TPACK for Virtual Tour

3rd Grade Visual Arts Core Curriculum: Standard 1, Objective 1
a. Explain possible meanings or interpretations of some significant works of art.
b. Invent possible stories that may explain what is going on in these same works of art.

The content I'll be covering in my virtual tour will be analyzing art and trying to figure out the meanings of various works of art. In order to do this, we will focus on 4 famous European works of art. The students will read background information on each of the artists who painted these works. Then, they will look at each of the paintings and try to find meaning in them. They will try to come up with possible stories of what might be going on in the images.

The pedagogy I'll be using in the virtual tour will include knowing how to word the explanations of the backgrounds of the artists in such a way that the children will be able to easily read them and understand the meaning. Also, I will need to know how to organize the activity in such a way that it is easy for the children to complete. I will help the children as they work through the activity and be available to answer questions as they go along. Also, I will discuss the paintings and painters with them throughout the activity in order to scaffold their learning and make it more meaningful.

The technology I will be using in the virtual tour is Google Earth. This fits well with the pedagogy and content for this activity because Google Earth will provide the children with a great way to really visualize where these paintings were painted. Also, it will help them to recognize that these painters grew up in completely different cultures and had very different backgrounds than they have had. Therefore, they will need to really think about the perspectives of the painters when they analyze the paintings. As the children use Google Earth, I will be able to increase their learning by asking them questions and guiding their learning. This technology will work very well with the pedagogy and content of this lesson.

IP&T 301: Social Constructivism Lesson Plan

I have decided to adjust this lesson plan to utilize the social learning strategy of Cognitive Apprenticeship. I believe that Cognitive Apprenticeship is a very successful way of teaching children because they have the opportunity to learn under the guidance of an expert or more knowledgeable other. By observing the expert, working with the help of the expert, and eventually working toward an independent knowledge of what is being taught, this learning strategy really helps students to develop a thorough understanding.

More Knowledgeable Other: In teaching this lesson on shapes with the Cognitive Apprenticeship approach, I would be the "more knowledgeable other," or expert on the information the children are learning. Throughout the lesson, the children would have opportunities to observe me and listen to my explanations of shapes and their characteristics in order to develop their own understanding of shapes.

Cultural or Symbolic Tools:
1. I Spy: We will use the common game of "I Spy" to begin the lesson on shapes. I will describe something I see in our classroom by stating the characteristics of its shape, and the children will guess what it is that I am describing.

2. Language: Language will be extremely important throughout the lesson because it will be used to describe and name each of the different shapes. It will help to clarify for the children any misconceptions or misunderstandings they may have about the different shapes. Also, we will use language and singing to learn a song about shapes that will help the children to remember the characteristics and names of each of the shapes we explore through this lesson.

3. Actual Cut-Outs of Shapes: I will provide the children with cut-outs of each of the shapes we will be learning about so that they will be able to manipulate them and really see what they are like.

4. Paper and Crayons: We will do a listening activity in which I will ask them to color each shape on their paper a certain color. This will help them to visualize which shape is which, and it will help me to assess their understanding of shape identification.

5. Riddles: I will use shape riddles to describe different shapes and see if they can guess which shape I am describing.

6. Numbers: We will use numbers as part of our explanations of shapes by describing the number of sides each shape has, the number of corners it has, etc.

7. Chart: As I teach the students about shapes, I will help them to be able to compare the different shapes by making a chart in which we write all the similarities and differences between the shapes.

Zone of Proximal Development: As I teach this lesson, I will make sure that I am always paying attention to how well my students are understanding what I am teaching to make sure that the instruction I give is at an instructional level for them. I will be sure to begin the lesson by modeling shape identification myself so that the students will be able to see what they will be asked to do later in the lesson. After I have modeled shape identification for them, I will then use the concept of the Zone of Proximal Development as a guide for my instruction. I will make sure that my instruction stays within my students' Zone of Proximal Development by first doing a lot of shape identification as a whole class. As they get more comfortable with identification as a class, I will then move into doing shape descriptions and identification in small groups. After they have become very comfortable with the group work, I will then give them individual assignments and activities so that they can show what they have learned. By gradually giving them more independence and more responsibility throughout the lesson, I will be able to keep them in their Zone of Proximal Development and make sure that they are always being pushed a little further to reach their individual potential. I will pay attention to the cues I get from my students during the lesson in order to know when it is appropriate to move to the next phase of the lesson so that I do not move too quickly or too slowly.

