Class+Two+-+Sept+13


 * FIELDTRIP ON WEDNESDAY! Mary S volunteered to be our second driver!! YEA!!! **
 * COME PREPARED TO GARDEN AND WORK OUTDOORS (SHORTS ARE FINE BUT NO FLIPFLOPS OR SANDALS) **

__**Today's Class Agenda: **__

1. The content and pedagogy behind //**UDL Beginning Plants**// Module and KUSD information

2. Questions from Syllabus and your comments **3. Using the Environment as an Integrating Context** video 4. Jigsaw activity - school gardens, community gardens, urban gardens 5. Assignments
 *  soliciting schedules for field placement
 * Wednesday is our first fieldtrip, whole class sessions on Wednesday

__**Assignments from Class Two - Sept 13 Due on Sept 20 **__

 1. You will read Chapters 2 and 3 in our **Schoolyard-Enhanced Learning: Using the Outdoors as an Instructional Tool** text. After you have ready, create a list of practices you want to propose to your cooperating teacher to help ensure positive experiences in the schoolyard and garden.

2. Complete reading for the CAST UDL ONLINE TUTORIAL - [|Module One Introduction to UDL] and be prepared to work with a partner to compare your checklists next **Monday!**

 You will complete the Overview of UDL section of this module so make sure to click on this link as you start out in the module.

 Goals of this assignment: We will all review the following lesson:
 * <span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;">To understand how to use the UDL Guidelines - Educator Checklist to identify barriers in a lesson as well as features of a lesson that exemplify some of the UDL guidelines
 * <span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;">To identify elements of a lesson that maximize learning for ALL students
 * <span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;">To identify potential barriers in a lesson that prevent ALL students from learning

<span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> Life Cycles of Plants (Grade 1) <span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> [] <span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> (Text to Speech and Video clips of students working)

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">You will closely read the content in this module and all components of the lesson description and lesson plan to prepare to complete the //**UDL Guidelines Design Checklist**// to identify the UDL Features in your lesson plan in class next week! [|Guideline Ed Chklst 8_31_09.doc]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">3. Read Chapters 1 and 2 in our text, //**Teaching Children Science: A Discovery Approach**//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">4. Beginning Annenberg Video Assignment - presenting a science content AND pedagogy to your peers

<span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;">We will form Six teams in class today– each team will prepare a 20-minute presentation to the class highlight the key information and pedagogical tools for their assigned unit. To prepare, I want you to review the materials at your website for class on Monday, Sept 20. We will give the presentations on Monday, Sept 27.

<span style="color: #002480; font-family: 'Comic Sans MS',cursive; font-size: 120%;">You will be using all of the materials at these websites. **First** you will click on the **Children’s Ideas** tab and complete the questions to check your own possible misconceptions. Then you will read the introduction and watch the related video (1hour) and then read information on other tabs. Then you will begin working in your teams to prepare your class presentation!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 1 –Katie C, Laura, Tim, Marissa - <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|**Workshop 5. Energy in Food**] <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 2 – Marielle, Casey, Katie S, Mary - <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|**Session 2. Every Rock Tells A Story**] <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 3 – Kellie, Megan, Daena, Heather <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|**Session 1. Earth's Solid Membrane: Soil**] <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 4 – Brittany, Ellie, Maggie [|**Session 1. What Is Matter?: Properties and Classification of Matter**]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 5 – Maria K, Sara K, Bill, - <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|**Session 7. Energy Flow in Communities**] <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Team 6 – Jenny, Jessica, Amy, Kylie - <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|**Session 4. Plant Life Cycles**]