Walking on the Clouds (Field Experience #4)

Welcome back! As you may have concluded from the title of this post, I have completed field experience #4 in my field placement journey. We had a really full day today…. and I have so much to share with you!

Grab a snack, get comfy, and allow me to take you through today’s experience!

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Let me just begin by saying that I have been blessed with a fantastic coop school, wonderful coop teachers, a great placement partner, and super coop students! In the spirit of Thanksgiving, I feel that I need to take the time to publically thank all of these people for helping me to have the best field placement experience I could have ever imagined! So to any of you who end up reading this… THANK YOU from the bottom of my heart!

Today, my partner and I had the opportunity to teach two different subject areas. We each taught a Science lesson separately in the morning and then we co-taught an Arts Ed. lesson in the afternoon. I will include the lesson plans for both of these experiences here:

Field Experience #3 Science 8 Lesson Plan

Grade: 8

Subject: Science 

Theme/Topic: Life Science: Cells, Tissues, Organs, and Systems 

Outcome(s) and Indicators:

CS8.4: Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body.

(b) Show interest in science-related questions and issues by posing questions and defining practical problems related to the healthy functioning of the human body.

(d) Provide examples of how the body reacts to internal and external stimuli such as viruses, bacteria, alcohol, drugs, dust, and temperature changes.

(g) Predict the impact of the failure or removal of one or more organs on the healthy functioning of the human body.

USC8.6: Examine and assess the concept of sustainability from many perspectives, and develop an understanding of its implications for the well-being of self, others, and the environment.

(b) Investigate the connections between the health of the environment and the health of people.

Methods: brainstorm, inquiry, concept attainment, research, games, learning center, problem-solving, discussion

Management Implications: Because the majority of the learning in this experience is student-led, I will be able to observe the room easily and address any behaviors that are cause for concern efficiently.

Adaptations for Student Needs: Students are not required to complete every activity in the learning center in one day. They have a choice between many activities, enabling them to work at their own pace and to choose those that suit their individual learning needs. I will also allow students who may be better suited to create digital representations of certain activities to do so rather than using a paper and pen approach. 

Setting the Stage for Learning: I will try my best, with the materials that I have, to create a visually appealing learning center that will capture the students’ attention.

Materials: labeled jars, prediction cards, audition handouts, “callback bin”, audition poster, word search sheets, digital devices, “We Know Our Bodies” class journal, paper, pens, markers, pencil crayons, pencils, erasers, hand-in bin, activity tracker, learning center backdrop, instruction card for each activity, feedback cards, feedback dropbox, prizes , draw jar, draw papers

Procedures: 1) Word Search: Students will complete a word search that includes vocabulary regarding body systems. 

2) Online Exploration (Overview of the Individual Body Systems): Students will be provided with a device to interact with activities that address the body systems topic. 

Circulatory System Game: http://www.anatomyarcade.com/games/jigsaws/HeartJigsaw/heartJigsaw.html

Respiratory System Study Guide:

https://www.nhlbi.nih.gov/health-topics/how-lungs-work

Skeletal System Summary:

http://www.biology4kids.com/files/systems_skeletal.html

Muscular System Digital Anatomy Explorer:

https://www.innerbody.com/image/musfov.html

Digestive System Summary of the Basic Steps:

https://sciencebob.com/research-help/the-body-zone/the-digestive-system/

Nervous System Slideshow:

https://kidshealth.org/en/parents/brain-nervous-system.html

Endocrine System Video:

https://medlineplus.gov/ency/anatomyvideos/000048.htm

Integumentary System Summary:

https://www.physio-pedia.com/Integumentary_System

Lymphatic System Video (Crash Course):

https://nerdfighteria.info/v/I7orwMgTQ5I

Urinary System Game:

http://losdemaria.webcindario.com/The%20body%205/interactive_games4.html

Excretory System Summary:

http://losdemaria.webcindario.com/The%20body%205/excretory_system.html

Reproductive System Summary:

https://www.aboutkidshealth.ca/Article?contentid=310&language=English

3) Online Exploration (Overview of the Body with all its Systems):

Body Systems Game: http://sciencenetlinks.com/interactives/systems.html

Quiz: Students will review the system summaries and then complete the quiz at https://www.thoughtco.com/organ-systems-quiz-373429 

4) Organ Audition: Students will take one of the “organ audition forms” and fill it out. They will then put their responses in the “callback bin.”

5) Journal Activity: Students will complete a journal entry in the “We Know Our Bodies” class journal, addressing their understanding of the body systems, which system they are most thankful for, and what they do to ensure that their body systems will continue to do their job. 

6) Picture Creation: Students will create their own visual representation of environmental impacts on the body. 

7) Predictions Activity: Students will take a piece of paper, make a prediction about omitting a specific organ, and place it in the corresponding jar.  

Closure (summary/assignment): I will have feedback cards for students to fill out, including the things they enjoyed and suggestions for improvement. I will have students submit their cards to the feedback bin and will close by drawing 3 of the cards randomly for prizes.

Student Assessment: I will assess for learning through observation during the activities, giving feedback and support to students as needed. I will assess their learning after the lesson as well, by reviewing the work that they have submitted. I will assess participation through a tracking sheet where students will record their participation in each activity that they choose. The learning center will remain set up for the next couple of weeks, and students will be invited to continue the learning process when they have opportunities. At the end of my practicum (October 25th), I will submit one entry per activity completed, for each student, into a draw bucket. I will then draw names for 3 more prizes. This process will help me assess students’ continued learning after the lesson is complete.

