Lesson Plan 2

I. RATIONALE:

Students will gain understanding and practice making and using change.

II. OVERVIEW

Grade Level: 2nd

Subject(s):  Math

Topic of Study:  Counting Money

Time Allotment:  30 minutes

Standards:

2.MD.C.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Objectives:

Students will use combinations of coins to show specified amounts, after playing a coin game, and will answer 3 word problems using coin manipulatives.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students will need to know the value of a penny, nickel, dime and quarter prior to this lesson.  Students will have also had previous experience in changing coins to represent different values. How will prior knowledge and experience be assessed? I will assess previous knowledge by asking questions such as: "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" How will you use this information in the planning process? I will use this information to guide the lesson.  If students have a good understanding of the prior knowledge, then I would move forward with the lesson.  If students were struggling to answer some of these questions, I would take time to review a little more in depth with students using coin manipulatives. Why should the content of this lesson be taught at this grade level? Using money is a requirement for everyday life.  It is important to incorporate money problems into math lessons so that students gain understanding about a concept that is used in every day life.  It is also a second grade college and career readiness standard. How do the objectives that you have for the lesson align with the standards? The objective requires the students to identify different amounts of money using coins and solve word problems using coin manipulatives.  The second grade Arizona college and career readiness standard states that student will gain knowledge about money and know how to solve word problems using money. When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the spring semester of school.  I would do this so that students have previous knowledge of adding and subtracting numbers before using money.  Doing this lesson later in the school year also allows for students to be fairly comfortable with navigating computer websites.

III. IMPLEMENTATION

Procedure:
First the teacher will begin the lesson with a review of coin counting by reading the story "The Coin Counting Book" online from the phoenix public library online tumble book collection.The teacher will ask background knowledge questions including "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" Next, the teacher will use the smart board or computer to show students how to go to the website http://www.abcya.com/counting_money.htm.  The teacher will review the dollar and coin amounts with the student on the left side of the screen.  Next, the teacher will model how to move the coins over to make the specified amount of change on the top of the page.  The teacher will then allow the student to practice as a group in counting several different amounts of change on the website.  Then, the students will navigate to the website on their own computer to practice independently.  After, about 5 to 10 minutes of independent practice, students will be given a paper and coin manipulatives to solve 3 word problems independently.

Technology Integration:
Students will listen to the tumble book "The Coin Counting Book" from the phoenix public library website.  Teacher and students will use the smart board to practice coin counting in a group setting.  Students will use individual computers to practice counting coins individually.

Differentiated Instruction:

• Cognitive delay - Accommodations will include additional time to practice with computer and the word problems will be read out-loud to the students.
  Modification - Student will have option of using a coin counting computer program to answer questions.
• Gifted - Students can create their own word problems to solve and show the answer.  Students can use choose a different level within the computer counting program to solve problems.
• ELL -Accommodations:   Students will be able to reference a copy of "The Coin Counting Book" to assist in counting coin amounts.  The teacher will read out loud the three word problems that the student need to solve.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Using manipulatives allows children to have hands-on interaction with what they are learning.  This lesson gives students the opportunity to practice counting coins using various methods including using the computer and coin manipulatives. How do the instructional methods align with what you know about best practices (think about your methods classes)? This lesson allows students to practice counting money in several different ways.  Exposing children to multiple ways of doing an activity helps them to retain the knowledge they are learning better.  The more practice a student gets using various techniques, the more concrete the concept will become for them. How are you engaging students in creative and higher order thinking?  Students are able to solve real life problems that incorporate money.  Knowledge about money and its value is an important skill for students to learn.  This lesson helps students to put the concept of counting money into different real life situations.

IV. ASSESSMENT

Procedure:
Formative Assessment:
The teacher will check for understanding during group activity of counting coins as well as observing students during independent practice.  The teacher will assist as needed to help guide the students during group and independent practices based on student response.
Summative Assessment:
Students will use coin manipulatives to answer three word problems that involve counting coins.  The teacher will use a three point scale.  Each problem showing the correct value of money using coin manipulatives will receive one point.  If the problem does not show the correct value of money using coin manipulatives, the student will receive 0 points with a total of 3 points possible.

