What is a learning continuum?
A learning continuum is a proven model for integrating a field trip visit with a classroom based learning unit. Instead of isolating a field trip as a class event, students prepare for the field trip and understand it's purpose before hand. The field trip itself becomes an integral part of investigation. Aftrwards, students use the information they learned on the field trip for further understanding. The guides are structured as a learning continuum. The basic structure is as follows:
Begin the Investigation At School
Investigation at the New York Hall of Science
Finish the Investigation Back at School
For the independent study, describe one or more activities were you, in relation to your grade level and subject area :
Introduce a topic and prepare students for a visit (in class)
Activity while on the field trip (give specific examples of what would students do at the museum)
Follow-up after the field trip (what would students do in the classroom)
If you are able to connect the activity and the visit to a museum with your project's template for differentiation of instruction that would be great (extra credit).
are we suppose to post this on here as a blog?
ReplyDeleteI believe that the above is part of our independent study work.
ReplyDeletePlease post your answer here. It is part of the independent study work. If you need more writing space divide the text and create 2 posts.
ReplyDeleteIf you want, you can create a doc in Google Docs, go to share - click on publish as a webpage - click publish. Copy and paste the URL you are given to your blog post. Once it is published it becomes a webpage people can view. We will go over publishing on Friday but feel free to try and explore it on your own.
Yeh castro, I sent the information for you,let me know if you receive it.
ReplyDeleteThe students will study the difference between prokaryotic and eukaryotic cells at the school. They will learn and identify the different aspects of the cells. They will take a field trip to Liberty Science Center and take a closer look at single celled cells - eukaryotic cells - protist - bacteria and see how these coli are in your everyday water supply. They will engage in a science demonstration called What's in your water? They will go thru a filter water process treatment to see how eukaryotic single cells are eliminated so that water is purified. They will continue back at the school with an extension activity teaching them how a host cell can be damaged by exsisting bacteria such as coli. Tracy
ReplyDeleteBrenda
ReplyDeleteTo continue with health study in the kindergarten classroom we may continue to explore exercise and how important it is to exercise your muscles as well as your heart muscle. The children can choose their favorite sport and see what the most important muscle group is to exercise for that specific sport. Maybe they could even follow by researching information on a favorite athlete who plays that sport. Once we get to the museum there is an area where the children get to play various sports such as baseball, wheel chair olympics, surfing, and football, etc. This will be a great follow up for the children.
Bronx Zoo Field Trip
ReplyDeleteIn Class Preparation
How do authors come up with ideas to write about?
Students will read the book Brown Bear, Brown Bear by Eric Carle. The book uses various animals and a unique, repetitive rhyming pattern to joyfully express a trip through the zoo.
Ask children how they think Eric Carle came up with the idea to write this book.
After reading the story, children will brainstorm some of the other animals we might be see in a zoo. Children will be able to act out or illustrate their animal and other children can guess what animal they hope to see. Finally, explain to the children that we will be attending a field trip to the Bronx Zoo in order to help us write using Eric Carle's craft. We will observe some different animals and then include what they are seeing.
Use the children's responses to help guide trip. For example, if children mention flamingos, make sure to see the flamingo exhibit. Also, in order to differentiate, make sure to visit some more obscure animals (aardvarks, lemurs, tapirs) as well as some more familiar animals (monkeys, birds, polar bears, tigers)
Finally, in order to help children prepare and become more familiar with some of the animals, upload podcasts from itunes from the Bronx Zoo. Altogether there are 8 that each focus on a different animal. Children can listen to podcasts to gain more exposure to what they will see, and they will also gain a richer vocabulary in order to talk about the animals with more confidence.
A trip to the Metropolitan Museum
ReplyDeleteIn order to prepare my class for a trip to the Metropolitan Museum I would first show them the movie Night at the Museum, starring Ben Stiller, Robin Williams, and etc. Even though this movie is a comedy, it has a lot of facts.
The character Rebecca was writing a dissertation on the life and times of Sacagawea. This is something the class would make connection with. This character taught the character Larry (the divorced father/night watchman) about the history of the various exhibits.
The history on the various exhibits is factual information that the students could learn from. Some of the information will help the students to make connection to what they are about to see at the actual museum.
I think the student will enjoy the movie and look forward to learning more history from the various exhibits in the museum.
After the trip to the Met. students will write a reflection piece. They will mention what they've learned and what interest them most. They will also try to make connection to movie and museum exhibits.
ReplyDeleteNY Hall of Science: Characteristics of Living Things
ReplyDeleteIn Class Preparation: Students participate in various in-class inquiry to determine characteristics of living things vs. nonliving things. Eventually lead to the conclusion that living things need food, water, air, and shelter. In addition, students will discuss whether all living things move.
