to show how harmful people are on social media. Monica was super powerful in how compassionate she was on the video. Many people now are attracted to drama  which generates some not good stuff.  We need to educate students on what could happen to them if they don’t participate on social media carefully. Also something to tell them would to make sure that they know that photos stay on the internet forever. Let them know that it is okay to not be online. It is not the end of the world if a student is not online and they should this before they start having an online presence. Our world is constantly changing and I think our world would be a better place if social media did not exist. As a future educator we need to teach our students how to properly navigate the online world and how to be safe online. Here is a look at the video of Monica Lewinsky. There are some very beneficial points and topics in here that are important for future educators to learn and listen to.