Ashley+Sroczynski

Ashley Sroczynski: Unit Plan

Science Inquiry and Application Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. Instructional Objectives: Every day, my preschool students chart the weather. I have gotten many “why” questions about snow. Some questions include “Why does it snow now?” “Why does the snow melt?” “Why is the snow cold?” These why questions are the problem. || Test 1 and 2 should take no more than 10 minutes. Test 3 will have to be checked on the next day. |||| # Students will predict which experiment will make the snow melt the fastest. They will put their answer on a chart. || Hair Dryer || Hot Water || Refrigerator ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Why? Why? Why? |||| Related Lessons: Weather ||
 * Grade Level: Preschool |||| Unit: Science ||
 * ==GOALS== ||
 * Content Standards:OhioPreK Content Standards :Science
 * Observe and ask questions about the natural environment
 * Plan and conduct simple investigations ||
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Gather snow to place in tubs for science experiment. If no snow is available, use ice cubes from the freezer. This experiment will also need a hair dryer, hot water, refrigerator, salt, and a visual timer. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Depends on students’ needs

Hair dryer Hot water refrigerator salt visual timer tubs to hold ice/snow || Students will be doing this in groups of 4. I will be calling over each group to conduct the experiments. || Accommodations and Extensions: If I feel Back-Up Plan: I will use ice cubes if we do not get any snow. || The evaluation will be a dictation. Students will be asked “Tell me one way the snow melts fast.” (Any answer is acceptable except for the refrigerator). Their answer will be written on a piece of paper. They will draw a picture of the snow melting. LESSON REFLECTIONS AND NOTES: Problem Based Learning is a higher level thinking that is not possible for preschoolers to do completely on their own. By having students participate and conduct experiments based off their own questions, I believe this is the first step towards PBL. ||
 * 1) Students will conduct experiments to see what makes the snow melt quicker and what makes the snow melt slower. Students will be completing the activity in groups. The groups will get 4 tubs with snow/ice in each tub..
 * Test 1: How long does it take the snow melt with a hair dryer?
 * Test 2: How long does it take the snow to melt with hot water?
 * Test 3: How long does it take the snow to melt being in the refrigerator?
 * Test 4: How long does it take the snow to melt with salt?
 * 1) After all experiments have been conducted, the students and I will join together to talk about what they saw in the experiments. We will decide which one melted the snow the fastest. We will talk about why each one melted the way it did.
 * 2) During the experiments, I will videotape each one. These videos will be uploaded on Jing and students will talk about what they see happening.
 * Snow or ice
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): My main assessment is if students can tell me one way the snow melted. I am simple seeing if they can remember one of the experiments. During the experiment, I want to make sure each student as the opportunity to conduct one of the experiments.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

References International Society for Technology in Education. (2007). //NETS Standards for Students:// []

The Ohio Department of Education. (2011). //Guidance for Early Learning Content// //Standard Implementation//: []


 * Group comments:**
 * Annet to Ahsley**

It is an excellent lesson. When children use creativity they can solve problems, create and get to conclusions. Problem base learning at pre-school age has to be simple. Your students participate in brainstorming activity that is essential for the lesson. The recording can be use for future classes too. Great job!

This course examines the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. || Instructional Objectives:
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Famous People from American History |||| Related Lessons: ||
 * Grade Level: 9th Grade |||| Unit: American History ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S ||  ||   ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * ||  ||   || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||   ||   ||   ||   ||

Students will receive a template from the teacher in their school e-mail. They will download this template and use for the assignment. Each student will create a facebook page of this person. Please see the facebook page below to see the content of the lesson. Each student will upload their facebook page to a wiki. Students will comment on each other’s facebook pages. || Facebook Template || Accommodations and Extensions: Give support as needed to students. Back-Up Plan: If students are having a difficult time, I will meet with them individually and give additional time to the project. || Pass: Students completed the assignment Fail: Students did not complete the assignment LESSON REFLECTIONS AND NOTES: ||
 * ==ACTION== ||
 * Before-Class Preparation: Create a wiki for the classroom. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 3days |||| Students will pick a famous person from American history. They will have to make sure this person is approved by the teacher before he/she may start the research.
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Name
 * Profile Picture ||

//In this section you should act like the person from history. Include what you would want someone to know about this person.// ||
 * About You:


 * Employer: ||


 * Birthday: ||


 * City/State: ||

.|| 2 Use a combination of drawing, dictating and emergent writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: The Snowman |||| Related Lessons: ||
 * Grade Level: Preschool |||| Unit: Winter Time ||
 * ==GOALS== ||
 * Content Standards: PreK Content Standards: Language Arts: Writing
 * 3 Use a combination of drawing, dictating and emergent writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. || ||
 * ISTE NETS-S

|| Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. || ||

Instructional Objectives: Students will make a dictation about what is happening in the pictures found in the story, __The Snowman__ by Raymond Briggs. (Center Time) |||| As a whole group introduction, the teacher will show students what he/she will be doing with VoiceThread. The teacher will pull up an example picture and show students how to talk, etc. The teacher and assistant will do a complete example with the students. During center time, the teacher will call students over in groups of three. Each student will get to start off talking about one of the six pictures. The other two students will join in when the teacher points to him/her. || Computer Microphone || Students will start off in whole group. Students will complete the activity in groups of three. || It is very important for students’ IEP goals as well as all students to learn how to use their words to explain something. This will be one of many VoiceThread activities being done throughout the school year. Accommodations and Extensions: If a student is non-verbal, he/she can sign to me and I will talk. Back-Up Plan: Using a tape recorder instead of VoiceThread ||
 * ==ACTION== ||
 * Before-Class Preparation: Upload pictures to the website, VoiceThread. For this activity, 6 pictures will be chosen from the book __The Snowman__ by: Raymond Briggs. (Teacher needs to make sure he/she has an account with VoiceThread). ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 9:10-9:40
 * 9:10-9:40
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:|| Rubric || 3 || 2 || 1 ||
 * 2 Use a combination of drawing, dictating and emergent writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. || Student demonstrates a mastery of the standard || Student is approaching mastery of the standard || Student is not approaching mastery of the standard ||
 * 3 Use a combination of drawing, dictating and emergent writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. || Students demonstrate a mastery of the standard || Student is approaching mastery of the standard || Student is not approaching mastery of the standard ||

LESSON REFLECTIONS AND NOTES:
 * I really enjoyed doing this lesson with my students. I have attached an example of one of my groups. For the first time, I saw a lot of great strengths coming from students. There is definitely room for growth. For example, we need to work on using words and not just saying “o look there.” This is a hard concept to understand and will take time to learn. Next time, the speech therapist will do this with us to have more support as needed.
 * I really enjoyed doing this lesson with my students. I have attached an example of one of my groups. For the first time, I saw a lot of great strengths coming from students. There is definitely room for growth. For example, we need to work on using words and not just saying “o look there.” This is a hard concept to understand and will take time to learn. Next time, the speech therapist will do this with us to have more support as needed.

[] || References International Society for Technology in Education. (2007). //NETS Standards for Students:// []

The Ohio Department of Education. (2011). //Guidance for Early Learning Content// //Standard Implementation//: []