Overview

1. Lab Experience Semester Plan
2. Develop and maintain a self tending in-class science learning center for at least two weeks.
3. Prepare Science Web Quests
4. Observe/participate in the planning and teaching of two science lessons.
5. Plan and teach one art, music, or related performing arts class.
6. Plan and teach one Social Studies lesson.
7. Teach a Recess Game or Activity

Documentation to be turned in to your Site Supervisor on April 26, 2001.

Complete and provide to your UVM site supervisor the Professional Attributes and Dispositions Scale by April 26. See Appendix 4.

Professors (Site Coordinators):

Projects and Due Dates

	Project 1: Lab Experience Semester Plan. Due February 20
	Project 2: Developing and Maintaining a Science Learning Center Due April 19, 2001
	Project 3: Designing a Web Quest. Due April 26, 2001
	Project 4: Help Plan and Teach Two Science Lessons. Due April 19, 2001
	Project 5: Help Plan and Teach an Art, Music, or Performing Arts Lesson. Due April 19, 2001
	Project 6: Help Plan and Teach a Social Studies Lesson. Due April 19, 2001
	Project 7: Help Plan and Teach a Recess Game/Activity. Due April 19, 2001

Lab Experience Semester Plan

1. Date of the meeting and name of your teacher
2. Preliminary timeline of when you will be teaching your lessons
3. Preliminary dates (two weeks) when your Science Learning Center will be set up in the classroom
4. Topics for Learning Center
• Science lessons
• Art/music/drama lesson
• Social Studies lesson
• Recess Game

(Note this will be graded "v+", "v" or "O")

 

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Develop and maintain a self tending in-class science learning center for at least two weeks.

1. Safe for children to use.
2. Responsive to at least one of the NSE K-8 Content Standards
3. Self maintaining i.e. you or the teacher do not have to refresh materials more than once every two or three days.
4. Two or three behavioral objectives identified and shown on a free standing card or sheet.
5. Materials checklist i.e. free standing sheet that identifies all materials in the center. This could be used by another teacher who wished to create such a center or as a checklist for a person maintaining the center.
6. Clear, attractive, inviting age-appropriate direction sheets or activity cards in writing, pictures or combination.
7. Attractive, professional looking sign or poster near the center that shows some creativity vis a vis communicating what the center is about and inviting children to it.

1. Cover sheet for materials turned in to your UVM instructor that includes your name, title of learning center, grade level for the center, line for your teacher's signature to signify completion and 200 word description of the center, and a statement that indicates which NSE content Standard or Standards relate(s) most closely to this Learning Center.
2. Photocopied sheet on which you have reproduced two photographs of the center.
3. Objectives sheet
4. Materials checklist sheet
5. Collection of all direction sheets for the activities in the center. These are the directions for children.
6. Bibliography of supporting books and web sites (You may not use them this semester, but they will be useful in the future).
7. For one of our on campus science presentation days be prepared to assemble the center so that all members of our class can benefit from it. Also prepare a one side of one page "Sharing Sheet" to be distributed to classmates when the center is presented on campus. The sharing sheet should include the following: title, intended grade level, your name, identification of the NSE K-8 Content Standard(s) to which the center most closely relates. objectives, materials check list, a three sentence summary that tells what the children actually do at the center, a diagram that shows how the center looks when assembled.

 

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Designing A Web Quest

Objectives

1. You will prepare three possible Web Quest "Challenges" (Part I a & b on TCS p. 132) for children in your classroom.
2. You will field test the "Challenges" with a child or group to determine which one would have the most "audience appeal."
3. You will create one complete Web Quest, (Special Note: The complete Web Quest does not have to be field tested since computer accessibility varies greatly from classroom to classroom.)

1. The discussion of Web Quest design presented in TCS, 5th edition Chapter 8 is focused on science; however, for this assignment the three alternate "Challenges" and final Web Quest may be on any subject or topic appropriate for your classroom. In other words the "Challenges" and ultimate Web Quest could be for social studies, science, mathematics, language arts etc. Select topics that make sense for your setting and have the support of your teacher.
2. You are wondering about field testing the "Challenges" aren't you? This is what we'd like you to do: Prepare in readable form for children three alternate "Challenges." See pp. 136-140 of TCS. If you happen to be working with very young children you will be reading the "Challenges" to them. Here is the point: You want to discover which "Challenge" would hold the most interest for children if it were used in a Web Quest. Save the original challenges as they will be part of the documentation for this project.
3. After field testing the "Challenges" prepare the one Web Quest that you think would be most interesting and helpful for children in your class. You do not have to field test the final Web Quest.

After you have discussed possible topics with your teacher, prepared and field tested three "Challenges" with children, and designed your final Web Quest you will prepare and submit a packet of materials to document the assignment. Do not include this packet with any of your resource notebooks. It is to be "free standing." All packets regardless of the school in which your work will be evaluated by Joe Abruscato. He will grade it check, check plus or check minus and give it to your UVM supervisor. Your UVM supervisor will return it to you and take its quality into account as he or she prepares your grade for EDEL 155 Laboratory Experience in Inquiry.