Instruments:

NAME: ___________________________

1.      John bought an apple for $0.27.  Use the coins to count out the amount he should give to the cashier.

2.      Sue gave her brother $0.48.  Show the amount of money she gave her brother.

3.      Peter went to the store and bought an ice cream cone.  He gave the cashier $1.00 and the cashier gave him $0.32 back.  Use the coins to show the amount of money the cashier gave back to Peter.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment shows that the students understand the standard and objective of solving word problems using money. How does the assessment demonstrate that the students have been successful in learning the content? The assessment will demonstrate that students have been successful in understanding the value of various coin values and how to make change using different coins. How does the assessment demonstrate student engagement in higher order thinking? This assessment demonstrates student engagement in higher order thinking because students will use coin manipulatives to solve money word problems that might be poised in real life situations. How does the assessment demonstrate that individual student needs were met? The assessment will demonstrate that individual student needs were met through the formative and summative assessments.  The teacher can use formative assessments to reteach individual students and the summative assessment will show if the students were able to understand the concept.  The teacher can use the summative assessment to see where individual students are at in comprehension and move forward with additional lessons or do additional review as needed.

IIV. MATERIALS AND RESOURCES

"The Coin Counting Book" by Rozanne Lanczak Williams at http://asp.tumblebooks.com/library/asp/book_details.asp?category=Math%20Stories.

Learn to Count Money webpage at http://www.abcya.com/counting_money.htm

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
   This lesson allows students to learn about coin value using several different sources.  First, students review coin value using a read aloud story.  Students are then engaged in a computer program using coins to show different values of money before applying the concept to word problems.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
   Using the smart board and computers to allow students engaging group and independent practice provides learning experiences that are enriched through technology.  Students are able to apply knowledge about coin values to the webpage to practice the skill of counting out money.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
   Students are modeling digital age work and learning by utilizing several different forms of technology to enhance their learning experience.  Students are learning how to navigate web pages and use technology to practice real-life skills.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
     
     This lesson will meet all four elements in Standard 4: Promoting and modeling digital citizenship and responsibility.Students will model safe use of digital information and technology by using appropriate designated websites.  All students will be given equitable access to the appropriate tools during the lesson.  Although this lesson does not directly develop cultural understanding and global awareness through digital communication, students are learning how to use the technology resources that will be able to assist them in communicating with those in the world around them.

Reflection for Lesson 1

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

 I thought that there were several different things that did not go very well during the implementation of my lesson.  In the beginning of the lesson, I opened by reading a non-fiction book about bats, then after a small discussion, I read the book I created to the class.  I felt that this was slightly repetitive.  I should have began the lesson with the model that I created.  In the use of technology, I think it may have been a good idea to use a smart board instead of just the computer to show my book.  By using the smart board, I could have had the class participate in creating one of the pages which would have helped reviewing how to use Pixie software.  In the peer reflections, a suggestion was made to allow the students to find their own information without guided questions.  I could have done this and created more detail in the rubric to guide them. I also forgot to hand out the rubric.

One thing that went well during the implementation of the lesson was that the students were engaged for the majority of the lesson finding information and creating their own books.  The final products that the students created showed creativity and student comprehension of the lesson standards. 

• How well was the alignment to objectives and standards maintained?

2.W.8  Recall information from experiences or gather information from provided sources to answer a question.
-  Students were successful in gathering information from online resources to answer research questions and create their own non-fiction book about bats.  I felt that this standard was well met in this lesson.

2.RI.1  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
-  In this standard, the students were successful in answering questions to demonstrate understanding of key details in a text.  In the future, I should modify the lesson to allow the students to ask their own questions.

Science Strand 4: Life Science, C1.PO1 Identify animal structures that serve different functions (e.g. sensory, defense, locomotion).
-  I could have done more to meet this standard.  One idea that was suggested in the peer reflection would have been to give more information in the rubric.

