Andre Spetter

Unit Topic or Theme: Science

Grade: 3

Lesson Topic or Theme: Types of energy

Lesson Objectives:  

1. The student will be able to define the different types of energy sources which include tidal, wind, solar, geothermal and hydroelectric power.

2. The students will be able to classify the different forms of energy sources and will be able to compare and contrast  how the different energy sources work for different environments.

3. The students will be able to apply their knowledge of the different energy sources to create an alternative power plant within the groups assigned.

Instructional Technique: Group work, Computer game, Presentations, worksheets, Video,

Instructional Materials: 2 worksheets, Video https://www.youtube.com/watch?v=av24fEMhDoU computer game https://wonderville.org/asset/save-the-world

Theoretical Perspective: To get a sense of how alternate energy sources can be used in the world depending on location

Procedure:

1. Introductory Activity

• https://wonderville.org/asset/save-the-world

2. Step-by-step

• Work individually on website and complete “Save the World!” worksheet given

• Watch video: https://www.youtube.com/watch?v=av24fEMhDoU

• Split up into groups and assign different regions (Canada, USA, Japan, India)

• Complete worksheet assigned using one laptop per group

• Check in with each group after they complete worksheet and have them begin creating their poster

• Include on poster: names of group members, name of country, the questions from the worksheet, and a diagram of the energy source used in their country

3. Closure

• Presentations of each region the following class

4. Adaptations for different learners

• A written instruction

• Provide examples

• Say the instructions out loud

• Step by step instructions

5. Homework

• Finish presentations if needed

Evaluation: The teacher will evaluate the students based off the presentation of their group posters and the explanations that will defend their alternative energy plant.

Group members:__________________

1. What is the climate like in your assigned region?

2. How many seasons do they have and if so what are the different seasons like?

3. What are two types of alternative energy sources that you would choose to help power your region?

4. What type of clothing should you wear for the different seasons in your region?

5. Why wouldn't you use the other alternative sources available?

ESSENTIAL LESSON PLAN COMPONENTS - Using Universal Design for Learning

(sequencing of components left to discretion of professor)

General Information

Name:  Andre Spetter                   Subject: Math patterns

Grade: 1st grade                 Time: 15 minutes

Date: October 2017                Title of lesson: pete and repeat

BSER: Space and relationship become more skillful in matching and mirroring while focusing on their spacial awareness.

SUMMARY WITH BIG IDEAS AND ESSENTIAL QUESTIONS :

Lesson Focus: Mathematics

Objective: Learning about repeating and growing patterns for math. For PE: axial and nonlocomotor gestures, such as snap, clap, tap, bend, twist, and on locomotor actions such as step, hop and jump.

BIG IDEA: Student will be able to understand concepts needed to perform repeating and growing patterns. Also the movement of axial and nonlocomotor gestures, such as snap, clap, tap, bend, twist, and on locomotor actions such as step, hop and jump. This lesson is important because it will help there listening and observing skill along with coordination, rhythm, repetition and memory, which important to everyday life.

• Students will need to have a general knowledge of repeating, patterns, axial gestures, nonlocomotor skills and locomotor skills.

1. Q: Can you repeat and match what I am doing?

1. *joins in when they understand the pattern

2. What is an axial gesture?

1. Snap, clap, tap, bend, twist

3. What is a bilateral pattern?

1. Both sides at the same time

4. Q: What is an unilateral pattern?

1. We only do a movement on one side of the body

5. What is an alternating pattern?

1. Right left right left (side to side)

6. 
   

MATERIALS AND TECHNOLOGY NEEDED:

Materials needed:

·      Music Player

·      Songs that demonstrate repetition (depending on grade level songs will vary. You could show children’s songs, or rock songs..i.e. “We will rock you” as an example of sounds with repetition.

·      Paper/ or index cards for creation of own patterns

·      Pencils

·      Depending on time limit for lesson we could use various instruments and equipment to help with patterns (blocks, sandpaper, maracas, hockey sticks, basketballs)

PLANNING FOR LEARNER VARIABILITY:

The visual learner can get the pattern by seeing the notecard and observing other students do the pattern. The auditory learner can learn by hearing the sounds for example a hop or jump. The kinesthetic Learner can learn by doing the motions as their classmates also do the movements. If a student is visually impaired they can learn the motions by being told and pick up sounds by listening and the partner can write down the sequence for the student or he and she can record it verbally. The student can say the silent movements out loud when they do it or wear bell bracelets on their arms and legs. If a student has a delay in processing and motor they can work on the movements and work slower but still get the movements. If someone is in a wheelchair they could do arm movements instead of leg movements, they can even do axial movements only instead of the locomotor skills.

