ÐÏà¡±á>þÿ =?þÿÿÿ<ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á{` ø¿< bjbjîFîF .0Œ,Œ,<ÿÿÿÿÿÿ¤ººººººº<TTTTTpÇî˜®®®®‰ © µ FHHHHHH$µhflº½ ‰ ‰ ½ ½ lºº®®Ûccc½ º®º®Fc½ FccŽºº¶®Œ@ÄY4c·ÄTÓ ¦,—0Ç®ƒé dƒ¶¶ƒºÊP½ ½ c½ ½ ½ ½ ½ llM½ ½ ½ Ç½ ½ ½ ½ ÄTTÎ468ººººººÿÿÿÿHabitats: a student’s perspective By: Candice WilsonLesson Title: Harry the Hare’s Habitat Annotation: This lesson calls on students to incorporate motor skills, social studies skills with language arts skills as well. All of this is further incorporated with technology. Students will work independently to create a rabbit cut-out of construction paper. They will then write a paragraph (3-5) sentences describing the chosen “habitat” for their rabbit. Then to further their learning they will form partners and use a web-based power point game to practice and reinforce the social studies standards concerning landforms/bodies of water. Grade Level/QCC Objectives: 2nd grade, Social Studies Objectives: Social Studies #9 – Describes and creates models that identifies characteristics of landforms (e.g., continents peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth. #14- Acquires information through reading, observing and listening. Language Arts #36- Uses correct spelling for frequently used sight vocabulary. #43- Applies correct principles of grammar: -Writes complete sentences –Uses correct capital letters –Uses correct punctuation –Applies correct rules of usage and expression. #45- Uses available technology to assist in writing. Technology Connection: HYPERLINK "http://www.projects.coe.uga.edu/lrieber/wwild/search/module-detail2.asp?ID=757" www.projects.coe.uga.edu/lrieber/wwild/search/module-detail2.asp?ID=757 1. Computer for each partner pair. 2. Internet Access Procedures: Attention Getter: The teacher will begin the class by reading to the class the fable story, Peter Cottontail. The story will serve as an introduction to the lesson and provide an example of a habitat the main character, Peter, would choose to live in. He/She will then ask questions to the class. Where did the rabbit makes its home? What other places do rabbits make homes? Why do rabbits choose to live in these types of places? The Objectives: The main objectives of this lesson are being able to identify characteristics of landforms, acquiring information through reading, observing, and listening, using technology to assist in writing, applying correct grammar principles, and using correct spelling for frequently used sight vocabulary. Stimulating prior recall: This project will follow a unit on continents and oceans, and students will be able to recall information on these concepts and apply them to this project. Stimulus: This assignment involves grade level objectives, but takes a fun and exciting approach which will interest the students while they learn. They will be able to incorporate learning with a hands-on creative project. They also will be allowed to think and write creatively on the paragraph of the habitat they choose. The online partner game will be even more entertaining and intriguing than simply repeating facts given by the teacher through lecture within a lesson. Guidance: This assignment is meant to be an independent creative project, but the teacher will demonstrate the construction of the rabbit cut-out. It will be a step-by-step process with the students mimicking the steps the teacher performs. Also, the creative writing task will be an independent task for the students as well. The teacher will be walking around observing the students’ writing. He/She will be available for any necessary questions or confusions students may have. During the PowerPoint game done with a partner, the teacher is observing the cooperation of the pairs, as well as trying to let the students work through their own problems they may encounter. When necessary the teacher will assist the students if they are stuck on a problem, or have technical problems with the computers. Eliciting Performance: More than likely, students will already be energized about this exciting hands-on activity within the classroom. If the students still do not seem interested, the teacher will inform students that a grade will be given at the end of the lesson. Also, to inspire even higher participation, the teacher can give the option of reading the creative writing paragraphs in front of the class. This will help students learn from each other, as well as form new, inventive ideas for the next writing assignment. Feedback: Students are encouraged to ask questions or provide insight to other students during the duration of the lesson. It is intended to be a light-hearted, fun lesson which incorporates important learning objectives also. At the end of the lesson the teacher will meet with each student and he/she will read the assigned paragraph to the teacher out loud. This is a good assessment on comprehension skills and literacy skills. It will also enhance the personal relationship between the student and teacher because he/she will provide positive comments on the writing and talk with student about his/her ideas. Assessment: Grades for this lesson will be based on several aspects. First, the rabbit cut-out will be based solely on participation and an effort grade. The creative writing task will be grade-based. It will be graded on accuracy of grammar, spelling, capitalization, punctuation, usage, and complete sentences. It will be graded on a hundred point scale. The game is merely an addition practice and reinforcement method. It will be graded on participation effort as well. Only if students are uncooperative and misbehaving they should receive a satisfactory grade. Retention and Transfer: By making this project a hands-on one, it is likely that students will remember the information more effectively. This is because when information is interesting and exciting, it is easier to learn and retain. By making this project and interactive one, by using the computer, it is hopeful that the students will take more of an interest in succeeding on the game, as well on the content test later in the unit. 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