Objectives: Students will create a non-fiction book about bats, after researching information on bats and will provide 5 facts to share with the class.

- The objective for this lesson was met.  The students successfully created their own non-fiction book about bats.

• Describe any modifications made during the implementation of the lesson

One thing that I modified was that on my research question handout, I only had the students pick 5 questions to answer then create their book.  I got worried that we would run out of time to spend creating our book.  

1. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   I used the computer, internet and Pixie software.  The learners also used the computer, internet and Pixie software.
2. • How were the technologies used (by whom and in what manner)?
   The technologies were used by the teacher to model the final project the students would end up with.  The teacher used the computer with Pixie software to show the model.  The students used the computer to do research on the internet using 3 websites and Pixie software to create their own non-fiction book about bats.
   
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because the students were able to use all the time to complete the task and share their book.  As students finished their books, I was able to have them finish answering the questions on the research question paper to help fill in some of the time.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

 See the three examples above.
 
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

I felt that the students were successful in achieving the standards and objectives for my lesson based on the final assessment of creating a bat book.  I noticed that Nate would need individual support with sentence structuring and how to form complete sentences.  In the future, I would build sentence structuring into lessons through differentiated instruction.  All students were able to gather information from sources and answer questions about an animal and its structure.

• Describe the level of success you had in teaching the lesson 

I noticed many things that I would modify when doing this lesson in the future.  I felt it was successful because the students were able to gather information from a source and create their own resource.

• • How do your individual reflections support this?
  The students were able to complete the final assessment successfully.  I noticed a lot of things that I would modify but the end result did show the students were successful in the learning process.
  
  
  • How do the comments from your classmates support this?
   In the comments, the individual reflections said they enjoyed creating the bat books and learning about bats.  They also gave me comments that some of the lesson was a bit overwhelming and using a rubric or giving clearer instructions would have been helpful.
  

Lesson Plan 1

Lesson 1:  Creating a non-fiction bat book 

I. RATIONALE:

For this lesson, students will research various questions on bats to gain knowledge about the species and its structures.  Students will learn how to research a topic using various sources including books and online websites.  Students will create their own non-fiction book to show the information that they learned.

II. OVERVIEW

Grade Level:  2nd Grade

Subject(s):  Language Arts: Reading and Writing

Topic of Study:Research on bats

Time Allotment:30 minutes

Standards:
2.W.8  Recall information from experiences or gather information from provided sources to answer a question.
2.RI.1  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Science Strand 4: Life Science, C1.PO1 Identify animal structures that serve different functions (e.g. sensory, defense, locomotion).

Objectives: Students will create a non-fiction book about bats, after researching information on bats and will provide 5 facts to share with the class.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Prior to the lesson, the students will need to know how to use i pads or computers.  The students also would need to know how to take information from a source to answer questions in their own words and the difference between fiction and non-fiction.  Students should also have background knowledge in how to use Pixie software prior to this lesson. How will prior knowledge and experience be assessed? Prior knowledge will be assessed by asking questions at the beginning of the lesson through informal formative assessment.  These questions will include: "Where can we find some information on bats to help us answer these questions?"  "Who can tell me how we give credit to our source?"  "What is the difference between fiction and non-fiction?"  Also, remind students that when researching answers to the questions, the answers should be in their own words. How will you use this information in the planning process? After asking the questions to see where students are at, I will  use the information to see if we need to do a review of  locating and crediting sources or using Pixie software as a class prior to sending students to do their research individually.  If only a few of the students do not understand how to locate and credit sources, then I would review with those students in a small group prior to having them begin the research on bats. Why should the content of this lesson be taught at this grade level? The content of this lesson should be taught at this grade level because it helps students learn to research and extract information from various sources to gain knowledge about various animals and their structures.  It helps students to learn information about animals and their structures which is a second grade standard.  Also, it integrates language arts standards as well as writing standards for the second grade. How do the objectives that you have for the lesson align with the standards? The objective of this lesson is to answer questions by extracting information from various sources through research.  This aligns with several second grade standards including answering informational text questions by gathering information.  It also helps to meet the science standard of identifying animal structures. When will the lesson be taught in the course of the school year? Why?  This lesson will be taught in October.  By doing this lesson at this time, students will have had previous experience using i pads and computers.  They will also have previous experience identifying and crediting sources.  Students by this time should have been previously introduced to the use of technology in this lesson.

