North CarolinaCoastal Unit

Gamewell Elementary School

Mrs. NealFourth Grade

Amanda J. ScogginFall 2009

Unit of Instruction RationalContext:This interdisciplinary unit entitled “North Carolina Coastal Unit” was created as a requirement for CI 4000, Elementary School Curriculum and Instruction, under the advisement of Dr. Diane Marls. The unit I have created is for fourth grade students. It

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was taught in Mrs. Palma Neal’s fourth grade classroom at Gamewell Elementary School in Lenoir, North Carolina during the fall 2009 semester. Students will work individually and together as a class and in groups to learn about North Carolina’s lighthouses. They will also learn the importance of the geography of the North Carolina coastline. They will discover technology they can use to create presentations and they will be able to explore this technology.

Impact:The students will discover the importance of the lighthouses. They will begin

to understand why the lighthouses were created and why they are located on the coastline. The students are old enough to learn about the history of the North Carolina and about specific parts of the state. They will be able to comprehend the importance of the lighthouses and why they were built. They will also be able to build a lighthouse of their own. They will learn about the importance of creating something that is stable and can stand alone, i.e. the creating a lighthouse project.

The students the will be introduced to the history and geography of the North Carolina coast line (Social Studies 1.01). They will learn about the lighthouses and many other aspects of North Carolina coast line. (Social Studies 1.03) They will be involved working in groups to solve some of the problems they will be given about the coastline. They will discuss different text that explains the coastline and may do research if they need to further understand a concept. Students will learn about the Atlantic Ocean (Social Studies 1.01). They will compare and the piedmont to the coastline. Students will learn how to apply strategies and skills to comprehend text that is read, heard and viewed, specifically to understand vocabulary used in the text (Language Arts 2.01). The students will expand their vocabulary and background knowledge to increase fluency in their understanding of the North Carolina coastline and its geography (Language Arts 1.06). They will be introduced to the lesson by viewing a power point that I have created. They will also learn that the lighthouses are a type of technology and how this has impacted history (Social Studies 7.01). They will be highly impacted by the information they learn because of its content and how it will be taught. I will teach the lessons in a fun and interesting way.

Alignment:Standard 4: Teachers Facilitate Learning for Their Students · Element 1 -Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.I will meet this standard by describing why I am teaching these students these lessons at this time. It is important that the students are taught on their instructional level. This will be met in your description of why you are teaching this unit in this way

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to these students at this time. I will cater to different levels of intellectual, physical, social and emotional development in the classroom. · Element 2-Teachers plan instruction appropriate for their students. I have described in the impact how I will accommodate for different learners and how I will help the struggling students. · Element 3- Teachers use a variety of instructional methods.This element was met by allowing the students to work in groups, as a class, and in independent study. I want to instruct the students using these different methods because I know that all students learn differently. · Element 4-Teachers integrate and utilize technology in their instruction.This element will be met by having the students complete an internet workshop where they will do research and compete a data retrieval chart. I will ore-select the websites.· Element5 -Teachers help students develop critical thinking and problem-solving skills.I will meet this element by asking question throughout the lessons. These questions will challenge the students and move them to a higher level of learning and comprehension. · Element 6 -Teachers help student work in teams and develop leadership qualities.I met this element by the different lessons that I created that utilized collaboration. The students will work together to finish some of the projects and class work.· Element 7 -Teachers communicate effectively.I will meet this element by giving clear and precise directions as well as appropriate feedback to students. They will receive their graded work within days of turning it in so that they can learn from their mistakes.· Element 8- Teachers use a variety of methods to assess what each student has learned. I will meet this element by my descriptions of the formal and summative assessments that will be given to the class. They will also have performance based and paper and pencil assessments. I will make sure that the concepts are learned before we move on. I will give a pre assessment to see how much information the students know prior to the lessons and them I will give an assessment at the end to see if they increased their knowledge of the topic.

Purpose for Unit of InstructionThe purpose of this interdisciplinary unit of instructions was to allow students

to see the importance that geography can have on people. It was also taught to the students so that they could understand the importance of the lighthouses and their

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role throughout history. The students will also learn different aspects of language arts. They will learn how to comprehend the text that they are given and learn from it to create product. They may do research that will help them with this. Students need to understand why North Carolina Lighthouses were so important throughout history and why the geography of the state is important. The social studies objectives that I decided to meet in this unit are:

(Social Studies 1.03) -Suggest some influences that location has on life in North Carolina such as major cities, recreation areas, industry, and farms.(Social Studies 1.01) -Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.

Fourth grade students are required to study North Carolina history and geography. With these objectives they will be learning about geography and major areas in the state, specifically the coast. They will be building on knowledge they have learned previously about geography. They will retain the knowledge they learn in these lessons and carry that knowledge into fifth grade when they learn about the United States.

These fourth graders are ready to begin reading for content and information not only for pleasure. They are reading to learn, instead of learning to read. Some of the students may still be learning below grade level but I feel confident they will be capable of this. They need to explore different text and be able to write about this. They will create presentations and visual aids that show what they have learned. They will be aware of who their audience is and what their purpose is. The students will also learn how to use technology to gather, organize and present information. By doing this they are learning how to do research. The language arts objectives are:

(Language Arts) 4.10-Use technology as a tool to gather, organize, and present information.(Language Arts) 4.03 -Make oral and written presentations using visual aids with an awarenessof purpose and audience.

Throughout the unit, many different instructional strategies will be used to make sure that each type of learner has a chance to learn the information. I will use some whole group discussions and instruction because some of the lesson content needs to be discussed as a whole and then the students can break out into groups. I will teach this lesson using guided/shared reading, writing, and interactive lessons. The students will be reading text or we will be reading the text together to learn more about North Carolina. The students will learn through exploration and then writing

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about this exploration. I will create lessons that I will teach to small groups and have the children working together with small groups.

I will make sure to plan for accommodations because I know that there are students in the class that will need extra help and different readings. I will simplify work and will implement student help into the class. The students that comprehend what we are learning will be able to help the students that need help understanding the concepts. This will help both students because they will each become more confident in the content areas. I want all students to learn from this unit and to be impacted on many different levels.

There are several main goals I have as a pre-service teacher. I want all the students to be able to learn at or on their instructional level. I also want each student to be challenged in many ways. I want them to have to think creatively and expand their range of learning skills. They need to be able to learn new ways to look at topics and analyze them. They also need to learn ways to analyze themselves and become responsible for themselves and their work.

Content Outline (Social Studies 1.01) -Locate in absolute and relative major landforms and bodies of water in North Carolina.Landform is a natural feature of a land surface

The Coastal Plain is low, flat to gently sloping land that extends along the Atlantic Ocean and the Gulf of Mexico. Much of the Southeast lies within in the Coastal Plain.

