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Heather Yamamoto's Lesson Plans


 * Daily Lesson GAME Plan #1**
 * Lesson Title: A Fence for Villacorta || Related Lessons: Multiplication ||
 * Grade Level: 3rd || Unit: Geometry ||

__Geometry__ 1.3 Find the perimeter of a polygon with integer sides. 2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square). __Number Sense__ 2.0 Students calculate and solve problems involving addition, subtraction, multi­ plication, and division: 2.7 Determine the unit cost when given the total cost and number of units. || 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes create original works as a means of personal or group expression __Instructional Objectives:__ As individuals, students will use Google Maps to find the perimeter of the school and other designated areas: blacktop and grass areas In groups, students will calculate the price for the fencing material (wood, decorative metal, vinyl or chain-link) at  In groups, students will draw a picture of the fencing around the school and the designated areas to scale In groups, students will give a quick presentation of their findings Students will use perimeter in a real-life problem to understand the relevance of this math topic ||
 * **GOALS** ||
 * __California State Standards:__
 * __ISTE NETS-S__

__Environmental modifications:__ We only have five computers in our classroom, which is why there will only be two researchers from each group; this way there will be less traffic at the computers. ||
 * **ACTION** ||
 * __Before-Class Preparation:__ I will need to make sure  works on the school network and add it to the network folder for easy access and supply construction paper, scratch paper, and rulers for students. I will also create the groups and assign each group a specific fencing material to focus on. ||
 * __During Class Instructional Activities:__ I will inform students that our principal, Mr. Martinez, chose our class to figure out how much it would cost to build a fence around our entire school, the playgrounds, and the grass areas. Students will then use Google Maps to see the layout of our school and find the perimeter of the designated areas. Two researchers from each group will find the measurements of the sides of our school property, and will then take the information back to the group where each student finds the perimeter individually. Each student needs to know how to find perimeter so this part is individual. Once students have completed this task, they will check their answers with one another. Then two other researchers will go to the Lowe’s website to find out how much it would cost to use their assigned fencing material. They will take this information back to their group to calculate the cost of their fencing material. Next, students will draw a picture (or blueprint) for Mr. Martinez that is measured to scale using centimeters. Students need to include their conversion somewhere on the blueprint so the viewer understands their conversion. ||
 * __Time__ 3 hours ||
 * __Materials and Resources__: Computers, Internet, Lowe’s website, Construction paper, Scratch paper, Rulers, Pencils, Google Maps, and Math notes if needed ||
 * __Note student groupings, environmental modifications needed, etc:__ Students will be in groups of 5 in which I will have a mixture of proficiencies so that students can assist one another when necessary. I will also assign roles (recorder, researcher, etc.) in each group so that the work is divided equally.

__Accommodations and Extensions:__ To extend this activity, we can also find the area of the school property or various areas, such as the grass (if Mr. Martinez wants to plant new grass) or the blacktop (if Mr. Martinez wants to redo the asphalt). __Back-Up Plan:__ If the Lowe’s website does not work on the school network, I will print a screen shot of each page with the fencing material and price so each group will have this information. If students are having too much trouble finding the perimeter from the Google Maps page, I will print a screen shot of this page as well so they can use a hard copy to physically measure the perimeter with a ruler. ||
 * **MONITOR** ||
 * __Ongoing Assessment(s):__ I will be circulating the room observing students at work. I will guide students when necessary. Students will have their regular chapter and unit tests at the appropriate time.

__LESSON REFLECTIONS AND NOTES:__ This lesson went well with the students. The idea that the principal, Mr. Martinez, needed their help got them excited and motivated to do their best jobs. I printed the map from Google Maps because it was much easier for students to measure the perimeter of the school property on paper than the computer screen. I think next time I will already have the map printed for them, but I will still allow them to play around on Google Maps just because it is such a valuable tool. ||
 * **EVALUATE AND EXTEND** ||
 * __Be specific and include the evaluation that you will use for this lesson:__ Students will evaluate their group members with a credit or no credit basis of whether their group mates participated/contributed or not. Students will be graded upon the accuracy of their mathematic calculations and conversions. Did they find the perimeter and multiply correctly? Did they draw their blueprints to scale accurately?