Personal Goals: (professional growth plan) I hope to take this opportunity to really listen to the students and to their ideas, as I observe the activities. I want to keep my guidance to a minimum, in order to encourage the students to lead their own learning as much as possible. My role here is to keep the students on task and to facilitate learning in a way that encourages students to inquire and explore the topics.

Resources:

Circulatory System Game: http://www.anatomyarcade.com/games/jigsaws/HeartJigsaw/heartJigsaw.html

Kids Health Teacher Resources (Grade 6-8: Human Body Series): https://classroom.kidshealth.org/index.jsp?Grade=68&Section=body

Respiratory System Study Guide:

https://www.nhlbi.nih.gov/health-topics/how-lungs-work

Saskatchewan Curriculum (Grade 8 Science):

https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=61

Saskatchewan Curriculum (Grade 8 Health):

https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=52

Skeletal System Summary:

http://www.biology4kids.com/files/systems_skeletal.html

Muscular System Digital Anatomy Explorer:

https://www.innerbody.com/image/musfov.html

Digestive System Summary of the Basic Steps:

https://sciencebob.com/research-help/the-body-zone/the-digestive-system/

Nervous System Slideshow:

https://kidshealth.org/en/parents/brain-nervous-system.html

Endocrine System Video:

https://medlineplus.gov/ency/anatomyvideos/000048.htm

Integumentary System Summary:

https://www.physio-pedia.com/Integumentary_System

Lymphatic System Video (Crash Course):

https://nerdfighteria.info/v/I7orwMgTQ5I

Urinary System Game:

http://losdemaria.webcindario.com/The%20body%205/interactive_games4.html

Excretory System Summary:

http://losdemaria.webcindario.com/The%20body%205/excretory_system.html

Reproductive System Summary:

https://www.aboutkidshealth.ca/Article?contentid=310&language=English

Body Systems Game: http://sciencenetlinks.com/interactives/systems.html

Tools for Teaching Body Systems (Awesome Resource):

https://www.acls.net/study-guide-body-systems.htm

Quiz: Students will review the system summaries and then complete the quiz at https://www.thoughtco.com/organ-systems-quiz-373429 

The students seemed to enjoy the learning center and its variety of activities. They liked having control of their own learning. Almost all of the students started with the word search, which took them the whole period to work on. They said that it was difficult, but that they liked the challenge. One student did explore the majority of the activities and found them to be educational and enjoyable. I kept the learning center set up so that the students can explore further activities when they have free time to do so in the coming days. I will gain further feedback from them next week, once the learning center experience is completed.

Field Experience #3 Arts Ed. 8/9 Lesson Plan

Grade: 8/9

Subject: Arts Ed.

Theme/Topic: Visual Art (painting one step at a time in response to directions)

Outcome(s) and Indicators:

CR8.1: Respond to professional dance, drama, music, and visual art works through the creation of own arts expressions.

(b) Analyze and discuss how dance, drama, music, visual and interdisciplinary arts are expressions of individual or collective perspectives.

CP9.12: Solve visual art problems in new and unfamiliar ways.

(a) Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media).

Methods: demonstration, cooperative learning, discussion

Management Implications: because we will each have a small group to lead, it will be easy for us to observe student behaviour and provide guidance when needed 

Adaptations for Student Needs: we will assist students as needed, to ensure that the entire group is able to participate fully in this activity

Setting the Stage for Learning: we will display an example of each painting choice for students to view before the activity

Materials: canvases, paint, paintbrushes, water, paper plates, tables, laptop to play music (song list on Youtube with students’ requests, draw bucket, papers with student names for draw

Procedures:

  1. Welcome students and allow them to view the example paintings
  2. Explain that we will be drawing names to determine the order of students choosing their painting
  3. As student names are called, they will choose their painting and take a seat at the corresponding table
  4. We will lead our groups through the painting process, by demonstrating one step at a time and having students follow each step
  5. We will continue this activity over two or more Arts Ed. periods, depending on the rate at which the activity is completed

Closure (summary/assignment): We can have a conversation with the students in our group, asking them about their experience. This will give us the opportunity to assess their learning and hear their thoughts regarding this new method of painting. 

Student Assessment: We will assess student participation and understanding during the activity through observation. We will then assess the finished products, to ensure students’ understanding of the outcome. 

Personal Goals: (professional growth plan)

Danica: I hope to take this time to have fun with the students and develop positive relationships with those in my group. 

Resources: 

Online Tutorials to Prep Paintings/ Gain Inspiration

Saskatchewan Curriculum (Grade 8 Arts Ed)

https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=15

Saskatchewan Curriculum (Grade 9 Arts Ed) https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=16

Youtube Playlist

Today was our observation day as well, so our practicum supervisor visited the school and observed our Arts. Ed. lesson. We were able to meet with him after the lesson and he gave us some feedback to help us as we move forward. The biggest thing that he suggested we work on is getting the students to clean up their own messes. We did not give them enough time to do this today and ended up cleaning up most of the supplies ourselves. I will keep this in mind for my future lessons.

 

To conclude, I would like to write a poem to summarize today’s experience:

As the sun rose,

my nerves were ever-present.

Not knowing what to expect, 

out the door I went.

With such a full day ahead,

I couldn’t help but think;

will it all go well,

or will this ship sink?

I left my comfort zone 

and took some risks today.

Pushing myself as a teacher,

is where I hope to stay.

I feel light as a feather,

like I’m walking on clouds.

Today was fantastic!

My internal cheer is ringing loud!

I was really nervous about today because we had lesson styles that we had never tried before and we were observed. However, as usual, the experience exceeded my expectations and I absolutely loved every minute of the teaching again! I can’t wait until my next day in the school!

 

 

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