Coastal PlainNorth Carolina's Coastal Plain is low, flat land along the Atlantic Ocean. It is often divided into two parts - the Outer Coastal Plain and the Inner Coastal Plain.Several types but we will manily discuss the Outer Coastal Plain. The Outer Coastal Plain is made up of the Outer Banks and the Tidewater region. The Outer Banks are a string of barrier islands separated from the mainland by sounds or inlets. The largest islands in the Outer Banks are Bodie, Hatteras, Ocracoke, Portsmouth, and the Core Banks. Three capes are part of the Outer Banks: Cape Hatteras, Cape Lookout, and Cape Fear. Near these capes are dangerous shoals, or underwater sandbars which are hazards to ships. Cape Hatteras is known as the Graveyard of the Atlantic because shifting sand has caused many ships to run aground. The Outer Banks stretch more than 175 miles along the coast.The Tidewater is the area along the coast close to sea level. The mouths of the major streams and rivers empty into sounds or the ocean. There are seven sounds in the Tidewater region: Pamlico, Albemarle, Currituck, Croatan, Roanoke, Core, and Bogue Sounds. This region has many low-lying areas called wetlands, where water covers the land. The Great Dismal Swamp, a series of swamps scattered from

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Virginia, to North Carolina, South Carolina, and Georgia, is North Carolina's largest wetland area. It covers about 750 square miles, making it one of the largest swamps in the United Swamps. The Tidewater is the only place in the world where the Venus Flytrap plant grows naturally.The Inner Coastal Plain, a higher, drier area, begins west of the Tidewater. The rich, sandy soil here is some of the state's best farmland. In the southwestern corner of the Inner Coastal Plain are the Sandhills, a subregion of rolling, sandy hills. This area has the highest elevation on the Coastal Plain, ranging from about 900 to 1,000 feet above sea level. Longleaf pines are native to this area.

A body of water is a large section of water. Atlantic Ocean

The second largest of the world's four oceans is located between the continents of North and South America, Europe, Africa and Antarctica. It is also the youngest of the oceans and probably did not exist 100 million years ago. It covers about 20% of the Earth's surface, with an area of 82,362,000 sq km. It has an average depth of 3,926 m.. The S shape of the Atlantic ocean results in two distinct basins with their own circulation systems. In the Northern Atlantic currents flow in a clockwise direction, while in the Southern Atlantic currents flow in a counterclockwise direction. This is a result of the Coriolis force.The Atlantic Ocean is the busiest shipping ocean. The Atlantic Ocean is the major artery between the Western and Eastern hemispheres. Economic activities include fishing, dredging of aragonite sands in The Bahamas, and production of crude oil and natural gas in the Caribbean Sea, Gulf of Mexico, and North Sea.

(Social Studies 1.03) -Suggest some influences that location has on life in North Carolina such as recreation areas

Recreation areas-where someone goes to pass time, something enjoyableLighthouses had a great impact on the lives of people living on the coastline. They were/are important to ship captains as well as people who live on land. They helped sailors get back home safely. The Outer Banks has several lighthouses that were used to guide sailors to specific parts of the island. Each lighthouse has its own light pattern so that the sailors knew exactly where they were in reference to the island.

North Carolina Lighthouseso Bodie Island, Cape Hatteras, Currituck, Oak Island, Ocracoke,

Currituck, Cape Lookout, Bald Head

(Language Arts) 4.03 -Make oral and written presentations using visual aids with an awarenessof purpose and audience.

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An oral presentation is one that is given orally by a student or group in front of the class within a specific amount of time. It is presented to the class in an organized manner. The student(s) will use a clear loud voice.

A written presentation is a document that is written, not necessarily a paper that contains interesting facts and ideas about a particular subject. Written presentations have correct grammar and punctuation.

A visual aid is an illustration that can be hand crafted or computer generated. It can be a poster, diagram, or chart.

Awarness of purpose means having the ability to perceive the reason and goal for doing a presentation.

Awarness of audience means having the ability to know who will be listening to a presentation in order to make the presentation interesting and informative.

(Language Arts) 4.10-Use technology as a tool to gather, organize, and present information.

Technology is a tool. Examples would include computers, digital cameras, and the internet.

Using technology to gather information means to collect information from the internet from books, newspaper articles, and magazine articles. You may also use hard copy articles, books, and magazines as they are a type of technology.

Using technology to organize information means to use a check-list or some type of other method to arrange the information found on the internet in an organized way.

Use technology to present information means to use a computer to compose a written document to display the gathered information.

Lesson Plans for Lighthouses of North Carolina

Lesson 1: Introduction to the Outer Banks and Coastal Plain

Grade : 4th Duration : 30 to 45 minutes

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Objectives:Students will…

Be introduced to the North Carolina coastal plain Be able to define coastal plain Understand what a body of water is and be able to give an example Learn what a KWL is and create a KWL as a class

Alignment : North Carolina Standards Course of StudyLanguage Arts:Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.10-Use technology as a tool to gather, organize, and present information.

Social Studies:Goal 1: The learner will apply the five themes of geography to North Carolina and its people. 1.01 -Locate, major landforms and bodies of water.1.03 -Suggest some influences that location has on life in North Carolina such as recreation areas

Materials & Preparation : Books, magazines, pictures, postcards, etc. that will give the students an idea

of what the Outer Banks is like (these will be used all week) KWL Worksheet for each student Folders to give the students for their work during the unit

Lesson Development :I will start by passing out the items for students to look at. I have many of these items so each group should have more than enough. As a group the students will create a KWL. They will mainly fill out the first and second part, K & W. They will discuss as a group what they think they already know about the area and what they want to learn. They students will be able to trade material between groups so that they can see many different types.

Once the students have worked in their groups and fully developed their charts, we will create a KWL for the whole class. I will write this on chart paper so that we will have it throughout the week. Each group will give me a few items from their columns to write on the chart paper. As a class we will create a, “what we want to learn column.” At the end of the unit we will go back to this column to make sure that we

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have covered all or most of the content that they came up with. Once the lesson is complete we will fill in the “What I learned” column individually and as a class.

Once we have completed the KWL chart, we will begin our discussion on their knowledge of North Carolina’s coastal plain and the Atlantic Ocean.

Information to Cover Today and throughout the week! Background Info on the Outer Banks

Outer BanksTHE FIRST ENGLISH SETTLEMENT... the FIRST POWERED FLIGHT ...the FIRST OUTDOOR DRAMA .....

In so many ways, America begins on North Carolina's Outer Banks!

And the American government, determined to protect this fragile environment, set aside much of these islands as the country's first National Seashore.  Cape Hatteras National Seashore now preserves some of the finest beaches in the country. But the Outer Banks are much more than a living lesson in history and ecology.  These sandy barrier islands are a special place where time seems to slow.  Where breathtaking beauty envelops the spirit and sets it soaring, luring visitors back year after year.