Dequency to Heather

This sounds like an excellent idea for your students. This is an activity that definitely has read world application. I understand that students will be using drawings, but is there a possibility that they could construct models of the school, like architects? I know that resources are often scarce, but I think that they students would love this. Or even making a mini diorama out of construction paper. This activity could also branch off into writing. They could write a proposal for raising money for the materials they need or they can make a persuasive power point for prospective donors. This sounds like a wonderful activity and your students are going to have fun!

Jonathon to Heather,

I like the real-world application of this project. Joining in on what Dequency said: there is another Google program called Google Sketch Up that is free and should allow the students to create to-scale drawings via computer graphics. The program is not very difficult to use and it could be another avenue to add technology into the lesson.

Also, you mention Lowe’s. What about Home Depot and maybe a local hardware/lumber distributor. This could give you a chance to tie some of the discussion into economics (e.g., you could allow the students a bit of competition to see who could make it the absolute cheapest, thus making a “bid” like a real construction company would) or social studies (e.g., you could compare the economies of scale that a large company like Walmart-Lowe’s enjoys over a smaller local store). That might be an avenue for a cooperative lesson with another teacher too.

I hope these are helpful thoughts.

Happy Wednesday!

Scott to Heather, Like everyone else has mentioned I like the real life application. I like what Dequency said about writing up a proposal. This would be a good way to implement a writing component of this project. Also, like Jonathon said about competition this fits into my business background. They could use Menards, Lowes, Home Depot and any local lumber stores. This way they have an idea of what competition is about. You could tie into why buy from the little local guy versus the big box stores and what that does to the local economy. I know this is only third grade but they may like it.

Also google sketch up would be a good program to use for this. You could also just use popsicle sticks to make the fence.

Scott

Cheri to Heather: I think it would also be interesting to estimate both the fence length and the estimated cost of materials. For extra credit, they could figure out what the cost would be to to fence around their own back yard.

Google Sketch is interesting. I just looked it up.

Cheri


 * Daily Lesson GAME Plan #2**


 * __Lesson Title:__ The California Native Americans and a Wiki || __Related Lessons:__ English Language Arts: Summarizing ||
 * __Grade Level:__ 3rd || __Unit:__ California Native Americans ||

3.2 Students describe the American Indian nations in their local region long ago and in the recent past. 2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). || Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 4. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:  a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
 * **GOALS** ||
 * __Content Standards:__ History-Social Science Content Standards for California Public Schools
 * __ISTE NETS-S__

__Instructional Objectives:__ In groups, students will gather information about their assigned California region and add it to their wiki page. In groups, students will summarize their information in complete sentences with correct grammar and punctuation. In groups, students will present their wiki page to the rest of the class. ||

As a class, we will read about and discuss the topic of Native Americans in California. We will look at a map and discuss the various regions so students have an idea of where these areas are located in California.
 * **ACTION** ||
 * __Before-Class Preparation:__ I will create our class wiki and pages for each region (Northern Coast, Central Valley and Mountains, Southern Coast, and Desert). I will also create a template for each page so students have an idea of topics to look for in their reading, such as tribes in the specific region, food, clothing, shelter, climate, landscape, and/or transportation. I will divide students into groups so that each one has a balance of students of different academic levels. ||
 * __During Class Instructional Activities:__

After our discussion, students will work in groups to gather information about their assigned region. Students will first write their information on a piece of paper in a bubble map. Because we only have five computers in our classroom, only two people from each group can work on them at a time. While they add information about one specific topic (i.e. The types of shelter used in this area) the rest of the group will continue to locate and write their information in bubble maps. Each member of the group will have the chance to work on the computer and contribute information to the wiki page. I will set a timer for 15 minutes so students have an equal amount of time on the computer and at their desks.