They will also be introduced to "The Hidden Kingdom" as a special place full of living things that they cannot see with their eyes. After being introduced to the microbe, students will create a microbe using every day objects and explain how the microbe moves and eats and where it lives.
At the Museum: Students will look at the microbes under the microscope to discover how microbes move and eat. They will also see that microbes are tiny and can be seen better with microscopes. Even though they are small, they are still considered "alive" because they need food to live and they grow.
After the investigation: Back in class, discuss previously made microbes and how they were similar to the microbes seen at the museum. Discuss new ways that the mcirobes might move, eat, or live.
A trip to the MET
ReplyDeleteIn preparation for our trip to the MET my class will preview a pre-created slideshow of images that I took while at the museum. Class will select an image that represents a primary source to bring with them to the MET. Children will try to locate the real images in the MET and be able to identify them as a primary source, tell how they know it is a primary source and why their primary source is important. As a follow up, children use their computers to search for more information of their primary source and write a short summary of their images or my low group of four can write a list of 4 or 5 sentences instead of the summary.
I thought we had to add this info in our lesson project. that's what I did at first.
ReplyDeleteMuseum of Natural History
ReplyDeleteOur class will review the types of habitats found in Africa. We will also study the survival skills used by animals. (camoflague, prey, predator etc).
At the Museum
Students will be asked to classify animals of prey, predator, survival skills. (group 1).
Group 2 will be asked to classify different kinds of habitats then record important facts about them. Students will used graphic organizers to display their information.
At school
Students will write a report about what they have learned from visiting the museum.
I have published by independent study as a web page. To view it please click on the link below..
ReplyDeletehttp://docs.google.com/a/mynycpd.com/View?id=dhvxxs2_16g774qvcj
If for some reason(my luck) this link is not active, please look at the Blog Archive on the left.Above the Independent Study link you will see Roy G Biv. Please click on it to open my Independent Study assignment.
I hope everyone is having a great summer!
John
I have decided to just post my independent study. Our trip is to the HALL of Science
ReplyDeleteThis lesson is designed to be used with a second grade class.
"Who is Roy G Biv?"
Class objectives:
Students will observe rainbows in bubbles
Students will use an mnemonic to remember the colors of the rainbow.
At School:
To begin, students will be introduced to acronyms by writing an acrostic name poem using their first names, into their science notebooks. Students with long names or hard to use letters will be given a dictionary for extra support. Next, students will be introduced to Roy G Biv by viewing a color wheel which spells out Roy's name. The class will be asked to suggest words for Roy to use if he was going to write an acrostic name poem. Students will then be prompted to think of colors that Roy could use to spell his whole name. As the colors are uncovered the students will be prompted to come up to the board and select the color crayon they named.(1 of 7 crayons) They will then fill in the appropriate letter portion of a color wheel. Students will probably need help identifying the colors indigo and violet. If they do a student could be called up to read the name off of the crayon.
It will then be revealed that Roy's name is an mnemonic and that sometimes people use mnemonic to help them to remember things. Before leaving for the Hall of Science the class would then be prompted to think of something that has all of these colors in it. They are not to tell anyone what they think it is going to be until we return.
At the HALL of Science
We will be going to the Hall of Science in search of Roy G Biv. We will be going to visit three exhibits during our search.They are Soap Bubbles, Soap Films and Soap Film Painting. Students will be given an observation worksheet to write down their noticings while at the Hall of Science. Their task will be to find Roy G Biv, explain how they recognized him, and disclose what his name is used to remember. The three exhibits involve dipping forms into a soap solution to make bubbles. One is a curtain type setup, the other involves dipping large loops into a bubble solution and the third is a mechanical operated form that dips various shapes into a solution to make a bubble within the forms.
You may observe that some students may think that Roy is a bubble. If this is the case, you may tell children that Roy is not a bubble and prompt them to take a closer look. Additional clues may be given if necessary.
Back in the Classroom
When the class returns to school, students will be asked to read from their observation worksheet to tell the class where they found Roy and how they recognized him. After all three possible places are named, students will paste their observation papers into their science notebooks. They will then write Roy's name into their notebooks listing the corresponding colors. Finally, students will use crayons to draw a picture of Roy G Biv.
The class trip will be to the museum of Natural History to visit the African animal exhibit. By this time students would have been engaged in an intense study of African animals and their adapation to their habitats. As a result of their study students are able to tell an animals adaptation to it's habitat by it's diet and/or fatures along with their functions.
ReplyDeleteOn the trip students will choose and animal and collect information on it's habitat,diet and adaptation to it's environment. Seeing the animals in their habitats is a good visual for the students because they look very realistic. Once students have gathered their information they have the opportunity to freely investigate the rest of the animals in the exhibit.
After the trip students will have the opportunity to share their findings and their reflection on the trip. Students will use the information collected to make a class poster to show the different animals and thier adaptation to their habitats. This poster will be posted and available to refer back to as they continue thier investigations.