During this field experience, I worked with two other pre-service teachers to create a six day unit plan for a second grade class. Our unit plan's theme was winter animal adaptations. Based on this theme we each designed two lesson plans and created a concept map of all the topics that would be covered throughout those six days. We worked together to create cohesion between all of our lessons. For example we created a quiet signal that we all used to manage classroom noise levels. Without this type of cohesion, classroom management would have been less consistent and the overall unit plan would lack cohesion.
Throughout this six day field, we worked hard in the first few days to model our expectations as a group. We made sure to model how small group activities were expected to be run, as well as how to turn and talk and discuss a topic with neighboring peers. By modeling this expectations from the start, we were able to save ourselves a lot of instructional time later on as we had students completing more hands-on tasks.
For my first lesson plan, I had students explore different types of animal adaptions used to keep animal warm (ex. blubber, water-repellent feathers, & body features). The students rotated to three different stations. At the end of the lesson we discussed the different types of adaptations animals have to keep them warm.
For my second lesson plan, I had students explore the topic of migration. Students practiced migrated around the classroom from the "north pole" to the "south pole." They also observed an interactive map that showed the migration of different animals throughout the year. Finally, they worked together in partners to complete a migration game that demonstrated some of the challenges animals face while migrating.
Overall, classroom management was the biggest challenge with this energetic group of second graders, but as a result of modeling and cohesive classroom management strategies, we were able to adequately funnel this energy into engaging learning experiences for these students.
Throughout this six day field, we worked hard in the first few days to model our expectations as a group. We made sure to model how small group activities were expected to be run, as well as how to turn and talk and discuss a topic with neighboring peers. By modeling this expectations from the start, we were able to save ourselves a lot of instructional time later on as we had students completing more hands-on tasks.
For my first lesson plan, I had students explore different types of animal adaptions used to keep animal warm (ex. blubber, water-repellent feathers, & body features). The students rotated to three different stations. At the end of the lesson we discussed the different types of adaptations animals have to keep them warm.
For my second lesson plan, I had students explore the topic of migration. Students practiced migrated around the classroom from the "north pole" to the "south pole." They also observed an interactive map that showed the migration of different animals throughout the year. Finally, they worked together in partners to complete a migration game that demonstrated some of the challenges animals face while migrating.
Overall, classroom management was the biggest challenge with this energetic group of second graders, but as a result of modeling and cohesive classroom management strategies, we were able to adequately funnel this energy into engaging learning experiences for these students.
lesson_plan_1.docx | |
File Size: | 115 kb |
File Type: | docx |
lesson_plan_2.docx | |
File Size: | 405 kb |
File Type: | docx |
group_5_concept_map.docx | |
File Size: | 33 kb |
File Type: | docx |