LINKS TO MA CURRICULUM FRAMEWORKS (MAF) and NASPE:  

This lesson is linked to operations and algebraic thinking standard 1: Represent and solve problems involving addition and subtraction. This lesson is also linked to SHAPE standard 1 by students using movement patterns as a physical activity in the math lesson. These motor schools will enhance the student’s learning.

LESSON OBJECTIVES:  

Psychomotor: SWBAT demonstrate the proper technique of repeating axial gestures, locomotor and nonlocomotor skills.

Cognitive: SWBAT demonstrate an understanding the difference between bilateral, unilateral, and alternating.

Affective: SWBAT demonstrate positive attitudes throughout the whole lesson by giving each other high fives after every activity.

VOCABULARY

• Identify the critical words that will be important for all students to know and understand in order to engage in inquiry about the big ideas and essential questions.

Bilateral- Having or relating to two sides

Unilateral- Affecting only one side of the structure

Alternating- Occur in turn repeatedly.

Axial Gestures - ( clap, snap tap)

Locomotor Patterns - (step, hop jump)

OPPORTUNITIES FOR LEARNING OUTSIDE OF PE CLASS:  

Opportunities for learning outside of PE class

·      A journal can be given to the students to keep track of patterns that they see in everyday life. (again it can depend on grade level. If younger students in kindergarten instead of writing they can draw the patterns they have noticed)

·      They will be noticing patterns in math, and music.

·      They can listen to songs on radio to see if they notice which ones have repeating patterns. They can verbally discuss these patterns or demonstrate.

IDENTIFY SOURCES:

1. I Got The Rhythm By: Schofield Morrison

2. www.songsforteaching.com

3. Interdisciplinary elementary physical Education

1. We used this to learn about the game Pete and Repeat

INSTRUCTIONAL SEQUENCE:  

1. Pre-class set-up (diagram if appropriate)

• All desks will be pushed to the sides and out of the way of the middle of the room. Students will walk in and have a seat in the middle of the floor.

 Introduction of the topic/focusing activity with connections to prior knowledge:

• Teacher will go over key vocabulary with class to see of they know/remember what axial gestures are. Teacher will show the class examples such as; clap, snap, tap. Next, teacher will show students locomotor actions such as; hopping, jumping, marching.

2. Development:

• Teacher will show the class examples such as; clap, snap, tap. Next, teacher will show students locomotor actions such as; hopping, jumping, marching

• Students will begin the lesson by the teacher demonstrating a pattern. Ask the students to repeat the pattern and say what they notice about it.

• Continue to do a few more various axial and locomotor patterns; increasing the difficulty. Have students repeat these patterns

• Teacher will begin a pattern that follows a bilateral sample. Teacher will ask students what this pattern is. Once students answer, teacher will move on to next type of pattern.

• Teacher will demonstrate unilateral pattern. Teacher will ask students what this pattern is. Once students respond, teacher will move on to next type of pattern using the vocab words.

• Teacher will demonstrate alternating pattern. Teacher will ask students what this pattern is. Students will respond.

• Teacher will break students up into pairs of two by random.

• One partner from each pair will pick a pattern to do for their partner based on the three vocabulary words; bilateral, unilateral, and alternation.

• The other student will try to guess what type of pattern that their partner performed and then switch the roles.

3. Closure:

Teacher will ask the students to think about other times in their life that they use bilateral, alternating, or unilateral patterns in their daily life. Have the students write about this time on a piece of paper from their notebooks.

Conclusion of the lesson.  Enables the student to understand the relationship of the content, instructional activities, lesson objectives, and topic or purpose.  Consider carefully how you will wrap up a lesson to seal learning and provide a bridge for the next lesson.

EVIDENCE OF STUDENT LEARNING/ASSESSMENT: Students have met the lesson objective when they can correctly create a pattern and identify that pattern. The teacher will visually observe the students while they do the activity and note it down. Also if the students can copy another person’s pattern or create another pattern on their own. They can also go above and beyond by writing the information in their notebook and showing us at the next time we see her. They will also be able to answer questions to assess what they did verbally.