Coastal PlainNorth Carolina's Coastal Plain is low, flat land along the Atlantic Ocean. It is often divided into two parts - the Outer Coastal Plain and the Inner Coastal Plain.Several types but we will mainly discuss the Outer Coastal Plain. The Outer Coastal Plain is made up of the Outer Banks and the Tidewater region. The Outer Banks are a string of barrier islands separated from the mainland by sounds or inlets. The largest islands in the Outer Banks are Bodie, Hatteras, Ocracoke, Portsmouth, and the Core Banks. Three capes are part of the Outer Banks: Cape Hatteras, Cape Lookout, and Cape Fear. Near these capes are dangerous shoals, or underwater sandbars which are hazards to ships. Cape Hatteras is known as the Graveyard of the Atlantic because shifting sand has caused many ships to run aground. The Outer Banks stretch more than 175 miles along the coast.The Tidewater is the area along the coast close to sea level. The mouths of the major streams and rivers empty into sounds or the ocean. There are seven sounds in the Tidewater region: Pamlico, Albemarle, Currituck, Croatan, Roanoke, Core, and Bogue Sounds. This region has many low-lying areas called wetlands, where water covers the land. The Great Dismal Swamp, a series of swamps scattered from Virginia, to North Carolina, South Carolina, and Georgia, is North Carolina's largest wetland area. It covers about 750 square miles, making it one of the largest swamps in the United Swamps. The Tidewater is the only place in the world where the Venus Flytrap plant grows naturally.The Inner Coastal Plain, a higher, drier area, begins west of the Tidewater. The rich, sandy soil here is some of the state's best farmland. In the southwestern corner of the Inner Coastal Plain are the Sandhills, a subregion of rolling, sandy hills. This area has the highest elevation on the Coastal Plain, ranging from about 900 to 1,000 feet above sea level. Longleaf pines are native to this area.Atlantic Ocean

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The second largest of the world's four oceans is located between the continents of North and South America, Europe, Africa and Antarctica. It is also the youngest of the oceans and probably did not exist 100 million years ago. It covers about 20% of the Earth's surface, with an area of 82,362,000 sq km. It has an average depth of 3,926 m.. The S shape of the Atlantic ocean results in two distinct basins with their own circulation systems. In the Northern Atlantic currents flow in a clockwise direction, while in the Southern Atlantic currents flow in a counterclockwise direction. This is a result of the Coriolis force.The Atlantic Ocean is the busiest shipping ocean. The Atlantic Ocean is the major artery between the Western and Eastern hemispheres. Economic activities include fishing, dredging of aragonite sands in The Bahamas, and production of crude oil and natural gas in the Caribbean Sea, Gulf of Mexico, and North Sea.

Vocabulary for UnitLighthouse keeper – the person responsible for the lighthouse, Main duty is to light the lighthouse every night and put it out in the morning. Erosion- to wear away by or as if by the action of water Fresnel lens –prisms (glass pieces) that have been cut and fitted around the lamp bulb. Produces a single, strong lightLightship-a lighthouse ok a ship, they were used in places lighthouses could not be built.Barrier Island-a long broad sandy island parallel to a shore that is built up by the action of waves, currents, and windsLighthouse-a tower with a powerful light at the top that is built on or near the shore to guide sailors at night

Summary and Close :I will tell the students the vocabulary words that we have this week. We will discuss the definitions of each word. I will review any items that students do not fully understand, but I am sure some of it will be what we are going to go over throughout the week. I will make sure the students have their folders to put their material in so that it does not get lost throughout the week.

Assessment :I will use the KWL create as my informal assessment. This will show me that they looked at the material and how much they already know about the subject. It will also show me how inquisitive the students are and what I need to teach them. I will also use their participation in this activity as part of their participation grade.

Adaptation :The students will be working together and using the buddy system. If they are struggling readers, their group members can help them read and review the material.

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There will be books with many pictures so that these students will be able to learn the information by reading or looking at the pictures.

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Lesson 2: Characteristics of a lighthouse

Grade : 4th Duration : 30 to 45 minutes

Objectives:Students will…

What characteristics lighthouses have Why we have lighthouses History behind lighthouses

Alignment : North Carolina Standards Course of StudyLanguage Arts:Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.10-Use technology as a tool to gather, organize, and present information.

Social Studies:Goal 1: The learner will apply the five themes of geography to North Carolina and its people.1.01 -Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.1.03 -Suggest some influences that location has on life in North Carolina such as recreation areas

Materials & Preparation :Glue Construction PaperCrayons, colored pencils, markers, etcScissors

Lesson Development :I will ask the students what they believe the characteristics of a lighthouse are.

Height Color Material it is made from-(bricks or concrete) Light source They may come up with many more

We will list these on the board or overhead.QUESTIONS

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How tall is it?How many steps does it have?When was the lighthouse built?Give the lighthouse a name.Give the lighthouse a design.

They will answer these about their lighthouse.I will give them some of the information below just so that they understand why we have lighthouse and their purpose. This will be a group discussion where they can talk and ask questions. They will discuss the similarities and differences of their lighthouses and the real lighthouses.

What is a lighthouse?A lighthouse is a simple tower made of stone, brick, metal, wood, or steel.  It is a tower located at some place important or dangerous on the coast of a country.  It has a very bright light at the top and sends its light with foghorns, and sirens to help guide and warn ships.

Did you know that there are five basic types of light signals?  A fixed light which is a steady beam A flashing light which has longer periods of darkness than periods of light An occulting light which has longer periods of light than of darkness A group of occulting lights which give off two or more flashes at regular

intervals A group of occulting lights which consist of a fixed light with more and more

flashes

Purpose: Sailors use maps which show them which type of signals lighthouses have and are guided to the right direction.  Lighthouses have helped sailors for many years.

How lighthouses work:Lighthouses use lamps to show their light.  Their light is   shown through special lenses to make it brighter.  The modern lighthouse lens was invented using prisms.   The prisms bend the light making it visible for many miles.  Sometimes, however, you cannot see the light due to fog or bad weather, and because of that lighthouses have bells or other things that make noise to warn ships under such conditions. Some lighthouses use sealed-beam lamps Sealed-beam lamps swing around like a search light.  It can be seen many times if the light is rotating fast.  These lamps can be shown through rain, fog, and snow.

Lighthouse keepers They lived in or near the lighthouse.  They and their families were kept busy by cleaning the tower windows and the

lenses. 

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They did this so the light could show through brightly.  Today many lighthouses run automatically by electricity.

Summary and Close :They will see if they can create a “General Characteristics of a Lighthouse” list. I will make sure that each group finds the main characteristics.

Once they have gained a fully knowledge of the characteristics, they will be creating their own lighthouse. The students can draw these or use the materials present to create their own lighthouse. They can give it a name and color it in any way. They must tell how tall their lighthouse is and how many steps to the top it would have. They will write a paragraph describing their lighthouse and why they chose to give it the characteristics they did (color, step number, height, etc.) They can use any material to create their own representation of a lighthouse.

Assessment :I will review their characteristics lists. I will be able to see if they gained the knowledge or not. I will also observe the students as they are creating their lighthouses. This will be my informal assessment for the day. By listening to their conversations and asking them questions, I will be able to see that they have grasped the concepts.I will also review the lighthouse creations. Based on their lighthouse creation and its explanation, I will see what they know about the characteristics of a lighthouse.

Adaptation :Some students need help reading the material. These students will have a buddy to help them read. If the students struggle with wording to use in their paragraph, I will write words on the board that they can use to help describe their lighthouse.

