Rural Communities
This lesson was part-two of the three-part unit on communities. A whiteboard splash was also used as a TPT in this lesson. The book Country Kid, City Kid was used as a read aloud in this lesson. With this story, students gained knew knowledge about rural communities while relating back to what they learned the day before about urban communities.
Suburban Communities
This lesson was the final part of the three-part unit on communities. It included a whiteboard splash and hold up as TPTs. The book The City Kid & the Suburb Kid was used to teach students suburban characteristics while relating back to what was learned about urban and rural communities. A major aspect of this lesson was for students to be able to explain how they know that we live in a suburban community. The hold up was used after the completion of this lesson to check
for students' understanding of characteristics specific to each type of community.
Crayfish Trick
This lesson was my students' first science lesson of the year and the first balance investigation in a series of four. Each student received a paper cutout of a crayfish and two clothespins. Then they were instructed to find a way to make the crayfish balance on their finger tip with only those materials. Students were given time to investigate followed by a group discussion about their discoveries.
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Words that students learned include:
• Crayfish • Balance • Clothespin • Counterweight
Main takeaways students gain from the lesson:
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Something is balanced when it stays in a position on its own without being held there.
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The clothespins (counterweights) should go low on the crayfish to make it balance.
Left: The materials given to each student and an example of how the crayfish could be balanced.
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Right: The summative assessment used for the lesson to show evidence of student understanding.
Pencil Trick
This lesson was the third balance investigation in a series of four completed by my students. Each student received a craft stick, pencil, piece of masking tape, aluminum wire, and two clothespins. Then they were instructed to find a way to make the pencil tip balance on the craft stick taped to the desk with only those materials. The aluminum wire was allowed to be attached to the pencil, but not the craft stick. Students were given time to investigate followed once again by a group discussion about their discoveries.
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Additional words that students learned include:
• Wire
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Main takeaway students gain from the lesson:
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The trick to balancing anything is to add counterweights below the balance point.
Left: The materials given to each student and one example of how the pencil could be balanced.
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Right: Another example of how the pencil could be balanced.
Social Studies Lessons
Science Lessons
Pre-Student Teaching: Part I
Fall Semester 2017
Course: EDUC 358.2
Asa Packer Elementary School
2nd Grade: Mrs. Lisa Madl
For Part 1 of my Pre-Student Teaching experience with Moravian College, I was placed at Asa Packer Elementary School in Bethlehem, PA. This experience required a minimum of 75 hours spent in the classroom. I had the privilege to work with Mrs. Lisa Madl in her 2nd grade classroom. The courses corresponding with pre-student teaching for this semester focused on science and social studies instruction. Creating appropriately rigorous lessons and incorporating total participation techniques (TPTs) in lessons were also major focuses from this semester of work. During my time in the classroom, I taught three social studies lessons and two science lessons.
For this course, students were required to teach at least two social studies lessons. I taught three lessons that created a mini-unit for students on communities. The three lessons corresponded to the school's curriculum as well as PA State Standards for second grade. The ultimate goal was for students to gain the ability to identify characteristics specific to each of the three types of communities: urban, rural, and suburban.
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Asa Packer Elementary School follows the FOSS Investigations curriculum for science instruction. This program focuses engaging students through the use of hands-on science investigations. Students must problem-solve, think critically, and work to develop scientific literacy. The content, lessons, and materials needed for all lessons are supplied to the teachers. I had the opportunity to adapt and teach two lessons about balance. Both lessons posed a challenge for students as they were asked to explore and determine strategies to balance different materials. PA standards were also met in these lessons.
Standard Met:
Standard - 7.3.2.A Identify the effect of local geography on the residents of the region (food, clothing, industry, trade, types of shelter, etc.).
Standard Met:
S.K-2.A.2.1.1 Understand that making a change to an investigation may change the outcome(s) of the investigation.
Standard Met:
S.K-2.A.2.1.1 Understand that making a change to an investigation may change the outcome(s) of the investigation.
