Standard #5 Artifact

Course ED 310: Integration of Technology

Web Quest: A Native American Story

INTASC Principles                                                                                                                              NAEYC Initial Licensure Standards: #5

During my Integration of Technology class at Missouri Valley College, I put together a web quest through a lesson in this class. I placed this artifact under the standards #5 because I believe that this project could be used in my classroom to encourage my students to help them be responsible for their own learning. This project will also encourage students to be engaged in active learning.

This project will allow students to learn about Native Americans tribes while letting them control their own learning. This project keeps them active by giving them the web quest and allows them to research their own topic. They are given some direction by giving them a topic to research and I will be right there if they have any questions but until the reading day they are active in their own learning.

 

A Native American Story

A Web Quest for 5^th Grade Social Studies and Communication Arts

Designed by Tracy Norman

tmn6517@moval.edu

Introduction| Task| Process| Evaluation Page| Conclusion| Credits| Teacher

Introduction

We all have heard of Native Americans around Thanksgiving time and how they helped us as a colony survive and thrive. But want are Native Americans? In this Web Quest you will be preparing a book about some of the tribes of North America. You will be learning about their language, customs, food, housing, clothing and even some stories that were told from generation to generation.

The Task

To create a book using Word or PowerPoint about one of the tribes of North America and to report what you have learned to the class.

The Process

1.      First you will be given one Native American Tribe from this list: Algonquian, Abenaki, , Apache, Arapaho, Blackfoot, Caddo, Cherokee, Cheyenne, Chickasaw, Chippewa, Choctaw, Comanche, Cree, Creek, Crow, , Iroquois, Kickapoo, Kiowa, Menominee, Miami, Mohawk,  Munsee, Nez Perce, Osage, Ottawa, Potawatomi ,  Seminole, Seneca, Shawnee, Sioux, Winnebago

2.      You will have 2 sites to compile your information: http://www.bigorrin.org/ and http://www.accessgenealogy.com/native/indianlocation.htm

3.      The first three pages will be about how your tribe lived. Please include clothing, food and also houses. Make sure that not only do you have the information but also some photographs to show the class what you are talking about.

4.      Next you will be preparing the page of the book about your tribe’s history. You can cover any historical fights, anyone in history they were associated with, famous chiefs, or any other historical facts you come across about your tribe.

5.      Next is the 5^th page of the book about the customs or traditions of your tribe. Each tribe has its own customs or traditions please make sure that you separate your tribe from other tribes in this section.

6.      The next page is about the language of your tribe. Please give some examples of the words or common sayings that your tribe used even if you can’t pronounce it (your grade with not be cut for that). Be Creative!

7.      The next page is a story or myth associated with your tribe. There are many stories that were told from generation to generation these stories help us learn more about your tribe. This can be cut and pasted because we want a true tribal story!

8.      I want one page of any information that you found interesting that didn’t fit into the other groups or that did but you didn’t have room for. Please be very creative this is for extra credit!

9.      Now it is time to make the cover! Really think about all you have learned about you tribe and make it reflect what is inside your book. Be Creative!!!

10.  The last page of the book is a simple work sited page. Please give thanks to all the websites or books that you used in the making of this book.

11.  Last step of this web quest is a book reading day! Each person will get to read and show their book to the rest of the class. Be creative and interesting for the rest of the class also if you are a listener uses your good listening skills.

Evaluation

What I will be grading on.	How many points available.
Cover: Looking for uniqueness.	10 pts
Pg1-3: How they lived? Must include clothing, food, and housing.	10pts
Pg4: History of your tribe.	10pts
Pg5: Your tribes customs or traditions	10pts
Pg6: Language Looking for creativity!	10pts
Pg7: Story or Myth.	10pts
Pg8: Extra information	10 pts extra credit
Pg9: Simple work sited	10pts
Reading day!	10pts for listening 20pts for presentation
Total points	100pts plus 10pts extra credit

 Conclusion

Through this process you will get a better idea of the different tribes, how they lived and believed, and the uniqueness of each tribe.

 Credits and References

Most of the websites listed below was used in making the sample book.

http://www.bigorrin.org/

http://www.accessgenealogy.com/native/indianlocation.htm

http://ushistoryimages.com/indian-weapons.shtm

http://www.pbs.org/lewisandclark/native/idx_bla.html

http://www.blackfeetnation.com/our-culture.html

http://www.blackfoot.org/default.php

http://www.firstpeople.us/FP-Html-Legends/TheTheftfromtheSun-Blackfoot.html

http://www.native-languages.org/blackfoot_colors.htm

http://www.nativetech.org/games/hoop&pole.html

 Teacher Information

This project could be used in groups or individually. I also recommend having the student draw one of the listed tribes above for this project or you hand them out. This is recommended because you might have a lot of books on those tribes that are known and not any of the other interesting tribes that are listed. Webquestbook.pptx this is a sample book that you could print out as a sample for your students.

Standard #10 Artifact

Course ED 262: Family and Community Resources

Communication with Parents

INTASC Principles                                                                                                                              NAEYC Initial Licensure Standards: #10

During my Family and Community class at Missouri Valley College, I planned several ways to communicate with the families of my future students through lessons I was given in this class. I placed this artifact under the standards #10 because I believe that these projects could be used in my classroom to effectively communicate with families of future students and build better family and community relationships.

This artifact is a great beginning of the year brochure to help students and parents are ready for the first day of kindergarten. I also know that my student’s parents might not be English readers so what I liked about this project is that I also learned how to make a brochure in any language. I also have in this section is a family night project that we also did in this class which would be a great family and community builder.

