Narrative/Reflection of Individual LessonThe Individual Lesson Plan taught students two dimensional geometric shapes and their defining attributes. The students were able to touch and hold pattern blocks so they could see and feel shapes and explore their attributes up close. The students were formatively assessed throught their participation and engagement during the videos and the creation of the class anchor chart. After students explored shapes through video, anchor chart, and manipulatives, I assessed them using an assessment I created where students identify shapes in the real world. For the individual activity, I guided students in a creation of a google document where they created their own anchor chart for reference. The students were instructed to use google images to create a document that included the shapes we learned, a picture, and a brief description of each shapes' attributes. The students' anchor charts were the final product and were formatively assesed on their participation, accuracy, as well as appropriate use of technology using a rubric.
Overall I was pleased with the outcome of these anchor charts. The students did a good job staying on task and following instructions.Due to the age and experience level of my first graders, the next time I teach this lesson, I plan to teach these activities in smallergroups. I believe facilitation may be more easily managed with fewer students rather than attempting this as a whole group.
Narrative/Reflection of Group ProjectThe collaborative group lesson project taught students about penquins. The students learned about what the animal looks like, what the animal eats, and wherethe animal lives. I began the lesson by formatively assessing student's background knowledge about penguins using a KWL chart. We then did a read aloud and watched a National Geographic video about penguins. The students then transitioned to the research portion of the lesson. The students were placed in small groups where they used nonfiction books about penguins to gather facts. These facts were recorded in their science journals. The students thenparticipated in a Seesaw activity to record their knowledge of penguins and presented their findings as a group. The students were assessed on their ability to work as a group, their research, and their presentation. The students were also assessed on their appropriate use of technology as well as a brief assessmenton thier knowledge of penguins. Overall, this was a successful group project for this age group. If I had to change one thing next time I teach this, I believe that I will be more strategic about group placement.
learning opportunities when available and appropriate.