Scaffolding: I would use scaffolding throughout the lesson in order to help the children to be able to do a little more than they would be able to on their own. This will help them to then be able to develop the abilities to do the activities they do with my help on their own once they have a full understanding of it. In the beginning of the lesson, the students will need a lot more scaffolding from me because shape characteristics and identification will be somewhat unfamiliar to them. Throughout the lesson, they will get gradually more familiar with the information and the process of shape identification, so they will not need as much help from me. As we work together as a class in the beginning of the lesson, this will scaffold their learning so that they can begin to understand the concept of shapes. We will then move to group work, in which the scaffolding provided will be the assistance of other members of their groups, as well as my assistance as I move from group to group to help wherever is needed. Then, I will give them work to do individually so that they can show me what they personally have learned. However, I will be available to them to scaffold further when my students have any further questions. One final assignment I will give my students will be to go home and explain each shape to a family member. The family member must then find something in the house that is each shape described, and the student will explain why or why not the object is the same as the shape described. In this activity, the student becomes the teacher, but the student's learning is still being scaffolded by the family member.

Dialectical Relationship between Learner and MKO: As I work extensively with my students, I will be able to help them to increase their understanding of shapes and their characteristics. I will assist them in improving their abilities to recognize and identify shapes in their surroundings. Also, I will be able to increase their confidence in their abilities by being encouraging and supportive to them throughout the lesson, as well as through giving them good instruction so that they are able to develop a thorough understanding of the topic. In addition to the information I will give them, I will also learn a lot from my students as we go through the lesson. I will be able to solidify my understanding of the various descriptions of all shapes, and my students will be able to show me many different ways of thinking in order to identify and describe shapes. I will also come to a better understanding of my students, which will help me to be able to further assist them in their learning and development.

IP&T 301: Developmental Cognition Lesson Plan

By incorporating Piagetian constructivist learning principles in my lesson, I believe that I could really improve the quality of my lesson. Some Piagetian concepts I would take into account would be:

1. Stage-based learning: Because my students would mostly still be in the preoperational stage of development, I would make sure I did not expect too much of them. I need to understand that there are certain concepts and ways of thinking that are above their developmental abilities. Many of my students will not have mastered mental operatioins, so they may struggle with some logical thinking. Therefore, I will need to guide their thinking to help them learn about different shapes while not expecting them to have a perfect understanding of the things I teach them.

2. Uniqueness of individual learning: Each of my students will learn differently and will have different schemas that they are working with. Because everyone will come to my classroom with different backgrounds and experiences, I will need to tailor my instruction to best meet the needs of each individual member of the class. I will base my teaching strategies on the individual learning styles and experiences of my students.

3. Experience that involves action: Children mature and become increasingly able to act on their environment and learn from what they experience. As children physically interact with the environment, they are often able to visualize things much more easily. In order to help my students learn more effectively, I will involve them in physically interacting with shapes and other objects in the classroom to help them internalize the lesson on shapes much more easily.

4. Necessity of social interaction: Acording to Piaget, a great deal of what we learn comes through social interaction. Lots of the knowledge we gain is offered by our culture, and without social interaction, we would have to develop a lot of this knowledge on our own. Because I believe that social interaction will help my students understand shapes much better, I will lead class discussions about shapes and give them opportunities to work in small groups to help teach each other.

I will use the following concepts in my lesson:

Adaptation: In order to make sure the new information I teach my students is really internalized and makes sense to them, I will help them to connect the information I teach them to the schemas they already have through assimilation. If adjustments to their existing schemas, I will help them to use accommodation to make sense of any new information that doesn't fit in their existing ideas. As we explore the various characteristics of shapes, I will help them to expand their understanding of what certain shapes can look like by giving them many different examples. (Ex: show them that a square is also a type of rectangle, and rectangles can also be short and wide, thin and tall, etc.) By doing this, the students will not think that there is only one way to make certain shapes.

