ELED 437 PRACTICUM - SPRING 2013
Field Placement Information
Washington Oak School
801 Read Schoolhouse Road
Coventry, Rhode Island 02816
Phone: (401) 397-1976
School Website
Team Assignments
GRADE - CI
Grade 1 McDonnell
Grade 1 Patrie
Grade 1 Viccione
Grade 2 Nadrowski
Grade 2 Sherman
Grade 2 O’Connell
Grade 3 Conti
TIME
9:15 - 10:15
9:15 - 10:15
9:15 - 10:15
9:45 - 10:45
9:45 - 10:45
9:45 - 10:45
9:00 - 10:00
RIC Student 1
Dalton, Kelsey L
Buitta, Nikole A
Doucette, Nathan W.
Heston, Thomas J
Ferrara, Diana I
Mercurio, Jenelle E
Aube, Danielle R
RIC Student 2
Robinson, Lindsey
Crowell,Rebekah A
Groleau, Marissa L
Hopfer, Bethany A
Mooney, Kortni L
Nolan, Alecia Ann
Morra, Karlie A
Clinical Instructors, Principal, and Staff
NAME (class website)
EMAIL
Janet Conti
ContiJanet@COVENTRYSCHOOLS.NET
Cynthia McDonnell
McDonnellCynthia@COVENTRYSCHOOLS.NET
Betty Nadrowski
NadrowskiBetty@COVENTRYSCHOOLS.NET
Jessica O'Connell
OconnellJessica@coventryschools.net
Jill Patrie
PatrieJill@coventryschools.net NET
Sue Sherman
ShermanSusan@ coventryschools.net
Christine Viccione
viccionechristine@coventryschools.net
Linda Springer
SpringerLinda@coventryschools.net
Cathy West
WestCathy@coventryschools.net
Gina Gateman
GatemanGina@COVENTRYSCHOOLS.NET
POSITION
Grade 3
Grade 1
Grade 2
Grade 2
Grade 1
Grade 2
Grade 1
Clerk
Clerk
Principal
Practicum Dates (Revised after snow cancellations)
Classroom Observation
W Feb 13
Lesson 1 Pre-Assessment
M 2/25
Lesson 2
M 3/4
Lesson 3
M 3/18
Lesson 4
M 3/25
Lesson 5
M 4/1
Lesson 6
W 4/3
Lesson 7
M 4/8
Lesson 8
W 4/10
Grade 1 - Digital Microscopes and FOSS Balance & Motion
RIC Student 3
Rabbitt, Lauren
ROOM
Room 167
Room 101
Room 168
Room 169
Room 103
Room 104
Main Office
Main Office
Main Office
LESSON
#
1
2
3
4
5
6
7
8
Brief Description of Activity
Pre-Assessment
Digital Microscope Lesson 1
Using realistic fiction - Greg’s Microscope - students
learn how microscopes can be used as scientific
tools for enhancing observation and exploring
“hidden worlds.” Students learn to use a digital
microscope.
Digital Microscope Lesson 2
Students use a digital microscope and
observe/capture images of sugar and salt. Using an
informational text - Hidden Worlds - students learn
about a professional microscopist who uses
different microscopes to investigate and
photograph the natural world.
Digital Microscope Lesson 3
Students use digital microscopes to observe and
capture images of structures of mealworm larva.
They relate structures to functions.
FOSS Balance and Motion Investigation 3 – Rollers
Students investigate rolling objects— wheels, cups,
and spheres. They make cardboard ramps and
investigate wheels of different sizes on axles, and
they roll paper cups of two sizes. Students use
flexible marble runways to make marbles do tricks.
The grand finale involves the whole class
cooperating to make one large runway through
which a marble can roll nonstop.
Big Ideas
CONTENT A microscope is a scientific tool that enhances
observation.
PROCESSES Observe and compare sugar and salt. Use
scientific vocabulary to describe properties. Compare a
traditional microscope with a handheld digital
microscope.
CONTENT An organism such as an insect has structures
that help them grow, survive, and reproduce.
PROCESSES Plan and carry out an observation.
Use a handheld digital microscope as a scientific tool to
enhance observations and record evidence of structures.
CONTENT A microscope is a scientific tool that enhances
observation.
PROCESSES
Observe and compare sugar and salt. Use scientific
vocabulary to describe properties. Compare a traditional
microscope with a handheld digital microscope.
CONTENT Wheels and spheres roll down a slope. Axles
support wheels. Wheel-and-axle systems with wheels of
different sizes roll toward the smaller wheel. The
amount and location of an added weight can change
the way a system rolls.
SCIENCE PROCESSES Observe several expressions of
linear motion. Observe several kinds of objects and
systems that roll. Compare the paths followed by rolling
systems with different-sized wheels. Organize materials
to make systems that roll in different ways.
Communicate observations and comparisons of rolling
motion, using precise vocabulary.
FOSS Balance and Motion Invest 3 – Rollers (cont.)
FOSS Balance and Motion Invest 3 – Rollers (cont.)