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Lesson 3: Lighthouses of North Carolina (Part 1)

Grade : 4th Duration : 30 to 45 minutes

Objectives:

Students will… Learn about the Lighthouses of North Carolina Have a general understanding of the characteristics of a lighthouse The purpose of a lighthouse Learn how to use the internet for research purposes

Alignment : North Carolina Standards Course of StudyLanguage Arts:Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.03 -Make oral and written presentations using visual aids with an awarenessof purpose and audience.4.10-Use technology as a tool to gather, organize, and present information.

Social Studies: Goal 1: The learner will apply the five themes of geography to North Carolina and its people.1.01 -Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.1.03-Suggest some influences that location has on life in North Carolina such as recreation areas

Materials & Preparation :Internet workshop handout (Data Retrieval Chart)Access to the internet for each student

Lesson Development :I will begin by having a discussion with the class about how they can use the internet to answer questions. We will discuss these points specifically:

Technology is a tool. Examples would include computers, digital cameras, and the internet.

Using technology to gather information means to collect information from the internet from books, newspaper articles, and magazine articles. You may also use hard copy articles, books, and magazines as they are a type of technology.

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Using technology to organize information means to use a check-list or some type of other method to arrange the information found on the internet in an organized way.

Use technology to present information means to use a computer to compose a written document to display the gathered information.

I will discuss some of the basic information for the lighthouses, but most of this information they will discover during their workshop.

Once they have a basic understanding we will travel to the computer lab for the internet workshop.

The internet workshop consists of the students researching the lighthouses of the Outer Banks. They will not work in groups during this activity. They will answer questions about the lighthouses and fill out a data retrieval chart.

After they are finished, about 30 minutes or so, we will go back to the classroom and discuss are findings in groups. Each student will be able to make sure that they have the right answers. The main idea is for the students to get comfortable doing research on the internet and to learn about lighthouses at the same time.

Summary and Close :We will discuss any questions that the students may have about the information they learned. I will ask the class to share any interesting information they may have discovered other than what is in their internet workshop.

Assessment :I will collect the internet workshop answers as my informal assessment. Even though I am allowing the students to compare answers, I do not think this will affect each students learning. It is not about having the exact answers but learning the information in a fun way.

Adaptation :I will continue using the buddy system. We will be in the computer lab so the students can ask each other questions and if they cannot figure it out then they can ask me. I will make sure that students who are struggling readers sit close to students who read fluently.

Lesson 4: Lighthouses of North Carolina (Part 2)

Grade : 4th Duration : 30 to 45 minutes

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Objectives:Students will…

Learn more specifics about lighthouses that are in North Carolina The will compare and contrast the lighthouses we have learned about Develop a better understanding of absolute and relative location

Alignment : North Carolina Standards Course of StudyLanguage Arts:Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.10-Use technology as a tool to gather, organize, and present information.

Social Studies:Goal 1: The learner will apply the five themes of geography to North Carolina and its people.1.01 -Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.1.03-Suggest some influences that location has on life in North Carolina such as recreation areas

Materials & Preparation :Worksheet with map of coastal North CarolinaMarkers, crayons, colored pencilsGlue

Lesson Development :The students will be expanding the knowledge about the North Carolina lighthouses. We will go back to the computer lab to finish our internet workshop and data retrieval chart, if needed. Once we are finished we will discuss our findings.

We will be discussing absolute and relative location in reference to the lighthouses.

I will begin by explaining what absolute and relative location is. Absolute location means exactly where something is. Relative location means a general area something is. We will create a map that shows the relative location of the lighthouses of North Carolina. The students will draw pictures of each North Carolina lighthouses in the correct spot on the map. They will work in groups for this activity. I will have the students give examples of these.

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I will use maps and the globe to demonstrate absolute and relative location to the students. I will have them show me what the difference between the two is. I have the students to work in groups to find out the absolute location of each lighthouse. Each group will have a different lighthouse. We will have a class map to plot the lighthouses on. I will use lighthouse stickers or a marker to show this.

We will compare this to their absolute location to their relative location that we can see in the pictures and in maps. Students have already completed the internet workshop about these lighthouses so they are familiar with were the lighthouses are located and what they look like.

Summary and Close :We will review the maps and make sure that everyone has an understanding of the concepts. I will make sure that they can explain the definition of absolute and relative location. I will have the students show me where their lighthouse is so that we can plot it on the map.

Assessment :The map will be the main assessment tool. It will show that they are able to demonstrate relative and absolute location. I will also be reviewing their internet workshop documents to make sure the students have learned what they needed to for the unit.

Adaptation :I will need to familiarize the students with how to read maps. I will either have to use the class map or use the projector so that all the students can see a large map. The map I use for them to label must be very similar so that they are not confuses. I know that if I change the map many students will get confused.

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Lesson 5: Moving Cape Hatteras

Grade : 4th Duration : 30 to 45 minutes

Objectives:Students will…

Be able to define the term erosion Discuss in depth how the lighthouse was moved Write an “I Poem” together as a class

Alignment : North Carolina Standards Course of StudyLanguage Arts:Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.03 -Make oral and written presentations using visual aids with an awarenessof purpose and audience.4.10-Use technology as a tool to gather, organize, and present information.

Social Studies:Goal 1: The learner will apply the five themes of geography to North Carolina and its people.1.01 -Locate, in absolute and relative terms, major landforms, bodies of water and

natural resources in North Carolina.1.03 -Suggest some influences that location has on life in North Carolina such as recreation areas

Materials & Preparation :Internet Workshop Materials to write “I poem”

Lesson Development :We will go further in dept with the Cape Hatteras lighthouse. The students have completed the internet workshop about the lighthouse so they know that it was moved to a new location. They will have looked at pictures of the move and read information to answer questions about how the lighthouse was moved. We will have a discussion about the move and its importance.

We will begin discussion how to write an “I poem.” The subject of our poem will be the Cape Hatteras lighthouse. It can be before, during, or after the move. Some of

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the students may want to write about the lighthouses they created and I will allow them to do this because I want them to be creative with this assignment.

The students will work to fill in the graphic organizer below. I will show them how to fill out the chart by using the projector. I will explain what goes in each box and the importance of prewriting before they complete their poem.

We will begin the steps to write an “I Poem.” I will introduce the concept and show the students how to write the poem. I will brainstorm with the students what goes into the poem and how to write it from their graphic organizer. Then they will work in groups to create lines to add to their poem. Once the class has completed several lines in each of the groups, I will have the students begin their own poem. They can use some of the lines and information that we came up with as a class, but I want the students to be creative and work independently. I will compile the poems to form our “I am a Lighthouse” book. They can illustrate their poem if they like. This illustration will be made during class so that the students do not have to worry about finding materials at home.

I Am_______________________

By_________________________ 

Looks Like... Wonder... Hear...     

See... Want... Feel...     

Touch... Love... Worry...

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Cry... Understand... Say...     

Dream... Try... Hope…     

Enjoy… ... ...   

I POEM Format

FIRST STANZAI am (two special characteristics you have)

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I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Summary and Close :We will discuss our “I poem.” I will make sure that the students lines are well written before they go home. I will have them reread their poems for clarity. After the lesson, I will put all of the illustrations together with the poems to form our “I am a Lighthouse” poem book.

