The first step in the process will require you to identify five (5) possible curriculum foci for the lesson. Ideally these should be topics that you will teach in your student teaching semester or topics that coincide with work you're doing in your methods course. One way to begin this process is to peruse the Virginia SOL's for your grade level/content area to see which content/process objectives are emphasized. I would suggest selecting possible focal areas based on a) your interest in the topic, b) possible connections to your methods courses, and c) possible technology connections. Please create a post in your blog group with the five possibilities, referencing the appropriate VA SOLs (including grade level and content area) and the highlighted portion of the standard you'd like to focus on prior to class on 10/26. After discussing the possibilities in class on the 19th, you will select three of the five possibilities to flesh out in the next step.
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Here are my 5 possibilities:
ReplyDelete1. Waves, both sound and light. Connects with PS.8, "the student will investigate and understand characteristics of sound and technological applications of sound waves," and PS.9, "the student will investigate and understand the nature and technological applications of light."
2. Work, force, and motion. Connects with PS.10, "the student will investigate and understand scientific principles and technological applications of work, force, and motion."
3. Basic electricity and magnetism. Connects with PS.11, "the student will investigate and understand basic principles of electricity and magnetism."
4. Changes of matter and energy. Connects with PS.5, "the student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy."
5. States of energy and energy transfer. Connects with PS.6, "the student will investigate and understand states and forms of energy and how energy is transferred and transformed."
These might be too broad of categories, and if they are I will focus much more on one section of SOLs. For our methods course, we have to write 10 lessons in detail, so I am sure I can include 3 lessons out of those 10 with technology in the detail you need. My topic for that assignment is waves, and this will be the topic I choose for this class if I need to narrow my focus down.
Thanks for setting the topic up Nat. My 5 are:
ReplyDelete1. Periodic Table Trends. CH.2, "The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure."
2. Writing Chemical Formulas CH.3, "The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations."
3. Equilibrium in Reactions CH.4, "The student will investigate and understand that quantities in a chemical reaction are based on molar relationships."
4. Molar Heat of Fusion and Vaporization CH.5, "The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of
attraction between particles."
5. The Nature of Science CH.1, "The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data."
The topics are subsets within the larger section of the 5 main SOL categories. The curriculum in WJCC for Chemistry works in a spiraling fashion. Therefore, almost anything I do in this class or my methods class will be something I teach. Each Unit hits areas within the same set of 6-7 topics. These are a few of the areas I am interesting in teaching, that are difficult for students, and/or can utilize technology effectively.
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ReplyDeleteNate--
ReplyDeleteThanks for getting this post going.
I am working in a 7th grade history class this year. The course is United States History: 1877 to the Present.
Here are my 5 possibilities:
1. Women at the Polls--
USII.3e) The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
~I've actually already written a lesson about the women's suffrage movement; it incorporates several pieces of technology, from the document camera to a YouTube video.
2) Why We Have Puerto Rico--
USII.4a) The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish American War.
3) From Archduke Ferdinand to The League of Nations: America in WWI--
USII.4b) The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war.
4) A Different Type of Art--
USII.5a) The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O’Keeffe and including the Harlem Renaissance.
5) Support Our Troops!--
USII.6c) The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of World War II on the homefront.
It was hard picking just five because all of the standards' subcategories sound so interesting. I've tried to pick standards that I believe will be taught during the 3rd & 4th quarters of the year. However, the very first one (about women's suffrage) will be taught, most likely by me, during the current quarter. Despite this, I feel confident that I can incorporate technology no matter the topic given all of the historical photographs & sound recordings and various movies of historical events that are out there.
1. The variety within Francophone culture (FI.7) - It ain't all baguettes, berets, red wine and phallic architecture. Western and Northern Africa, parts of South Asia, countries in the Caribbean and a large number of our lovely neighbors to the north all speak French and their cultures are a refreshing contrast to what we tend to think of when somebody says français.
ReplyDelete2. Francophone literature - appropriate to the level, of course (FI.3) - Le Petit Prince is a book every French I student reads, but why not expand the repertoire to the Tin-Tin and Astérix comics or the short stories about life on the Mediterranean coast by Jean Giono? These authentic texts connect real-life French use with what they're practicing in class, which is crucial to the retention of any foreign language.
3. La vie quotidienne (daily life) (FI5) - In Methods class, our instructor always points out how backwards the "old-school" method of instruction was. If your students learn nothing but grammar, how well are they really going to be able to communicate when they land at the Charles de Gaulle airport and their luggage is missing? The Virginia SOLs stress the importance of informal conversation in language classrooms, as production, repetition and practice are key elements in actually learning. Discussing one's interests, schedules and family are easy, enjoyable ways to hit all three goals.
4. Cross-culture communication (FI.12) - ePals are 21st century pen pals that can teach students about more than just grammar and vocabulary. By engaging in conversations with peers in a target culture, students are much more interested than they would be in, say, a scripted exchange with a classmate taken out of the textbook.
5. Turning points in French history (FI.8) - Sometimes, history reads like a good book: from the Revolution in 1789 to the reign of Napoleon to the World Wars, France has definitely not had a dull existence. Tying history lessons to mini-grammar and vocabulary units would be a great way to deliver language content.