CTAP 295CTAP 295Teaching With TechnologyTeaching With Technology

Native Environments & Physical FeaturesOf BearsCalifornia Science Standard 2a – First Grade

Mary Anne Wieben Hedrick Elementary Schoolmwieben@icoe.k12.ca.us El Centro, CA 92243

Web Lesson: http://ctap295.ctaponline.org/~mwieben

California Science StandardAddressed in Lesson

2. Plants and animals meet their needs in different ways. As a basis for understanding this concept:

a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.

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CTAP 295 Expectations

Learn new programs

Gain knowledge for future classroom use

Internet/Web creation

Access to other web-based lessons

Collegial interaction with peers

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Lessons Learned

PositiveNew program – Front PageAppreciation of work done by graphic designersCTAP100 CertificationSources for visual & written materialEngaging, interactive pages for childrenLessons on various topics available

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Lessons Learned

NegativeAmount of material to sort through

Extremely limited materials at primary reading level

Time vs. ultimate goal

Program features easily forgotten

Accumulated time spent !!

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Lesson Outcome

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Students actively engaged

Achieved goals – standard met

Students continue to read their “Bear Book”

Students request to use word processor for other projects

Excellent response to TViewer

Technology IntegrationWeb Sites

Grizzly Jigsaw Puzzle

Animal Sounds

Linked project pages

Reading on-line Bear Fact Pages

CD-ROM

Video Tape

TViewer

Word Processor

Digital Camera

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Time Line Native Environments and Physical Features…

Day 1Pre-Test

Day 2PBS Web

Puzzle

Day3KWL Chart

Day 4Black Bears

Day 5Black Bears

Day 6Polar Bears

Day 7Polar Bears

Day 8Brown Bears

Day 9Brown Bears

Day 10Silhouette

Page

Day 11Comparison

ChartKWL Chart

Day 12Begin Project

Day 13Project

Day 14Project

Day 15Project Book

PublishedPost-Test

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Completed Pre-Test & Post TestBuilt KWL ChartAccessed Web linked puzzles and soundsGathered informationWrote factual descriptionsIdentified silhouettesFilled in Comparison ChartCreated “Bear Book” using word processor

Instructional Objectives Met

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Enabling Activities

KWL Chart

Bear Frames

Silhouette Page

Comparison Chart

CD-Rom

Web Links

Videos

Books

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Word Processing – Bear Facts

Creating the final page to be included in our “Bear Book”.

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Creating Our Bear’s Environment

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Finished ProjectsBrown Bear

Polar Bear

Black Bear

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I am a

_______

I am a

________

I am a

________

Who Am I ?

Type Size Color Head Ears Body Other

Brown Bear

Advantages:

Black Bear

Advantages:

Polar Bear

Advantages:

Samples

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Report & Test Rubrics

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Score

TopicTotally unrelated

Remotely related

Somwhat relevant

Directly relevant

Organization

Not organized, makes no sense

Some organizational structure apparent

Organization and sentence structure consistent with grade-level standards

Organization and sentence structure exceed grade-level standards

Quality of Information

No specific details

Details are somewhat sketchy

Some facts and details are included

All facts required are present

Grammar & Spelling

Very frequent errors

More than 2 errors

Only one or two errors

Grammar and spelling correct

Interest Level

Needs descriptive words

Vocabulary is constant, lacks "color"

Vocabulary is varied

Vocabulary varied, supporting details

Neatness

Messy, no care taken with art work or composition

Some care taken with art work, comosition & cutting; scribbling & haste apparent

Composition, art work & cutting show attention to detail and age appropriate skill

Composition, art work &cutting show commendable attention to detail and neatness

Total 24

Report Rubric

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Score

TopicTotally unrelated

Remotely related

Somwhat relevant

Directly relevant

Organization

Not organized, makes no sense

Some organizational structure apparent

Organization and sentence structure consistent with grade-level standards

Organization and sentence structure exceed grade-level standards

Quality of Information

No specific details

Details are somewhat sketchy

Some facts and details are included

All facts required are present

Grammar & Spelling

Very frequent errors

More than 2 errors

Only one or two errors

Grammar and spelling correct

Interest Level

Needs descriptive words

Vocabulary is constant, lacks "color"

Vocabulary is varied

Vocabulary varied, supporting details

Neatness

Messy, no care taken with art work or composition

Some care taken with art work, comosition & cutting; scribbling & haste apparent

Composition, art work & cutting show attention to detail and age appropriate skill

Composition, art work &cutting show commendable attention to detail and neatness

Total 24

Report Rubric

GradeCorrect

Answers

Unsatisfactory 0 - 5

Satisfactory 6 - 8

Excellent 9 - 10

Test Rubric

GradeCorrect

Answers

Unsatisfactory 0 - 5

Satisfactory 6 - 8

Excellent 9 - 10

Test Rubric

60% is needed for minimal passing grade.

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60%

02468

1012141618202224

Rubric

Score

BB CZ DL GA HZ IB JL JM MM MV MJ OS PL RT TC TB VD

Students

Project Score

02468

1012141618202224

Rubric

Score

BB CZ DL GA HZ IB JL JM MM MV MJ OS PL RT TC TB VD

Students

Project Score

60%60%

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All students met or exceeded the set minimum standard.

Project Data

0123456789

10

Number of

Problems

Correct

BB CZ DL GA HZ I B J L J MMMMVMJ OS PL RT TC TB VD

Students

Pre-Test and Post Test Comparison

PreTest PostTest

0123456789

10

Number of

Problems

Correct

BB CZ DL GA HZ I B J L J MMMMVMJ OS PL RT TC TB VD

Students

Pre-Test and Post Test Comparison

PreTest PostTest

60%60%

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Test Data

18% of students passed pre-testPrior to testing, third choice of “Don’t Know” was added to True/False Tests

100% of students passed post-test

02468

1012141618

Tim

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Question Number

Question Comparison

PreTest

Post Test

Question 10

Too Difficult ?

Not Addressed ?

Wording ?

Question 3

Too Easy ?

Change Placement ?

Test Data Analysis

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Data AnalysisGrade Gender Data Total

1 f Average of Pretest 5

Average of Post Test 8

Average of Project 21

m Average of Pretest 4

Average of Post Test 10

Average of Project 22

1 Average of Pretest 4

1 Average of Post Test 9

1 Average of Project 21

2 f Average of Pretest 3

Average of Post Test 9

Average of Project 24

m Average of Pretest 3

Average of Post Test 9

Average of Project 21

2 Average of Pretest 3

2 Average of Post Test 9

2 Average of Project 22

Total Average of Pretest 4

Total Average of Post Test 9

Total Average of Project 22

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Project ScoresMinor differences

Factors for 100% passingWriting activitiesComparison chartIntegrated art lessonWord processor

Test ScoresNo significant differences

Lack of specific knowledge

shown on pre-test

The End

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