III. IMPLEMENTATION

Procedure:
The teacher will begin the lesson by reading Fantastic Bats by Justin McCory Martin.  Next the teacher will explain how the students are going to create their own book on how to describe a bat.  The teacher will explain that in order to write a non-fiction book, first the students must learn facts about the topic. The teacher will hand out a paper with various questions for the students to answer.  The teacher will ask the students "Where can we find some information on bats to help us answer some of our questions?" (Books, internet, magazines).  "Who can tell me how we give credit to our source?" (Write down the name of the book and author, write down the website address).  Also, the teacher will remind students that when researching answers to the questions, the answers to their questions should be in their own words.

Students will then use i pads, computers and books to extract information in order to answer questions on how to describe a bat from the following websites;  http://www.kidzone.ws/animals/bats/index.htm,  http://www.atozkidsstuff.com/bats.html and http://www.sciencekids.co.nz/sciencefacts/animals/bat.html.  Students will then take the information from the questions that they answered and create a book using Pixie software.  The book should have a title page and at least 5 pages including 5 different facts that they learned about bats. The book should also contain a source page including the places that the information was found.  The book should be a minimum of 7 pages.

Technology Integration:
Students will use technology by utilizing computers and/or i-pads to assist them in their research and be able to navigate to three different websites to find research information.  The students will also use Pixie software on computers to create their own non-fiction book about bats.  The teacher can use a document camera to show pictures in the story book for children to see while reading the story and use the computer smart board to review as a class how to navigate to a website or use Pixie software.

Differentiated Instruction: 

• Cognitive delay - Accommodations will include additional time to complete research and create book if needed.  Student may use video sources instead of reading sources to find out information. 
  Modifications that can be made include only drawing pictures and/or using one word descriptions instead of complete sentences.  Students could be asked to complete 3 facts instead of 5. Students can use the voice recording option to describe their facts instead of writing out sentences.
• Gifted - Students can be asked to create an additional page in their book describing the life cycle of a bat or describing the differences between a bat and a bird.
• ELL - Accommodations will include using visual modeling from the teacher while explaining the directions.  Directions can be broken down into simpler steps.  Students will be allowed to have additional time if needed to complete the research and the book.  Students can use the voice recording to create sentences instead of writing out sentences.
  Modifications can include completing 3 fact pages instead of 5 in the book. 

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? I am using the instructional methods that I have described so that children are engaged in their learning.  By allowing children to create their own books, and do their own research, children are active participants in the learning process.  During the course of this lesson students are integrating several different content areas including reading, writing, art and science. How do the instructional methods align with what you know about best practices (think about your methods classes)? The instructional methods allow me to help all students in my class through differentiated instruction.  By differentiating instruction, I am able to help more students in my classroom be successful in their learning.  Students are also active participants in the learning process.  It is not the teacher giving them the information.  Students are being asked to find the information on their own. How are you engaging students in creative and higher order thinking? In this lesson, students are learning how to research factual information.  The students are then asked to create their own book to show the information that they learned.  By creating their own book, students are able to apply the knowledge that they learned and create their own resource of information that is meaningful to them.

IV. ASSESSMENT

Procedure:
Formative Assessment:  Students will turn in completed worksheet on bat research to check for understanding how to answer questions on what, how, who and when from an informational source.  The teacher will also check for understanding through observation at individual research periods and ask questions to make sure students are understanding how to create their book and answer the questions.
Summative Assessment:  Students will print and turn in a copy of the book they created on Pixie software. I would use a rubric that was created prior to the lesson to grade the book on a 9 point scale. 

Instruments:

Bat Book Rubric

Name:________________________________________

Date:_________________________________________

Directions:

Create a Bat book that has a title page, 5 pages of facts and a sources page.  Create your book using Pixie software. Please use complete sentences and create a drawing or picture for each page.