An example of the wiki page: Facts about the Northern Coast Region Tribes: Food: Shelter: Landscape: Climate: Clothing:

Once all areas of information have been completed, students will then work together to put this information into a summary with complete, coherent sentences. This summary will be typed beneath their facts on their wiki page.

Lastly, since students are the “experts” of their region, they will present and teach the rest of the class about their region using their wiki page. ||
 * __Time:__ About 50 minutes a day for 4 days. ||
 * __Materials and Resources:__ Computers with Internet, Wikispace, Social Studies textbook, Bubble maps for extra support in organizing information, Paper, and Pencils ||
 * __Note student groupings, environmental modifications needed, etc:__ Students will be in groups of about six or seven. The groups will be made up of students of all academic levels so that their is a balance within each group. Depending upon time, we may also work on these projects as a center during our centers time so that students have more time to complete their wiki pages. We only have 5 computers in the classroom so I have to modify and be flexible with our time and scheduling. ||


 * **MONITOR** ||
 * __Ongoing Assessment(s):__ As students work in groups at their desks and in pairs on the computers, I will be circulating the room keeping students on task and guiding them through the process. Some students may need extra support in locating the information in their textbooks. Students are responsible for keeping one another on track and verifying one another’s bits of information before it is typed into the wiki page. Incorrect information or spelling in unacceptable.

__Accommodations and Extensions:__ Some students may need extended time with typing on the computer, which I will allow. Students are grouped specifically so that they can rely on and help one another throughout the process, which is an accommodation.

__Back-Up Plan:__ If for some reason the wiki pages do not work out, students can do the exact same assignment on poster paper. They can decorate their posters so they are pleasing to the eye and still present them to the class. If the process of typing the information into the wikis is too time consuming (my students are still familiarizing themselves with the keyboard so it takes them some time to type) I will help them type their information. ||


 * **EVALUATE AND EXTEND** ||
 * __Be specific and include the evaluation that you will use for this lesson:__ Students will be given an open-ended test about each California region. They will be asked to give a brief description of where the region is located in California, the climate in this region, the name of at least one tribe from the region, additional facts about the clothing, landscape, food, and possible ways of transportation from each region, and how their region affected the tribes’ way of life. Students will also be evaluated on how well they are able to “teach” their classmates during their presentation, based upon how well they know and are able to communicate their information. Do they need prompting? Do they rely on the wiki page or do they know the information?

LESSON REFLECTIONS AND NOTES: The groups were a little too big for this project. Some students were off task because there just was not enough work for them to do. The reason the groups were so big was because there were only four regions we needed to cover. Next time, I will make smaller groups and each region will be covered by more than one group.

Sue to Heather I love your lesson. One suggestion is to show some connection to today’s society. You could look at contributions they have made and is still making to the state of California. I love field trips so I would also suggest that you take them on a field trip to one of the American Indians settlement, they could even interview some of the elders of that particular group.


 * Jonathon to Heather, **


 * Would it be possible to make a connection with last week’s lesson by having the students place their home location’s they made in context with the map you are now looking at too? **


 * Happy Wednesday **

Dequency to Heather

Are you able to access wikis in California? Here in Nevada we cannot access wikis. It is unfortunate because they are such a valuable classroom tool. Is it possible to have students use poster board and the wiki? I know that students love to make projects. They could make a contrast project in comparison to the wiki, such as a different set of facts or a group collaboration project.

