I will make connections between what I am teaching and the real world by integrating subject matters (when appropriate) and providing opportunities for students to participate in service learning experiences. Through these connections students will realize the importance of what is being taught, thus improving the quality of their work. I will measure the success of this goal through student work samples from integrated units compared to work from traditional units and lessons.
Mock Election
With this being an election year, I decided to being the year with an integrated unit in social studies and language arts focused on politics. In social studies the 7th and 8th grade students learned about the electoral college and how elections and voting happen in this country; they learned specifics about the major candidates running for president including where they stood on major issues, as well as a bit about some of the minor candidates; they tracked the poll numbers as the election got closer as well. Students also learned about the local elections happening within our state as well. Here are some student work samples from social studies:
In language arts the students focused on analyzing media including news websites, TV and radio as well as the debates. They studied persuasion, analyzed political cartoons, and dissected advertisements aired by candidates. They also participated in a mock debate, and wrote a persuasive paper of their own based on an issue that interested them.
Here are some student work samples from language arts:
The students tallied the results, sent them in to The National Mock Election Organization, announced them to the school at the end of the day, and created a bulletin board to display their votes.
Alternative Energy
For our first science and social studies integrated unit we created an Alternative Energy Unit. We kicked off thus unit by having the students watch the Modern Marvels episode on Alternative Energy. This got the students "energized"! After they understood a little bit about each source, we had the students rate them based on which one they would most like to research and become an expert one. We then grouped them based on this rating.They completed research and presented their project as Energy Experts.
During this research we had two experts on energy visit us. Matt Bernier came in to talk with the students about hydropower and we visited Vaughn Woodruff's home to see the alternative ways he powers his house.After the students became experts on their source, they presented to their classmates in order to teach them what they had learned. This helped to inform every student about all different types of energy sources.
Model "Green" City Project
Students were then regrouped and given statistics for a city. Statistics:
Their task was to create a model energy efficient city based on these statistics. They used their knowledge about each source, including the pros and cons, to make decisions about how to power their cities. Each member of the group was given an "occupation" (i.e. resource manager- in charge of materials list, architect- in charge of blue print of city, journalist- in charger of biweekly reports, etc). All group members helped with all parts of the project, but this gave everyone something to be responsible for. Here are the biweekly reports, budget information, grid plan, materials list, as well as formative assessment rubric/checklists filled out by both the teachers and the students for one group:
Students completed each part of the project, checked themselves off on the rubric, then Miss Pepin and I assessed them. If the students were satisfied with the assessment, they kept the work as is. If they felt they needed to rework the assignment, they did, and then handed it back in. This is why you might see a few different scores on these formative assessment rubric.
When the students finished designing their model city, they shared them with each other and members of our school community Here are some pictures of the project at completion:
Here is a sample of the Model "Green" City Rubric as filled out by one student:
After Autumn and I finished our unit, we were lucky enough to be able to meet with our School Designer, Kippy Smith, to debrief. We discussed strengths, improvements we will make next time, and resources we can use to help make these changes. Here are our notes:
2012-2013 Professional Goal
I will make connections between what I am teaching and the real world by integrating subject matters (when appropriate) and providing opportunities for students to participate in service learning experiences. Through these connections students will realize the importance of what is being taught, thus improving the quality of their work. I will measure the success of this goal through student work samples from integrated units compared to work from traditional units and lessons.Mock Election
With this being an election year, I decided to being the year with an integrated unit in social studies and language arts focused on politics. In social studies the 7th and 8th grade students learned about the electoral college and how elections and voting happen in this country; they learned specifics about the major candidates running for president including where they stood on major issues, as well as a bit about some of the minor candidates; they tracked the poll numbers as the election got closer as well. Students also learned about the local elections happening within our state as well.Here are some student work samples from social studies:
In language arts the students focused on analyzing media including news websites, TV and radio as well as the debates. They studied persuasion, analyzed political cartoons, and dissected advertisements aired by candidates. They also participated in a mock debate, and wrote a persuasive paper of their own based on an issue that interested them.
Here are some student work samples from language arts:
Finally, as a culminating project, the students planned and executed a school wide mock election.
Picture and script of students presenting information about election to other classes:
Copy of email sent to Pittsfield Town Manager from students:
Copy of email sent to teachers to explain sign-up for mock election (from students):
Picture of whole school mock election:
The students tallied the results, sent them in to The National Mock Election Organization, announced them to the school at the end of the day, and created a bulletin board to display their votes.
Alternative Energy
For our first science and social studies integrated unit we created an Alternative Energy Unit. We kicked off thus unit by having the students watch the Modern Marvels episode on Alternative Energy. This got the students "energized"! After they understood a little bit about each source, we had the students rate them based on which one they would most like to research and become an expert one. We then grouped them based on this rating.They completed research and presented their project as Energy Experts.Energy Experts
Energy Experts Project Rubric This link shows the student's self assessment in black and our assessment in blue.During this research we had two experts on energy visit us. Matt Bernier came in to talk with the students about hydropower and we visited Vaughn Woodruff's home to see the alternative ways he powers his house.After the students became experts on their source, they presented to their classmates in order to teach them what they had learned. This helped to inform every student about all different types of energy sources.
Model "Green" City Project
Students were then regrouped and given statistics for a city.Statistics:
Their task was to create a model energy efficient city based on these statistics. They used their knowledge about each source, including the pros and cons, to make decisions about how to power their cities. Each member of the group was given an "occupation" (i.e. resource manager- in charge of materials list, architect- in charge of blue print of city, journalist- in charger of biweekly reports, etc). All group members helped with all parts of the project, but this gave everyone something to be responsible for.
Here are the biweekly reports, budget information, grid plan, materials list, as well as formative assessment rubric/checklists filled out by both the teachers and the students for one group:
Students completed each part of the project, checked themselves off on the rubric, then Miss Pepin and I assessed them. If the students were satisfied with the assessment, they kept the work as is. If they felt they needed to rework the assignment, they did, and then handed it back in. This is why you might see a few different scores on these formative assessment rubric.
When the students finished designing their model city, they shared them with each other and members of our school community
Here are some pictures of the project at completion:
Here is a sample of the Model "Green" City Rubric as filled out by one student:
Debrief with Kippy
After Autumn and I finished our unit, we were lucky enough to be able to meet with our School Designer, Kippy Smith, to debrief. We discussed strengths, improvements we will make next time, and resources we can use to help make these changes. Here are our notes:Reflection Letter