Disequilibrium: When disequilibrium occurs and the children are having trouble making sense of the lesson, I will ehlp them to use assimilation and accommodation to comprehend the new information. Also, I will recognize that disequilibrium is a very important part of learning, and it is not a bad thing for the children to struggle through concepts a little.

Schemas: My students will come with all different schemas because they all come from different backgrounds and have had very different experiences. Therefore, I will need to use lots of different examples in my teaching as some will be meaningful to certain students while other examples will be more meaningful to different students. If I use a variety of different objects as examples of the various shapes I am teaching about, the students will be more likely to be able to make connections with some of them and have more meaningful learning.

Discovery or Guided Discovery Learning: After talking about the different aspects of shapes, I will give the children the opportunity to learn thrugh guided discovery by finding various shapes around the room and figuring out what they are. I will give them the opportunity to work in small groups so they have social interaction and are able to talk about their findings with their peers. This will help them to develop a deeper understanding of shape names and characteristics. Also, I will take them outside to see all the shapes in the natural environment. I will let them explore outside on their own so that they have the opportunity to really discover for themselves that shapes are all around them.

Classification: Because many of my students will still by in the preoperational stage of development, some of them may struggle a little with the classification of the shapes we learn about. With my knowledge of Piaget's developmental stages of learning, I will recognize that these students may have simply not developed to that point yet. Therefore, I will not be pushy with my students, and I will not expect too much of them. If they are not ready to classify shapes, I will not require them or push them to do so.

Virtual Tour Plan: Learning about European Art

Location	Activity	Google Earth Content
1. Florence, Italy	In the first activity, I will have the students go to Florence, Italy and read information about Leonardo da Vinci and his famous painting, the Mona Lisa. They will then speculate possible meanings of the painting and reasons why da Vinci chose to paint her in the way he did.	I will have them look at an image of the Mona Lisa and read about the background of Leonardo da Vinci.
2. Paris, France	For the second activity, I will send the students to Paris, France, where Jacques Louis David was born. He painted Napoleon at the Saint Bernard Pass. They will read about David and his connections with Napoleon. Then, they will speculate possible meanings of the painting.	I will have the students look at an image of Napoleon at the Saint Bernard Pass. I will have a connection to a Wikipedia article in which it discusses David's connections with Napoleon to give the students more background on the painting.
3. Barcelona, Spain	I will then take the students to Barcelona, Spain. This is where a famous Spanish painter, Diego Velasquez, painted Las Meninas. The students will then analyze this painting as they have the others, speculating what the artist intended as the meaning and any possible story of what may be going on in the painting.	The children will look at an image of Las Meninas and read general background information about Velasquez.
4. London, England	I will have the children go to London, England, where John Constable painted The Haywain. The students will read about John Constable and look at the image of this painting. After doing this, they will look for meanings in the painting and guess a possible story of what might be going on.	The students will look at an image of The Haywain and will read background information about John Constable.
Details of image overlay / path / polygon:	Since this lesson will be focusing on European art, I plan to insert a polygon around Europe to show the students where the borders of Europe are.

IP&T 301 Applied Lesson Plan - Behaviorism

Behavioral Objective: After exploring the characteristics of various shapes, the students will be able to demonstrate their understanding of these characteristics through identifying the names of certain shapes when given a list of their attributes.

Task Analysis:
1. Assess previous knowledge of shape names and characteristics by laying a game of memory with pictures of shapes on half of the cards and the shape names on the other half The children then have to match each shape picture with its correct name.

2. Increase the children's knowledge of shapes by teaching them a song about shapes:

Shapes
(Sung to Are You Sleeping?)

This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.

This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.

This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.

This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.

3. Give the students an opportunity to apply their knowledge of shapes by finding objects around the room that are certain shapes and explaining how they know what shape it is (name specific characteristics).

4. After they have had some practice with identifying shapes and their characteristics, do a listening activity with the children. They will have crayons and a paper with many different shapes on it, each outlined in black. Have the children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?

5. Assess each students understanding by naming characteristics of a shape and having them tell you what shape it is. If they have difficulty visualizing the shapes with just an explanation of the characteristics, you can also show them pictures of the shapes.