2. What should be in the documentation packet?

• Title Page: This should include your name, the school in which you worked, the grade level in which you worked and the name of your UVM supervisor.
• Section 1 The "Challenges" that were field tested: This section should include the three "Challenges." Follow the format on p. 132 of TCS. Your Challenges should include sections a & b of Part 1.
• Section 2 What I learned from field testing the "Challenges." This section should be just one or two paragraphs long. Tell us what you learned and why you picked the Challenge you ultimately used for a Web Quest.
• Section 3 The Web Quest itself. The Web Quest you would provide children will actually just have two parts: Part The Challenge and Part 2 The Journey. Part 3 "Your Report" is their response to Parts I and II. Since you are not expected to field test the full Web Quest all you need to prepare is Part 1 and Part 2. This shouldn't take more than two pages. See pages 138 and 139 for guidance.

Remember that the Challenges can be for any subject. Keep track, of what you learn from field testing the Challenges as you will need the results for Section 2 of this packet. The entire documentation packet shouldn't be more than four pages long.

Web Quest Due Date: April 26, 2001.

Participate in the planning and teaching of two science lessons.

1. Through collaboration with your teacher select topics for two science lessons that are age appropriate and supportive of the curriculum in use at your school.
2. Unlike Project 1's Learning Center (which is largely "self tending,") this project involves your active leadership in the teaching of science lessons to an entire class.
3. Prepare a draft lesson plan for each lesson with your teacher's advice and approval and secure necessary materials (equipment, supplies, handouts, visuals). This must be approved and initialed by your teacher.
4. Plan and teach each lesson for a 20-30 minute frame. Background Reading: Read "Lesson Planning" in Teaching Children Science, 5th edition, pp. 561-66 and "Lesson Plan Starter Ideas" in Chapters 10, 13, and 16.

1. Submit a "package" of materials to your UVM instructor that includes your name, title of each lesson you taught, grade level, signature of your teacher to signify completion, and a 200 word reflective piece about how each lesson went. Also, include a final lesson plan in each "package" that follows the format presented in the lesson plan packet you received. This should be word processed using the side headings from the draft lesson plan format. Note: This does not have to be initialed by your teacher.
2. You must also include your Draft Lesson Plan in each packet initialed by your teacher.
3. Optional, but highly recommended as part of each package you submit, are representative samples of student work completed. Be sure to remove student names from any copies of sheets included.
4. Provide a short, 1-page discussion of how each lesson you presented might be incorporated into a larger effort, e.g., a science unit.

 

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Participate in the planning and teaching of one art, music, or related performing arts.

1. Through collaboration with your teacher select a topic for a lesson that is age appropriate and which is supportive of the curriculum in use at your school.
2. This project involves your active leadership in the teaching of a lesson to an entire class.
3. Prepare a draft lesson plan with your teacher's advice and approval, and secure necessary materials (equipment, supplies, handouts, visuals). This must be approved and initialed by your teacher.
4. Teach the lesson with a suggested instructional time of 20-25 minutes.

1. Submit a "package" of materials to your UVM instructor that includes your name, title of the lesson you taught, grade level, signature of your teacher to signify completion, and a 200 word reflective piece on how the lesson went. Also, include a lesson plan in the "package" that follows the format presented in the lesson plan packet you received. The final lesson plan should be word processed using the side headings from the draft lesson plan format. Note: This does not have to be initialed by your teacher.
2. Also include your Draft Lesson Plan initialed by your teacher.
3. Optional, but highly recommended as part of the package you submit, are photos of students at work and examples of student work. Be sure to remove students' names.
4. Provide a short, 1-page treatment of how the lesson you presented might be incorporated into a larger effort, i.e. social studies or science unit.

 

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Participate in the planning and teaching of a social studies lesson.

1. Through collaboration with your teacher select a social studies topic that is age appropriate and supportive of the curriculum in use at your school. We encourage you to select a history topic if you are placed in 4th or 5th grade.
2. This project involves your active leadership in teaching this lesson to the entire class.
3. Prepare a draft lesson plan with your teacher's advice and approval, and secure necessary materials (equipment, supplies, handouts, visuals). This must be approved and initialed by your teacher.
4. Teach the lesson with a suggested instructional time of 20-25 minutes.

1. Submit a "package" of materials to your UVM instructor that includes your name, title of the lesson you taught, grade level, signature of your teacher to signify completion, and a 200 word reflective piece on how the lesson went. Include a final lesson plan in the "package" that follows the format presented in the Appendix. Note: This does not have to be initialed by your teacher.
2. Also include your Draft Lesson Plan initialed by your teacher.
3. Optional, but highly recommended as part of the package you submit, are representative samples of student work completed and/or photographs. Be sure to remove students' names.
4. Provide a short, 1-page treatment of how the lesson you presented might be incorporated into a larger effort, i.e., an interdisciplinary unit.

Participate in the planning and teaching of a recess game or activity that includes your whole class and supports fitness, cooperation, and/or strategic thinking.

Guidelines:

1. Select or create a game or activity that is age appropriate and accommodates all class members. Be mindful of physical and language barriers.
2. This project involves your active leadership in teaching this game or activity to the entire class.
3. Prepare a draft lesson plan with your teacher's advice and approval, and secure necessary equipment. Do not purchase anything. Consult with the PE teacher if you need sports equipment.
4. Teach the game or activity in one or two recess periods as appropriate. This may be an inside recess if necessary.

1. Submit a "package" of materials to your UVM supervisor that includes your name, a description of the activity or game, grade level, signature of your teacher to signify completion, and a 200 word reflective piece on how the lesson went or how you might make it better next time. Include a lesson plan in the "package" that follows the format presented in the Appendix.
2. Provide a short, 1-page treatment of how the game or activity might be incorporated in a larger fitness or cooperation goal for your students.