Dequency ||
 * Daily Lesson GAME Plan #3**
 * Lesson Title: iMovie and Native Americans || Related Lessons: Writing ||
 * Grade Level: 3rd || Unit: California Native American ||

1. Describe national identities, religious beliefs, customs, and various folklore traditions. 2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. 4. Discuss the interaction of new settlers with the already established Indians of the region. || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: apply existing knowledge to generate new ideas, products, or processes create original works as a means of personal or group expression Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:  a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats d. contribute to project teams to produce original works or solve problems.
 * **GOALS** ||
 * __Content Standards:__
 * 3.2 Students describe the American Indian nations in their local region long ago and in the recent past.**
 * __ISTE NETS-S__
 * 1. Creativity and Innovation**
 * 2. Communication and Collaboration**

__Instructional Objectives:__ • Students will research and gather information about their assigned Native American tribe • In pairs, students will create short digital stories about the California Native Americans using iMovie • Students will present their short digital stories to the rest of the class on the projector ||

I will show students my iMovie sample so they have an idea of what they will be creating. I will instruct students about what they need to include, such as a title, background music or narration, pictures and descriptions, etc in order to present information about their tribe. They can create their stories about the daily life of the Native Americans from the point of view of an individual tribe member (using first person in their narration), as an outsider looking in (third person in their narration), or any other idea students may have. Individually, students will first gather information about their assigned tribe from their textbooks, wiki pages, and other classroom resources (additional texts and additional English Learner resources). Once they have their information they will work in their pairs to create their storyboards on the graphic organizer I will provide. This will help them brain storm and have an idea of what they will include in their digital stories. Students will be able to search for pictures through a search engine or they may draw their own pictures, which I will scan. Once students know what the assignment is, they will be given time throughout the day to work on their digital stories. ||
 * **ACTION** ||
 * __Before-Class Preparation:__ I will pair students with partners they will work well with both socially and academically. I will assign each pair a tribe they will be focusing on. I will create a short digital story using iMovie to use as an example for students. I will create or find (rubistar.4teachers.org) a rubric that will be used as a guide in the creating process and the assessor at the end. ||
 * __During Class Instructional Activities:__
 * __Time:__ 45 minutes for 4 days ||
 * __Materials and Resources:__ Mac computers with Internet, Search engine, iMovie, Story board graphic organizer, and Social Studies textbooks ||
 * __Note student groupings, environmental modifications needed, etc:__ Since we only have five computers in our classroom, I decided to pair them up so we can get more students on the computers at a time without having too big of a crowd around them. Also, since this is the first time students will be working with iMovie, I felt that having a partner would give more support to students. ||


 * **MONITOR** ||
 * __Ongoing Assessment(s):__ I will be checking their iMovie projects throughout the process making any corrections or suggestions when necessary. Students will have a copy of the rubric from the beginning so they will know what is expected of them throughout the process. This will encourage self-assessment throughout the project as well.

__Accommodations and Extensions:__ Depending on how quickly students learn how to use iMovie, I may need to extend the time I have planned for this project, or we may finish sooner than expected, which will give us more time to present the final projects. I will be allowing students to work on their projects before and after school and during recess. Our time with the computers is quite limited, so I will make these sort of accommodations for students.

__Back-Up Plan:__ Students can create their stories on poster paper and present them to the class. Depending on the situation, some pairs may be able to work on iMovie in their free time so that at least some are still receiving the “digital” aspect of this lesson. ||


 * **EVALUATE AND EXTEND** ||
 * __Be specific and include the evaluation that you will use for this lesson:__ I will be evaluating students with the follow rubric from 

__LESSON REFLECTIONS AND NOTES:__ This lesson had a slow start in the beginning. Students were having some trouble learning how to use iMovie so we took a little more time to complete the entire lesson. I used the first day to instruct students how to use iMovie step by step. Once they had an idea of how to use the program, some pairs were able to work independently and were quite successful with the program. Other pairs needed a little more prompting and guidance, but they were still able to complete their projects. It was difficult for students to find appropriate pictures of what they were searching for so several decided to draw their own. We do not have a scanner in the classroom so I had to scan them at home, which was no trouble for me but it was more time consuming for my students. Next time, I will encourage students to search for pictures that are more symbolic than literal. For example, if they are talking about hunting they could use a picture of hunting weapons or animals rather than a Native American hunting. ||