Tracy Norman

The School Address

City, MO zip

Emailaddress@yahoo.com

To the 1^st grade Parents,

            On Monday October 21, 2013 we are having another fun family night! The theme for this family night is “Dinner and a Movie”. We will be starting off the night with some fun recipes that you and your child could easyly make at home that not only are delicious but also nutrious. While we are enjoying are fun foods we will be watching a movie. The movie we picked was “Cloudy with a Chance of Meatballs” to keep with the fun food theme.

Thank you,

Tracy Norman

Standard #8 Artifact

Course ED 290: Reading Practicum

Practicum with 2^nd grader

INTASC Principles                                                                                                                              NAEYC Initial Licensure Standards: #8

During my reading practicum class at Missouri Valley College, I was placed with a 2^nd grader in Mrs. Flinn’s class at Southeast Elementary school. While there, I helped with the reading skills of one of her students. I chose standard #8 because I used an assessment of his beginning and ending skills in reading. I used these assessments to plan how I would plan future lessons.

After doing my first assessment I learn exactly where my student stood with his reading. With the assessment I was able to find out it was not sounds and I also found out through the assessment it was not sight words. At first I thought that it was his confidence but it ended up more of a tracking issue. When I isolated the words he could get them but when I let him just read a sentence with the same word he might get it sometimes but at other times he couldn’t. With this class I could modify my lessons however I wanted which was good for my student that I was helping. I learned that teaching reading to a 2^nd grader takes time, patience, and being able to assess the students ability and modify when students needs it.

Pre-assessment: below

Post-assessment: will be added April 28th

Standard #3 Artifact

Course ED 392: Clinical

Kindergarten Lesson about Chicks

INTASC Principles                                                                                                                              NAEYC Initial Licensure Standards: #3

During my clinical class at Missouri Valley College, I was placed in Mrs. Yokley’s Kindergarten class at Southeast Elementary school. While there, I planned and taught a lesson about chicks to finish up their study on chicks that they had raised. I placed this artifact under the standards #3 because I used some modifications for the children that were ELL and for the boy that was MR. These changes were on the printout of the chick I not only wrote the name of the color I wanted them to color the chick but I also circled the color with the color I wanted. This was for the ones that didn’t know how to read the color words.

I think that this artifact not only was a good wrap up to a longer lesson on chicks but also was a good review of colors. Something I noticed with this lesson that I didn’t plan was the conversation on what colors everyone got. I just handed out the chicks so they got what ever came up first which at first I thought might cause some problems but they were so interested in who was coloring what and who had their same color that they were excited about this project. I also had a poem that when with the colors on the smart board which when their color came up they could show off their chick and they were so proud to do it! I learned a lot from this lesson about how students will enjoy a lesson that is planned out fair to all that are involved.

                                                  

 The smart board lesson I couldn't attach.

The following poem was done in power point and again could be attached so I copied and pasted below

I also read a story about a little chick called "Cheeps Excellent Voyage".

This Little Chick

This little chick is black.

She stands in the barnyard on a big haystack.

This little chick is brown.

She is feeling sad and wearing a frown.

This little chick is yellow.

She's friend with the rooster; he's a handsome fellow.

This little chick is white.

She dances and plays, of what a sight.

This little chick is purple.

She spends her day running around in a circle.

This little chick is green.

She is the prettiest chick I have ever seen.

This little chick is blue.

She lays eggs for me and you.

This little chick is pink.

She goes down to the pond to get a drink.

All of the chicks live at the farm.

Out in the big red barn

INTASC principles and NAEYC initial licensure standards

Figure 4-2 Grid for Charting Collected Evidence

INTASC Principles                                                                   Evidence I already         Evidence I still                   NAEYC Initial Licensure Standards                                                   have                               need

1.      Knowledge of subject matter

4b. Using developmentally effective approaches

4c. Understanding content knowledge in early

      Education

4d. Building meaningful curriculum

2.      Knowledge of human development

1.       Promoting child development and learning

4b. Using developmentally effective approaches

4d. Building meaningful curriculum

3.      Instruction adapted for diverse learners

1.       Promoting child development and learning

2.       Building family and community relationships

4b. Using developmentally effective approaches

4.      Use of multiple strategies and resources

4b. Using developmentally effective approaches

4d. Building meaningful curriculum

5.      Learning environment/motivation and behavior

1.       Promoting child development and learning

2.       Observing, documenting, and assessing to support

Young children and families.

            4b. Using developmentally effective approaches

            4d. Building meaningful curriculum

6.      Effective communication

4a. Connecting with children and families

4b. Using developmentally effective approaches

7.      Planning for instruction

1.       Promoting child development and learning

2.       Building family and community relationships

3.       Observing, documenting, and assessing to

Support young children and families

            4a. Connecting with children and families

            4b. Using developmentally effective approaches

            4d. Building meaningful curriculum

8.      Assessment of student learning

4. Observing, documenting, and assessing to

    Support young children and families

9.      Professional growth and reflection

5. Becoming a professional

    10.   Interpersonal relationships

            2.   Building family and community relationships

            4a. Connecting with children and families

4.       Becoming a professional

(Wiltz, Nancy W., Watson-Thompson, Ocie, Cawley, Hannah S., Skelley, Heather A. Developing and Presenting a Professional Portfolio in Early Childhood Education. 2^nd edition 2009. Pg 36-37)