I will have the students get into groups so they can share poems with each other. I want them to become familiar with sharing their work with other people. It will be very good for them to hear each other’s poems and to hear what their classmates created. Each group will chose a poem to read in front of the class.

Assessment :I will look at their internet workshop paper to make sure they understood what they were learning. Their development of the “I Poem” will also show me if they understood the concepts they learned. Their development of the “I Poem” will also show me if they understood the concepts they learned. They will show me that they have learned the attributes of a lighthouse by writing good sentences for the “I poem.”

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I will listen to the group readings and make sure that everyone is participating. I will monitor how well the groups are working together and use this as part of their participation grade.

Adaptation :Students will be seated so that the lower level learners will be helped by higher level learners. The groups the students will be full of diverse level learners so that everyone can achieve. I do not expect all of the groups sentences to be the same because they have different learners in it. I will make sure that all of the students are working and helping each other. I will make sure to bring materials to create the illustrations for the “I poem” because I know that not all students have materials at home. They will only take this home if they do not get finished and they will be allowed to take some materials home.

*I created a poem to show the students*

I am a LighthouseBy: Mrs. Scoggin

I am a strong and sturdy lighthouse.I wonder how long I can stand here in this very spot.

I hear many waves crashing on the beach.I see various birds flying high in the sky.

I want to stand here forever so that everyone can see me.I am a strong and sturdy lighthouse.

I feel the sea breeze each day blowing on my resilient bricks.I touch the clouds with my tall structure.

I love being so tall because I can see farther than any building.I worry that the waves may be too close to my base.

I cry as I think about the many people who will never see me.I am a strong and sturdy lighthouse.

I understand my importance to the sailors.I say “Sailors you are safe as long as you can see my light.”

I dream about lasting forever.I try to shine my light far out to see so that everyone knows I am here.

I hope that you will come to visit me.I am a strong and sturdy lighthouse.

Lesson 6: Review and Post Test23

Grade : 4th Duration : 30 to 45 minutes

Objectives:Students will…

Create an informative brochure Apply concepts they have learned

Alignment : North Carolina Standards Course of StudyLanguage Arts: Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.10-Use technology as a tool to gather, organize, and present information.4.03 -Make oral and written presentations using visual aids with an awarenessof purpose and audience.

Social Studies:Goal 1: The learner will apply the five themes of geography to North Carolina and its people.1.01 -Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.

Materials & Preparation :Large white paper Markers, crayons, colored pencilsGlue

Lesson Development :During this lesson the students will work in groups to create a brochure about what they have learned about. It will be an informative brochure that will give someone that has never been to the North Carolina coast ideas for places to visit. It will mainly show the lighthouses that are there to visit. They will illustrate this brochure and write text in it. I will take them examples of what a brochure looks like. We will discuss how they do not have an abundance of information, just enough to get the reader’s attention. The brochure will be used as a review for the post test.

Once the brochure is complete the students will present their brochure to the class. They will explain its take the pre/post test again to make sure they learned the information that was on it.

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Summary and Close :I will ask the students if they have any questions about the unit we have just learned. We will display their brochures in the classroom where all the students can see them. After I grade the post tests, I will make sure that I do not need to review any of the information.

Assessment :I will grade the post test and take up the brochures. Both will be used as a summative assessment to make sure the students have learned the information. It is two different ways to assess the students because there may be some students who do not test well. There may also be students who were out of school on a certain day so they may have missed some of the information. By creating the brochure they are allowed to go back and revisit any missed information.

Adaptation :The groups will be divided equally with diverse learners. Some students must have tests read to them so I may take those students to the library to read their test to them. The students are responsible for answering the questions on their own, without guidance.

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Management plan

The classroom management strategy that is enforced is a system of pulling cards for certain actions. I do not believe that this works for all of the students. I will create a more positive discipline system. I will draw blank lines on the board. In those blanks I will put each letter to the word lighthouse. The students will have to earn each letter as a class. They must be on their best behavior all week. They will work in their groups cooperatively and each student will be responsible for completing the group assignments as a group. As long as the students do this they will earn the letters to the word lighthouse. At the end of the unit, I will give the students a reward for their hard work. This reward will be a piece of candy and possible more free time outside.

I will hold the students accountable for their work each day and I have created a rubric that each student will use to grade themselves. I will also give the students a grade. This way they will know what is expected and will be responsible for getting each activity completed. I will have students keep their documents in a specific folder so that they will not lose their work from day to day. I will also put their work on display in the classroom so that they will want to do their best work.

I will enforce a buddy system for the group projects where the students must use each other to figure out their questions. If they cannot come up with the answer together, then one student can raise his or her hand and I will assist them. This helps the students to become more independent and to learn how to work together.

I will make sure to address with the students my expectations of them and my management plan. They will know exactly what is expected. I want my students to be able to work cooperatively together. If we do have a problem we will address it as a class and fix it. I have students in my class that cannot work together and I will have to make sure that they are not together. This is per the principal not the teacher so until the principal has said they can work together; I will have to enforce this rule. This will be difficult because I want the students to work with each other and to learn how to get along.

Assessment Plan

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I have created a pre-assessment to give the students so that I could assess exactly where they were in their understanding of North Carolina lighthouses. I asked the students several basic questions about lighthouses and concepts dealing with them. I will give the students the same assessment at the end of the unit to make sure that they learned the information.

I will use a variety of informal and formal assessments throughout the lesson. The students will be creating a brochure and labeling a map to demonstrate their knowledge of the content. They will also complete a data retrieval chart and answer questions in an internet workshop. This will be a formal assessment to make sure that they grasp the material presented in the websites. I will ask many questions as I am observing the groups and independent work to make sure the students are on task and learning.

The students will be completing a self assessment rubric. This rubric will be the same one I grade them with, but by having them grade themselves they are held accountable for their own work. I am assessing them on the work, but I am also assessing how well they are organized and what type of standards they hold for themselves. Assessing them this way will help them to learn how to follow guidelines in future classes.

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Lighthouses of the Outer BanksPre-Test and Post-Test Assessment

Grade 4

1. Name the 3 regional areas in North Carolina.

2. Name the 7 lighthouses of North Carolina.

3. Name the body of water that surrounds the Outer Banks.

4. What is a barrier island?

5. Define the term erosion.

6. Circle the Outer Banks on the map.

7. What is the purpose of a lighthouse?

8. What is the name of the North Carolina lighthouse that was moved to a new location?

9. Why was this lighthouse moved?Rubric for Lighthouse Unit Name: ________________________________

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Below Expectations

Points: 0-78

Meets Expectations

Points: 79-85

Above Expectations

Points: 86-100

Internet WorkshopOn Lighthouses

Total Points: 20

Chart and answers are not completed fully. Some spaces may be empty and questions

unanswered.

Chart and answers are completed fully. All

questions are answered.

Chart is completed very well in great detail.

Each question is answered in great

detail.

BrochureOn information learned

Total Points: 20

Few illustrationsFew Facts

Not well-organized

Informative3 illustrations

6 factsWell organized

4 or more illustrationsMore than 6 factsOverly neat and

organized

Map with lighthousesIn North Carolina

Total Points: 20

Lighthouses are not in the proper order.

