Assessing Student Learning

I will be consistently assessing student learning throughout the Farm Project-Based Learning Unit. One assessment will require each student to fill out a K-W-L Chart to see how much each student already knows about farms/farming. This will be done first in order to determine where I should begin my teaching in all about farms. Another assessment will entail the students completing an individual video interview.  After some time is spent learning new information about farms, each student will be asked questions relating to the experiences they faced while on their “Day on the Farm” field trip. Students will need to answer the questions first in the complete sentences, and then they will be videotaped.  The last assessment will be in the form of a rubric. This rubric will be used to grade each student’s report on their favorite farm animal.

CyberSmart: 21st Century Skills for Education

CYBERSMART – Grades 2 & 3

Safety and Security

• Lesson: What’s Private?
• Lesson Overview: Children learn about the power of the Internet to facilitate collaboration among students worldwide. While co-writing a story online, students learn an important safety rule: Before sharing private information in cyberspace, they must get permission from a parent or teacher.

Manners, Cyberbullying, and Ethics

• Lesson: Good Manners Everywhere
• Lesson Overview: Students discuss good manners in the real world and learn some do’s and don’ts when using E-mail in cyberspace.

Authentic Learning and Creativity

• Lesson: The Power of Writing
• Lesson Overview: Students are guided through a multi-lesson project to identify a real-world problem, investigate the problem, and communicate a written message to an audience outside their classroom.

Reserach and Information Fluency

• Lesson: Subject Category Searching
• Lesson Overview: Selecting subject categories is one of two main search tools used on the Internet. Students learn how to best select subject categories in a directory and explore the concept of narrowing their search.

Twenty-First Century Challenges

• Lesson: What’s the Big Idea?
• Lesson Overview: Students recognize people’s need and desire to communicate as they describe and classify past and present communications inventions.

Assignment #7 – Differentiated Content Lesson

Objective:

• The students will demonstrate comprehenstion by describing their favorite farm animal.

Activity:

• Each student will draw and color their favorite farm animal. They are then required to explain the characteristics of their animal as well as providing three reasons as to why that animal is their favorite. The student is also required to present their farm animal in front of the class.

– Student Disabilities –

Learning Disability 
Adaption: Time
Reason: The student will be given more time to complete the assignment.

Speech/Language Impairment 
Adaption: Output
Reason: The student will be allowed to present his/her farm animal by using an alternate mode of response; such as, powerpoint, wordle, or amimoto.

Autism
Adaption: Level of Support (adult tutoring)
Reason: Depending the the students abilities, he/she will be allowed to have the assistance of an aide whenever necessary.

Differenciated Content Lesson

Media and Game-Based Lesson

Objectives for Teaching “Down on the Farm” Lesson(s)

• Students will demonstrate knowledge and comprehension of farms through their documentation of routines on a local farm.
• Students will demonstrate application by generating questions and interviewing a local farmer.
• Students will demonstrate knowledge and comprehension by describing in their own words characteristics about their favorite farm and explaining why that farm animal is their favorite.

Different Types of Media

• Media One – The first type of media I plan to incorporate into my Farm Unit is this interactive website. It explores the many elements of farms and all the students have to do is click on any of the different pictures and they will learn facts about that specific animal or farm equipment. I that feel this is a great way to introduce the Farm Unit.
• Media Two – The second type of media I plan to incorporate into this unit is the use of flip-cams. These will be used to document the field trip the students will take to the farm and the students will also be able to record their interview with the farmer.
• Media Three – The third type of media I plan to integrate into the Farm Unit is this website. It provides information on all the different types of animals that can be found on the farm which will be helpful when the students go on to write their farm animal reports. Additionally, I plan to use a school friendly search engine which will help my students find information to include in their reports.

Game-Based or Play Component 

• The students will get into their groups and collaboratively design a farm of their own.

Project Sketch–“Down on the Farm”

Currently in my third grade class we do a Farm Unit. My idea to get the students more involved with the subject is to integrate a collaborative project. Students will work in groups of two or three and as a class we will visit a farm. Students will first need to create a documentary, using a flip cam on what actually occurs daily on the farm. Additionally, the students will interview the farmer and generate different questions to ask him/her, again using a flip cam to record. The students will also have to write a report explaining their favorite farm animal. To conclude this project, the students will compile all the documentaries and interviews onto one video, possibly using animoto, and then be presented to the entire third grade student body.