I will include the following behaviorist principles:
Positive Reinforcement: I will use positive reinforcement throughout the lesson by praising the children and giving them more free time when they behave well and stay on task.

Negative punishment: In contrast to my strategies for reinforcing their good behavior, I will use negative punishment to encourage them not to repeat bad behavior that they display during the lesson. If the children do not stay on task, cause problems during the lesson, or display other unacceptable behavior, I will remove part of their free time from their schedule to show them the importance of behaving properly.

Shaping: I will use shaping to encourage the students to keep working on learning their shapes and to emphasize the progress they are making throughout the lesson. After each portion of the lesson that is completed successfully, I will tell them how pleased I am with their work. Also, I will give them choices of activities they would like to do (such as art projects involving shapes, coloring shapes, playing various games involving shapes with their classmates, etc.) to give them breaks from the direct instruction.

Observational Learning: In order to help the children understand the activities we will do to help them learn about shapes, I will teach through observational learning. I will make sure I model each of the activities before asking the children to do them so that they will be able to see what I do and learn from what they see. Also, I will model the identification of shapes and explaining characteristics of shapes so that they will be able to model their language after mine.

Positive Practice: Whenever children identify shapes or state shape characteristics incorrectly, I will explain the correct answer to them and have them practice more with the shapes and characteristics they struggled with. I will do this immediately after the error so that the children do not get the wrong information too ingrained in their heads. By using positive practice, they will be able to correct any wrong understandings they may have so that they will be able to successfully reach the lesson objective.

"Ode to Joy" Digital Storybook

TPACK in Digital Storybook

Through using a digital storybook, I will help my students to develop their reading comprehension by reading, interpreting, and analyzing the text to a song that they know. In my example, I am using the text to "Ode to Joy." The children will analyze the text to the song they have chosen by making connections to themselves and to their prior knowledge. Based on their analysis of the text, they will come up with symbols or picture they can draw that will represent the lines of the text. They will then draw these pictures and use them as the background for the lines they go along with. For pedagogy in this lesson, I will need to know how to help the children best interpret their text. I will need to come up with good thought questions for my students to help them connect the text with their prior experiences and knowledge. The technology I'll be using in this lesson is PhotoStory, which will allow the students and myself to create our own digital storybooks. Also, we will use freeplaymusic.com to get music for the background of our storybooks.

Digital Storybook Storyboard

IP&T 301: Applied Lesson Plan - Cognition

In order to help the students really grasp the information presented in this lesson and process it so that it will move to their long-term memories and be accessible information for them, I would focus on helping the children explore and apply the information throughout the lesson. As they are required to retrieve information about shapes throughout the lesson and use this in their working memories, this will help to enable them to also pull out this information at later times.

3 strategies I would use to achieve this would be the following:

1. Keyword Mnemonic Method: I would have the students, as a class, make up keyword nemonic devices to remember the names and characteristics of shapes.

2. Rote Memorization: I would teach the children the following song about shapes to help them remember the characteristics of certain shapes.

Shapes
(Sung to Are You Sleeping?)

This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.

This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.

This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.

This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.

3. Distributed Practice: I would teach the students and have them practice with shape names and characteristics over a longer period of time with breaks throughout the lessons to that the information the children learn will sink in more and make its way into the long-term memory.

Five considerations I would incorporate into this lesson plan:

1. Attention and Perception:
I would help my students to process information about shapes by using a hook at the beginning so that the children would be interested and pay attention during the lesson. The hook would be a game of "I Spy" using shape characteristics to describe objects around the room. By getting the children involved from the start and helping them to be excited about the subject, this will help them to pay better attention and get the information more effectively into their working memories.
2. Sensory Memory:
The children would utilize their sensory memories by doing visual activities with shapes throughout the lesson. When the students have the opportunity to see the physical shapes and use manipulatives to explore them, this will increase the amount of information that will go through the sensory memory and work its way into the working and long-term memories.
3. Working/Short-Term Memory:
Because the working memory has a limited capacity, this lesson would be spread out over a good amount of time so the children are able to process all of the information that is taught. As we take breaks from learning about shapes, and then return to the subject, this would help to make the information more accessibly to the children in the future.
4. Long-Term Memory:
By exploring shapes, shape names, and their characteristics through many different activities and in many different ways, the students would be able to strengthen their understanding and connections with the information presented. Also, the shape riddles and other activities in the lesson plan would give the children opportunities to problem solve and apply the information being taught. These components of the lesson plan will help the information to move into the children's long-term memories and be accessible for pulling back into working memory whenever needed.
5. Declarative and Procedural Knowledge:
As the children learn all about shapes in this lesson, they would develop declarative knowledge of which names go with which shapes. However, they would also develop procedural knowledge by learning how to identify the shapes of objects in their surroundings and how to construct shapes on their own.