Lighthouses are in proper places

Lighthouses are in proper places and neatly organized

ParticipationDuring all the activities

Total Points: 20

Little participate. Group did not work well

together.

Participates fully. Answers questions in

group discussions. Group worked well

together.

Participated more than expected. Answered all

questions fully.

Creation of lighthouse

Total Points: 20

Little or no detail about the lighthouse.

Created a lighthouse and gave the correct

detail about it.

Wonderfully crafted lighthouse and

description.

Map of North

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Resources

Books

Alex, Nan. From Sea to Shining Sea: North Carolina. 2008. Roberts, B and Jones, R. Southeastern Lighthouses Outer Banks to Florida. 1999.Wientraub, Aileen. Cape Hatteras Light. 2003.Exploring the Lighthouses of North Carolina. Hairr, John. North Carolina Lighthouses. 2004Zepke, Terrance. Lighthouses of the Carolinas for Kids. 2009.

Websites for Internet Workshop

http://www.outerbanks.com/ (General information)http://www.carolinalights.com/north-carolina-lighthouses/bodie-island-lighthouse (Bodie Island)http://www.currituckbeachlight.com/ (Currituck)http://www.outer-banks.com/lights/nocracoke.cfm (Ocracokehttp://www.hatteras-nc.com/light/ (Cape Hatteras General Information)http://lighthousegetaway.com/lights/hattmove.html (Great Pictures of the move)http://www.labs.net/anaiselise/lhse/lhse.htm (Moving Cape Hatteras)http://www.nps.gov/caha/historyculture/movingthelighthouse.htm (Moving Cape Hatteras)http://www.lighthousefriends.com/light.asp?ID=349 (Bald Head)http://www.carolinalights.com/north-carolina-lighthouses/oak-island-lighthouse (Oak Island)http://www.outer-banks.com/lights/oak.asp (Oak Island)http://www.northcarolinaoutdoors.com/places/coast/capelookout.html (cape Lookout)http://library.thinkquest.org/5286/index.htm (history of lighthouses)

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Analysis of Student Learning

Grade Level Scale:On Grade Level 85-100 ( √+)Almost on Grade Level 75-84 (√ )Below Grade Level Below 75

(√-)

P= Pre AssessmentS= Summative AssessmentF= Formative Assessment*= Capable of Better Work

Student Pre-Test

P

Lighthouse and Charc. F

KWL

P & S

I Poem F

InternetWorkshop

F

Map

F

Brochure & Post Test S

Word Search(5 pts Extra Credit on Post Test for the ones who completed this)

Andrew* √- (0) √+ √+ 75 87 √ 72 ------Nathan √ (80) √ + √+ 84 85 √+ 90 95Mykel √ (74) √ + √+ 84 79 √ 88 ------Bailey √-

(73)√+ √+ 95 92 √+ 76 81

Anthony √ (76) √+ √+ 90 82 √+ 85 90Tagan √ (74) √+ √+ 92 85 √+ 92 97Kameron √-

(65)√ √+ 93 94 √+ 88 93

Tianna √ (70) √+ √+ 94 94 √+ 95 100Michaela √-

(66)√ √+ 85 89 √ 82 ------

Josie √ (84) √+ √+ 100 94 √+ 97 102Amber √-

(72)√+ √+ 96 88 √+ 93 98

Amberlynn

√ (81) √+ √+ 100 94 √+ 94 99

Blake √ (70) √ √+ 92 91 √+ 85 90Pryia √-

(70)√+ √+ 84 73 √ 75 ------

Maci √- (74)

√ √+ 90 82 √ 88 ------

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Caleb √- (66)

√ √+ 75 78 √ 85 -----

Tiffany √- (0) √+ √+ 90 77 √- 71 ------Rian √ (78) √+ √+ 90 76 √ 100 105Breanna √- (0) √+ √+ 95 86 √ 81 86Danielle √ (70) √+ √+ 100 94 √+ 94 99Zachary √-

(67)√+ √+ 92 92 √ 96 101

Ashley √ (79) √+ √+ 93 94 √+ 91 96Lillie √-

(71)√+ √+ 95 68 √ 91 ------

Dakota √ (75) √+ √+ 100 93 √+ 94 99

Whole Class Reflection

I taught my lessons on North Carolina lighthouses to a fourth grade class at Gamewell Elementary School. I was very excited to begin teaching the students about this subject. It is one that I know an abundance of information. I gave my students a pre-test about a week before I was to begin teaching my lessons. I wanted to make sure that my lessons were going to be appropriate for the student’s based on the information they knew. Before doing this I polled the class to see how many students had been to the beach and found out that only five students out of twenty-four students had ever been to the beach. I was shocked! I come from a family who goes to the beach at least once per year! I knew as I passed out my pretest that I had my work cut out for me. I tested them on vocabulary as well as basic facts about North Carolina, where the lighthouses are, and which lighthouse was moved to a new location. Only three students scored an 80 or better on the pre test. I felt challenged to make sure I taught the information in a way they would understand it and be able to remember what they had learned.

I believe that I accomplished my goal because 90 % of my students scored an 80 or better on the post test! I was very proud of them. The informative yet fun lessons that I created really helped the students to grasp the information. The students were provided hands on materials to look at as well as an interactive internet workshop to help them learn about the different lighthouses. They also created their own lighthouse and I believe this really helped them to understand the characteristics that lighthouses have. I taught the lessons in a sequential manner so that the students were building on the previous day’s lesson. I wanted to help scaffold their learning in this way so that they would have success in all of the lessons and activities.

The lessons kept the students engaged so that I really did not have any problems with classroom management. I wrote ten blank lines on the board and the students had to earn letters to this mystery word throughout the week. If they earned the letters they were given a prize. I rewarded them with a bag of several seashells that I picked up at the beach last year and homemade seashells made from white chocolate that they could eat. The students loved both of these. I kept the reward a

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surprised because I felt like they would want to earn the letters more and it worked. They wanted to know what the mystery prize was so the behaved very well.

Individual Learning Reflection

Throughout my unit, I chose several students to observe. I studied three students; a high, medium, and lower learner. I studied each student to see how they grew during my lessons. I observed Josie, a very high learner. She is very internally motivated and will go above and beyond to get an “A” on an assignment. I also studied Tagan, a middle of the road learner. Then, I observed Lillie, a lower level learner who tries so hard but just cannot always comprehend the material.

Josie scored an 84 on the pretest and a 97 on the post test. She is a very driven student. Josie was actually out sick the day I gave the pretest. She was very concerned when she returned to school and she actually reminded me that I needed to give her the pretest. I had not forgotten but she asked me first thing if she could take the pretest. She worked very hard throughout the unit and made straight “As” on all of the assignments. I enjoyed watching her, especially during her creation of her “I Poem.” It was one of the most creative poems that the students created. She needs more opportunities to use her creative side. In the class that I observed they do not get to creatively write very much. Her illustration that went with her poem was also very creative. Her lighthouse was decorated with hearts. Most of the students created their lighthouses based on what the real lighthouse looked like, which was fine, but it was nice to see a very creative lighthouse. I was very proud of all of her accomplishments during my unit.

