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Third Grade Observations Lessons

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Third Grade Observations Lessons

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    1. Third Grade Observations & Lessons Caitlin FitzGerald Colbert Educ 200

    2. School Observation 32nd Street School 3rd Grade - Mrs. R

    3. 32nd Street School LA Unified School District 2004 Base API Score: 723 Statewide Rank: 5 Similar Schools Rank: 8 Demographics 54.9% Hispanic 29.1% African American 8.4% White 5.6% Asian 2% Other

    4. How does the teacher identify the objective? The students have an agenda written on the board of what to do during their free time. Tasks are listed in priority order: 1. Finish math boxes, 2. Start art project, 3. Math game on computer, 4. Read from library During lessons, Mrs. R explained clearly to the students, “Today we are going to…” She also told them how much time the class had to finish the lesson

    5. How do the children know what is expected of them? Mrs. R has class rules posted on the wall that outline the expected behavior: Respect your teacher, respect your classmates, respect your classroom, respect yourselves. Follow directions the first time. Complete all work neatly and on time. When Mrs. R began a lesson, she told the students exactly what they will be doing and what they will have learned

    6. Does the teacher make the lesson relevant to kids? The reading lesson was motivated by the Pizza Hut Book-It program, which rewards minutes of reading with pizza Mrs. R made the dance and music lessons relevant because they will be performing the final products from the lesson in their winter performance. Also, the dance to the Cha Cha Slide, a popular song with the kids. The song was a Coke commercial in the late 1960s that is also being used in commercials today that the students have seen.

    7. How does the teacher check for understanding? During the dance, Mrs. R broke the dance down and had the kids imitate the moves after her slowly. For a more thorough check, students who understand helped teach kids who didn’t pick it up so quickly. Mrs. R turned off the CD and had the kids try it a cappella so she could listen and make sure they had the words and melody.

    8. What group activities do the students do? During free time right after lunch, students worked on math homework from their textbook together. Students helped each other perfect their dance moves. Some students who knew the dance very well acted as teachers and tutors.

    9. How does the teacher assess kids at the end of the lesson? The students practiced the song and the dance with other third grade classes in preparation for their winter performance. The performance itself will have an audience of family and friends and will be the final assessment.

    10. What evidence of social curriculum is observed? When students were practicing the dance, Mrs. R only told them to break into groups and help each other. Some students took charge, others offered critique of classmates, some acted as teachers, and the remaining students received help Students had to work together, act independently without their teacher, respect each others’ feelings, and effectively give and take instruction.

    11. Lesson Plans ?Unit: Stars? Math, Science, Language Arts

    12. Lesson 1: Grade 3 Math Standard: 2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons). Objective: The students should be able to recognize, create, and explain the differences between circles, triangles, squares, quadrilaterals rectangles, parallelograms, trapezoids, pentagons, hexagons, and octagons.

    13. Lesson 1: Grade 3 Math Motivation: Give each student a building set that consists of clay and plastic rods or straws. Challenge students by saying, “Can you make a shape with 3 sides?”, “Can you make a shape with 2 long sides and 2 short sides”, etc. Input of Information: Use large posters with colorful polygon drawings and their names to demonstrate the shapes the students made.

    14. Lesson 1: Grade 3 Math Check for Understanding: Use the posters as flashcards to quiz the students. Structured Practice: Name a polygon that the students draw from memory at their desks. Guided Practice: The students complete a worksheet and then break into small groups of two or three to discuss the answers. Teacher is available for questions.

    15. Lesson 1: Grade 3 Math Independent Practice: Have students work in their groups to make a list of polygons in real life (a stop sign is an octagon, a pizza slice is a triangle, a honeycomb is a hexagon, etc.) Closure/Assessment: Give a short quiz a couple of days later to make sure the information stuck. Hang the polygon posters in the room after the quiz. Introduce the idea of polygons and shapes made by stars in the sky.

    16. Lesson 2: Grade 3 Science Standard: 4.a. Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. Objective: The students should be able to recognize a few basic constellations and their relative positions in the night sky. The knowledge of polygons from Lesson 1 applies to the shapes making up constellations.

    17. Lesson 2: Grade 3 Science Motivation: Make a homework assignment due the day of the lesson to go outside (with a parent) and look up at the night sky. Make notes, drawings, or questions about what is seen. Input of Information: Show pictures of a few constellations on the overhead projector. Draw simplified versions of the constellations on the board. Show where the constellations are in relation to each other. Technology: overhead projector

    18. Lesson 2: Grade 3 Science Check for Understanding: Point to constellations on the board and ask students to name them. Ask for any questions. Structured Practice: Stand near the board and name a constellation. Have the students tell you if you’re getting “warmer” or “colder” until you’re pointing at the correct one. Guided Practice: Name a constellation and ask the students to draw it at their desks. Go over together as a class.

    19. Lesson 2: Grade 3 Science Independent Practice/Assessment: Students are given glow-in-the-dark plastic stars and poster putty. Together, they work as a class to make a few constellations in their positions relative to each other on the wall. Technology: A blacklight makes the stars glow. Closure: Have the students give ideas about where the idea of constellations came from and why they might exist. Tell them they’ll find out tomorrow.

    20. Lesson 3: Grade 3 Language Arts Standard: 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. Objective: The student should be able to understand the plots and purposes of myths relating to constellations.

    21. Lesson 3: Grade 3 Language Arts Motivation: Talk about the constellation lesson and ask them, “Who would like to know where and why constellations originated?” Input of Information: Explain the Roman and Greek myths that originally named the constellations and then constructed stories about them. Tell the stories behind the constellations learned in the previous lesson and the natural phenomena the myths explain.

    22. Lesson 3: Grade 3 Language Arts Check for Understanding: Ask the students for any questions. As a class, students retell a myth back to the teacher. Structured Practice: Lead the class through a discussion, brainstorming what occurences they would want explained by a modern myth. Guided Practice: Have the students decide what they would explain with a myth. Each student lists ideas of possible explanations.

    23. Lesson 3: Grade 3 Language Arts Independent Practice/Assessment: Each student writes a short myth involving a constellation to explain a natural occurrence. Each story should have a beginning, middle, and end. Students draw the constellation with chalk on black construction paper. Closure: Students share their stories with the class.

    24. References California Department of Education http://www.cde.ca.gov/ci/ Ed-Data http://www.ed-data.k12.ca.us/welcome.asp The Mythology of the Constellations http://www.comfychair.org/~cmbell/myth/myth.html Zome Building Systems http://www.zometool.com/pdfs/naming_2 d_and_3-d_shapes.pdf

    25. Peer Feedback Great use of technology and I also really like the slides themselves (very colorful). One area you might want to add to is the motivation aspect. Possibly add lessons or projects, etc. that relate to real life experiences or explain those real life applications. Great job. ? I loved the creativity each lesson held. If I was a third grader I would be completely engulfed in the lesson. Just make sure to always explain how each of your lessons can apply to their lives…because they do! Great work! You found a great way to make science fun for young students. You used very creative ideas to convey important lessons in a memorable way. Great job!

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