Requirement	0 points	1 point	2 points	3 points	Points Earned
Book contains all required elements. 1 Title page, 5 fact pages and 1 source page	Book contains none of the required elements.	Book is missing two or more of the required elements.	Book is missing one of the required elements.	Book contains all of the required elements.	/3
Book contains pictures or drawings that support the information on the page.	Book contains no pictures or drawing on the page at all.	Book contains pictures or drawings on the page.	Book contains pictures or drawings that somewhat support information on the page.	Book contains pictures or drawings that well support information on the page.	/3
Sentences begin with a capital letter and have correct punctuation at the end.	No sentences begin with a capital letter and have the correct punctuation at the end.	3 or more sentences are missing capital letters or correct punctuation at the end.	2 or less sentences are missing capital letters or correct punctuation at the end.	All sentences begin with a capital letter and have correct punctuation at the end.	/3
Total Points					/9

Bat Research Questions

Name:_______________________________________

1.     What type of animal is a bat?  _____________________________

2.      What do bats eat?  _____________________________________

3.    When do bats eat?  ____________________________________________________________________________________________________________

4.    What does nocturnal mean?  ____________________________________________________________________________________________________________

5.    How many different species of bats are there?  _______________

6.    Describe the different parts of a bat.  __________________________________________________________________________________________________________________________________________________________________

7.    How does a bat fly?  _____________________________________

__________________________________________________________

8.    What do you like about bats?  _____________________________

______________________________________________________

9.    What other information did you find?  ______________________

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment will allow me to see if students are able to gather information from a source, answer questions about a topic and identify an animal structure and/or function. How does the assessment demonstrate that the students have been successful in learning the content? The assessment allows me to see that students have learned how to gather and recall information, answer questions on a topic and has knowledge about an animal structure/function. How does the assessment demonstrate student engagement in higher order thinking? The assessment demonstrates student engagement in higher order thinking because they are describing what a bat is in their own words and creating visual aids to help in the description.  They are also being asked to apply the knowledge that they learn to create their own source of information that is meaningful to them. How does the assessment demonstrate that individual student needs were met? The assessment will demonstrate that individual needs were met in several different ways.  With the formative assessments, asking questions and making observations allows me to see where individual students are at and help them with parts that they may be struggling with.  The summative assessment allows me to see if individual students were able to take the information that they learned and apply it in a different way.  Each child will create their own book so I will be able to evaluate if students understood the concept of researching information and applying it.

IIV. MATERIALS AND RESOURCES

Fantastic Bats by Justin McCory Martin
 http://www.kidzone.ws/animals/bats/index.htm
 http://www.atozkidsstuff.com/bats.html
http://www.sciencekids.co.nz/sciencefacts/animals/bat.html
Rubric
Bat Research Questions paper

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
   
   This lesson meets Standard 1:  Facilitating and inspiring student learning and creativity by allowing students to invent their own book to show various facts that they have learned about bats by using Pixie software.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
   
   This lesson meets Standard 2: Providing digital-age learning experiences and assessments in several ways.  The students will be gathering information through online web sources and their assessment will be in the form of the online book that they create through Pixie software.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
   
   This lesson meets Standard 3: Modeling digital-age work and learning because students are learning how to locate information through educational websites and how to use a computer as a research resource.  Students will also learn how to create their own source of information using technology software as a tool.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
     
     Students will meet all four elements of Standard 4 in this lesson.  First, students will know how to site sources they use and to make sure the information that they use is in their own words.  Next, all students will be provided their own i pad or computer to provide equitable access for all students.  Also, students will be given three different websites that they can navigate to promote responsible social interactions related to the use of technology and information.  Finally student will develop and model cultural understanding and global awareness using digital age communication and collaboration tools to learn how to connect with people in the world they live in.  For example, creating a book allows students to reach a group of people that may not be able to read.  By using the Pixie software with the recording device, students are able to connect with people that may be different then themselves.