While I was observing Josie, I also monitored Tagan. Tagan is a very quiet child. It is very easy to forget he is part of the class because he is so quiet and shy. He does not raise his hand to answer questions because he is afraid he will get the answer wrong. Tagan made a 74 on the initial pretest and a 92 on the post test. He is very well paced as he goes through his work. He usually turns in his work and regularly makes “Bs.” I had to make sure that I included Tagan into class discussions and the activities. To try to get Tagan not be quite so shy I had several group activities where the students had to share their work. They read their “I Poems” to a partner and they shared their lighthouses they created. I thought that this would help him to become more comfortable working in groups. I wanted him to get out of his comfort zone and be more social. By the end of the unit, he was talking more in his group. I think that this helped him to grow and get a good grade on the post test because by talking about the information he is more likely to remember it. I was very excited to see that he was slowly getting more comfortable with his group.

Finally, I watched Lillie who is a struggling lower level learner. She made a 71 on the pretest. Lillie was a difficult student to teach because she does have ADD. She takes medication for it but her doctors are still working to get her the right amount of medication. One day she will pay attention and get everything you are teaching and the next day she is not focused and day dreams. She also likes to doodle all over her papers. I felt like she learned and grew during my unit. I was challenged because I had to keep her on task at all times. When we were working individually I had to walk by her very frequently to make sure she was on task. If I did

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not do this she would start drawing or reading her AR book and ignore the assignment given. By staying on top of what she was doing I was able to help her stay on task. She completed all of the assignments and was able to make a 91 on the post test.

I chose these three students because I felt that they really represented the learning level categories well. I also thought that they presented challenges for me when I began teaching each one of them. I wanted each student to learn but the learning span was so great that I was afraid I would not accomplish my goal, but I did! Each student learned and grew in his or her knowledge of lighthouses. I felt like they all learned on his or her individual level and learned as much of the information as he or she could.

Lesson Reflections

Lesson 1

Describe : I taught this lesson to fourth graders as a whole group lesson. The lesson was intended to introduce the students to the Outer Banks and the lighthouses of North Carolina. Most of the class had never been to the beach so I needed to give them a basic overview of what the beach is and what it looks like. There is a wide range of learning abilities in the classroom. Most of the class is on grade level but there are about 3 or 4 students above grade level and about that many below grade level. It is hard to decide exactly what level to teach because you want each student to learn. I expect the students to be able to give examples of North Carolina lighthouses and where the lighthouses are located. I showed pictures of the lighthouses on the document camera and had the students look at materials with their groups. The students picked out the different lighthouses and gave characteristics of each.

Analyze : I introduced the vocabulary by asking the students if they knew what the words meant. We had a discussion about them. I engaged the students by showing them pictures of the lighthouses and of some of the vocabulary words. I wanted them to have many visuals of what we were learning about. I felt like the many materials that I brought in for the students helped them to begin to develop and understanding of what a lighthouse was and why it was located at the beach. They also gained the knowledge of how to fill out a KWL chart. My assessment for this lesson was the KWL. They filled out the K and W parts today so that I would know what they knew and what they wanted to learn. They just received a check mark for completing this activity. I allowed the several students who had been to the beach or a lighthouse tell us a little about the subject. This way the other students were hearing about lighthouses from a peer. I feel like sometimes students learn more when a peer is telling them something because it is not in adult words, but on the students’ level.

Appraise : I felt that the main element that was ineffective about my lesson was that I needed more materials for the students to look at. They really had to share and I did not have enough pictures of lighthouses that are not at the Outer Banks. I had not

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really thought about this because I had some pictures of all of them, but most of my pictures were obviously of the lighthouses I have been to at the Outer Banks. I do feel that having the students fill out a KWL chart was very effective because I was able to see what they wanted to learn from my lessons. Most of what they wanted to learn we did learn. To start out filing out the chart, I discussed what was. They had filled out charts that were similar to this one before. I told them what each column meant and then they filled their charts out individually. I then had several students share what they wrote and we created a class chart. This helped the students to see what each other wanted to learn and possibly think about questions in the W section that they had not thought of before. The students loved being able to look at the materials and use them to create questions that they wanted answered throughout the lessons. The environment for the first lesson was very comfort based because it was one of my first times in front of this class. I wanted them to become comfortable with me teaching them so I started with a fairly easy lesson. The students were filling out the chart and talking some with their groups but they were not given a very difficult task. I knew all of them could complete it.

Transform : When I teach this lesson again, I will have added to my materials. I will make sure to have plenty of pictures and items to show the students what lighthouses are. My students had very good question in the W section that I had not thought about; especially the students who had not saw a lighthouse before. They also were the students who paid the most attention and looked at the materials the longest. Lighthouses are something that I am interested in but I was not sure that the students would be as engaged as I am, but they were. Next time I really want to be able to focus on the vocabulary more because it is very important to understand what certain words mean.

Lesson 2

Describe/Analyze : This lesson was an expansion of lesson 1. We went into detail about the different characteristics of a lighthouse. I taught the lesson in a whole group setting. The students were required to create a lighthouse of their own, name it, tell when it was built and give it a unique design. They saw pictures of lighthouses in lesson 1 so they had a good idea what they looked like but I wanted them to be creative in the creation of their own. I gave the students different statistics about the different lighthouses. These included height, design type, when it was built, etc. Once they drew their lighthouse they had to write these things down for their lighthouse. I had them share with each other their different lighthouses. This way they became more comfortable with each other and sharing their work. The students were very excited to draw and create something. It was great to see how they interpreted the assignment and the design of the lighthouse differently. I was able to assess them by their drawing and what they wrote about their individual lighthouses. I felt like by having the students apply what they learned to the creation of something else, they really learned the material. They can still answer questions about the characteristics of a lighthouse.

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Appraise : I was able to obtain my desired outcome. I did not account for how long it took some students to finish the activity but everyone did finish the activity. The students loved being creative because they do not get to explore their creative side very much. Most of them went with designs they had saw on the lighthouses I showed them in lesson 1 but others created very creative designs. A few of these include a rocket lighthouse and a lighthouse decorated with hearts, two of my favorites. I thought this lesson had the students take a small risk because they could create their lighthouses anyway they wanted. I gave them five questions they had to answer about their lighthouse but other than that they could do anything. Some students wanted very tall lighthouses so they taped two pieces of paper together and others lighthouses were barely half a piece of paper.

Transform : Next time I want to have more materials for them to create their lighthouses with. I only had construction paper and crayons. I think it would be neat to give the students glue, beans, buttons, and other materials to see what they come up with. The students really wanted to be creative and by bringing more materials they could explore their creativity more deeply. They learned the material very well so I know that this way of teaching this lesson works. I did not have an example to show the students exactly what I wanted. I drew my lighthouse on the board but it would have been better to show them one I had created. Although, this may hinder their creativity because they would see mine and think that theirs needed to be the same.

Lesson 3

Describe : During this lesson the students learned how to do research on the computer in order to answer questions. They participated in an internet workshop in which I had pre-selected the websites they visited. They had to fill out a chart with information on each lighthouse. They found this information on the websites and some of it we had discussed in class. I wanted them to learn the basic characteristics of the real lighthouses. I gave them the sites but they had to find the information on their own. We discussed how to use the technology, the computer, to gather the information and complete the chart.