IP&T 301: UEN Lesson Plan

Summary: Students will analyze characteristics of geometric shapes.

Main Curriculum Tie: 1st Grade - MathematicsStandard 3 Objective 1Identify, describe, and create simple geometric figures.

Materials:
Shape Poems and Songs (pdf)
Attribute blocks or paper models of shapes
Same and Different worksheet (pdf) worksheet

Background For Teachers:
Students will analyze characteristics of geometric shapes. Students need to know the defining attributes (and other attributes that are consequences of the definitions) of a circle, square, triangle and rectangle prior to this lesson.
Polygon—A closed plane figure made by line segments
Circle—A closed curve with all its points in one plane and the same distance from a fixed point.
Triangle—A polygon with three sides (additional attributes: three angles/corners).
Square—A quadrilateral (four-sided polygon) with four congruent sides and four right angles.
Rectangle—A quadrilateral with two pair of congruent parallel sides and four right angles (additional attributes: two pair of parallel sides, two pair of congruent sides).
Note: A rectangle does not necessarily have two short and two long sides! A square is a special rectangle!
Students need to experience the shapes by touching, seeing, and discussing the number of sides and/or corners of each with peers or the whole class. Students should be given many opportunities to find shapes in their environment. Last, using definitions from class, students find an object in their environment and communicate why it is like the shape of their choice and not like another shape.

Intended Learning Outcomes:
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written and nonverbal form.

Instructional Procedures:
Invitation to Learn - I Spy
I spy something that is large and has four sides and four corners. This object can be used to write on or hang pictures on. What is it? (chalkboard)
I spy something that has no sides and no corners but it does have hands. What is it? (clock)

Instructional Procedures:
Teach one of the shape songs.
Have students choose a shape and identify it by describing its attributes.
Individually or with a partner, students will walk around the classroom or school (if appropriate) and compare their given shape to an object in their surrounding.
Students will place the shape on top of an object to make sure they match. They can leave it taped to the object if in own classroom.
Using the Same and Different worksheet, students will draw a picture of the object chosen to represent their shapes. Next they will write or fill in the blanks as to how it is the same and how it is different from another shape.

Extensions:

Listening Activity: Have children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?

Shape Riddles: Let your imagination go!
I have no corners.I have no sides.What am I?
I have three sides.I have three corners.What am I?

Family Connections
Students should explain the definition of each shape to a parent or family member. Then challenge that family member to find a shape around the house to compare. Tell why it is alike and why it is different from another shape. The student should be the “teacher” and check to see if their family member is correct.
Student could draw a picture of the item and write a simple sentence explaining what shape was used (e.g., “The door is like a rectangle. It has four sides and four corners. It is not like a triangle because it has more than three sides and three corners.”).

Assessment Plan:
Observe students as they describe their shapes.
Use student work page.
Pull small groups aside and hold up a shape and have them name.

Author:Utah LessonPlans

TPACK in Science Lesson

The content covered in the lesson and activity below is information about leaves and its parts. We had the children explore what leaves look like in great detail, and they had the opportunity to learn about the various parts of a leaf. Also, the lesson helps the children learn about leaf identification. The pedagogical knowledge included in the lesson includes knowing the best ways of involving the children in discussions about leaves. Also, it would include being able to talk about the way the leaves look, the parts of the leaves, and how to identify which plant certain leaves come from, in terms that the children will understand. There are two technologies included in the lesson below: the microscope and the leaf identification website we used.