Analyze : I went over what an internet workshop was and how to use my chart that they would be completing. We discussed in detail what they were to do to complete the activity. I had the students type in the address themselves and I did not expect them to struggle with this task so much. There was not a board to write the address on in the computer lab. I should have typed the address on the sheet or had them write it on the top of the sheet. I felt like the lesson went well after everyone was on the site that held all of the links. They were able to navigate the sites with ease. Some students were not as good with using the computer as others so I had to help these students more. I did not anticipate the diverse levels of computer knowledge. I could tell which students have computers at home and which did not. I graded the sheets they filled out for completeness and the correct answers. Most students were

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able to get the majority of the answers complete and correct. They liked the activity because it was different from what they are used to.

Appraise : I wished that I had the program that would send out the link to the sites to all of the computers in the computer lab. I needed a better way to get all of the students on the site at the same time so that everyone would have the same chance to get finished and to have the answers correct. This activity challenged the students because they had to read the material on the website to gain the information needed to answer the questions. It was not highlighted or in bold print like it can be in their book. I wanted them to have to do a small amount of research to complete this activity. I found that most students got frustrated when the answer was not in the first sentence. Everyone did get most of the answers.

Transform : Next time I will have the website name wrote somehow for them so that it is easier for the students to get on the site. It took so much precious time to get everyone on the site. I wish that the students had more experience with this sort of activity so they would have been a little more comfortable. I learned to anticipate that not all students have the computer knowledge they need in order to work the computer. Next time I need to figure out where the students are with their computer knowledge. I also need to model more or create groups or something to help the student know what to do once we reached the computer lab. I felt like by the time we got to the computer lab they had forgotten important parts of the directions. I learned that some instructions need to be given to small groups so that they can really see what the teacher is doing. This is one of those activities. If I had had them in small groups they would have been closer to the computer and could see more of what I was doing to get to the different sites.

Lesson 4

Describe : During this lesson, the students were exploring the concepts of relative and absolute location. We discussed what each term meant and then explored it. We found the location of each lighthouse on the map and them I had the students draw where the lighthouses were on their maps. This way they are seeing examples of absolute and relative location. They had to use the knowledge they have already learned in the previous lessons to know where the lighthouses are located and the names of the lighthouses.

Analyze : I presented the material by showing the students many maps so that they could visually see what we were discussing. They could find the coordinates on the map and locate the lighthouse or at least a general area where it should be. The lesson went well, although it is a hard concept to teach. I was glad that they had some background in the difference between relative and absolute location. I gave them a check if they completed the activity. I wanted to see how they interpreted the material and make sure they understood the difference between the two terms.

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Appraise : This lesson was difficult to teach. I feel like some of the students are struggling with the difference between absolute and relative location. I need to work more with these students and give them more examples so that they will be able to comprehend the material fully. I had to keep coming up with ways to explain it differently so that everyone would understand. I may have needed to allow more time for this lesson and explanation. The students were working in their comfort zone as far as the activity they completed but the concepts they were learning were difficult and challenged them to really think. They really had to think outside the box to comprehend the material.

Transform : When I teach this lesson again, I may give a longer time period or split the two concepts up so that they are not taught on the same day. Maybe if the students get a solid understanding of absolute location, then relative location would be easier, but I am not sure. I will continue to use everything that I did in this lesson but I may add more maps and manipulative for each student. Having access to only one globe and the big maps in the classroom really limits the students’ ability to apply the new concepts they are learning. I think that if each student or group had a globe they could use to explore the concepts the material would be easier to learn. I need to find a better way to teach the material because they had questions that they should have learned during the lesson but it was my first experience with the material and I am learning how to teach it. Next time, I teach this subject I will do more research and make sure that I can teach it where the majority of the students will understand it.

Lesson 5

Describe : This lesson was very fun to teach. The lesson was about moving Cape Hatteras lighthouse. The students were very interested in how such a large structure could be moved. The students created an “I Poem” on this lighthouse, one from North Carolina, or the lighthouse they created. I really wanted them to write a poem about Cape Hatteras but some of the students insisted on writing poems about other lighthouses so I modified my lesson because I wanted them to be creative. They did achieve the ultimate goal and that was to write the poem correctly. This lesson built on all of the previous ones because it was using all of the information we had covered so far. They had to have paid attention to all of the lessons in order to be able to fill out the graphic organizer about the different characteristics that went into the poem.

Analyze : I presented many pictures of how they move Cape Hatteras lighthouse. The students also had links to explore on their internet workshop that introduced this material earlier in the week. The students were so engaged in this lesson because they wanted to know how a huge structure could be moved. They were also very engaged in the creation of a poem. They do not get to creatively write in that way very much and I could tell they really loved it. Most of the students were very creative and wrote wonderful poems about a lighthouse. The students wanted to share their poems with one another so I allowed them to pair up and read their

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poems. Just by sharing their poems, I could tell they were learning so much about each other. I made sure that the lower level learners were with students that were on a higher level. I thought that this would help the struggling readers and writers. I wanted them to share tips about how they wrote their poem as well as feedback about the poem. This concept worked very well.

Appraise : Having the students share their poems and give feedback was wonderful. It got the students out of their comfort zone and made them think on a higher level. They were taking a risk by reading their poem to a peer. I also wanted the students to discuss the poems so that the students would see why the person wrote the poem the way they did. The students loved this and loved being creative. I took them through step by step directions so they would be comfortable writing the poem. I gave the students handouts to help in the creation of the poem. They had a graphic organizer to use to arrange their thoughts. I also wrote a poem of my own so they could see an example of the poem and how it should look. It did have a format for them to follow and most of the students were able to follow the format. Some students just did not understand why the last line of each stanza repeated or why they had to write it this way. I really felt like this was one of my most successful lessons because almost all of the students wrote a wonderful poem that followed the specific directions and format. They could also explain how Cape Hatteras was moved, how far, and why.

Transform : I cannot decide if I should have let the student write about any lighthouse they wanted or stuck to my original plan of inviting them to write about the Cape Hatteras Lighthouse. I was glad that they were very creative but since this lesson was about the Cape Hatteras Lighthouse, I feel like I did not make sure the students learned the material about this particular lighthouse. I was able to assess the information they wrote and decide if they had learned what I wanted them to about lighthouses because I allowed them to write about other lighthouses. If I teach this again I may break the lesson apart so that they could write about any lighthouse, but also learn the information about Cape Hatteras fully. I almost fell like I cheated the lighthouse because the lesson was combined this way. Either way they did learn the information and still remember it. I felt like the lesson was very successful except for trying to explain why the poem had repetitive lines. I may need to modify the format and make it simpler for some students. I could also being with the easier format and work up to the harder one. If the students had more experience with poetry, this concept would have been easier for them to comprehend. I could tell some students were frustrated, while others had not problem writing the poem. I think if I modify the lesson like I describe I would have success from all of the students. I will try that next time I teach the lesson.

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