Post-Assessment
Resources:
1. Click on Three Digital Microscope Lessons.
2. FOSS Balance & Motion science module. Go to http://ebecri.org/content/balancemotion
3. FOSS Web. Go to http://fossweb.schoolspecialty.com/home Register. At Teacher Page, go to FOSS K-2
Modules. Click on Balance & Motion. Click on Previous Edition.View Module Summary, Teacher Preparation
videos and other resources.
Grade 2 - Digital Microscopes and FOSS Air & Weather
LESSON
#
1
2
3
4
Brief Description of Activity
Pre-Assessment
Digital Microscope Lesson 1
Using realistic fiction - Greg’s Microscope - students
learn how microscopes can be used as scientific tools
for enhancing observation and exploring “hidden
worlds.” Students learn to use a digital microscope.
Digital Microscope Lesson 2
Students use a digital microscope and
observe/capture images of sugar and salt. Using an
informational text - Hidden Worlds - students learn
about a professional microscopist who uses different
microscopes to investigate and photograph the
natural world.
Digital Microscope Lesson 3
Students use digital microscopes to observe and
capture images of structures of mealworm larva. They
relate structures to functions.
FOSS Investigation 2- Observing Weather
How are clouds a condition of weather? Identify and
classify different types of clouds. Students learn to
identify three basic cloud types by matching their
observations to a cloud chart.
5
6
7
8
Students continue to record weather on a class
calendar and in weather journals. Students monitor
temperature with a thermometer and rainfall with a
rain gauge.
FOSS Investigation 3 – Wind Explorations
How is wind a condition of weather?
Students look for evidence of moving air. They
observe and describe wind speed using pinwheels, an
anemometer, and a wind scale. They observe bubbles
and construct wind vanes to find the wind's direction.
Flying kites, they feel the strength of the wind and the
direction it is moving.
Big Ideas
CONTENT A microscope is a scientific tool that enhances
observation.
PROCESSES Observe and compare sugar and salt. Use a
handheld digital microscope as a scientific tool to
enhance observations. Record properties of sugar and
salt. Compare a traditional microscope with a handheld
digital microscope.
CONTENT An organism such as an insect has structures
that help them grow, survive, and reproduce.
PROCESSES Plan and carry out an observation.
Use a handheld digital microscope as a scientific tool to
enhance observations and record evidence of structures.
CONTENT Weather is the condition of the atmosphere
(air) and changes over time.
Temperature, precipitation, and cloud types are
components of the weather that can be described.
Meteorologists are scientists who study weather.
There are different kinds of clouds.
Rain is water that comes from cloud
PROCESSES Observe and compare cloud types. Take
daily photos of clouds and classify. Interpret weather
data. Take and record daily temperature. Interpret
weather data. Observe, record, and graph daily weather
on a class calendar and in individual journals.
CONTENT Wind is moving air. Wind speed and wind
direction are components of weather that can be
described using anemometers and wind vanes. Wind
scales are tools used to describe the speed of the wind
PROCESSES Observe and compare the action of moving
air and its effects on pinwheels, bubbles, and wind
vanes. Build a wind vane. Observe and describe the
direction of the wind using wind vanes. Observe and
describe the speed of the wind using an anemometer.
Observe, record, and graph daily weather on a class
calendar and in individual journals.
FOSS Investigation 3 – Wind Explorations (cont)
Post-Assessment
Resources:
1. Click on Three Digital Microscope Lessons.
2. FOSS Air & Weather science module. Go to http://ebecri.org/content/airweatherdescription
3. FOSS Web. Go to http://fossweb.schoolspecialty.com/home Register. At Teacher Page, go to FOSS K-2
Modules. Click on Air & Weather. Click on Previous Edition.View Module Summary. View relevant Teacher
Preparation videos and other resources.
Grade 3 Light and Seeing
Lesson
#
1
Brief Description
Pre-Assessment
Construction Paper Fading
Demonstration of how construction paper fades due
to overexposure to UV light from the sun.
2
Focus Question: What causes construction paper to
fade when left in the sunlight?
3
4
Big Ideas
Part 2 – Construction Paper Fading
Rainbow Projection
A rainbow diffraction grating is taped to an overhead
projector lens to create a bright rainbow color
spectrum on a screen to demonstrate the bending,
reflection and absorption of light. Color filters are
then used to create “secret messages”.
CONTENT The energy of the sun is sufficient to cause a
change in the construction paper resulting in fading.
PROCESSES Observe and explain different fading effects
caused by sunlight.
CONTENT Light can be bent (refracted or diffracted),
absorbed, or reflected.
PROCESSES Observe and explain the processes of
separating light into a spectrum, bending (refracting),
reflecting, and filtering of light.
Focus Question: What are some of the unusual
behaviors of light?
UV Absorbing Film and Color Changing Beads
5
Students conduct an experiment where they place
UV color-changing beads in sunlight to observe the
color changing effect of the absorption of the sun’s
energy.
CONTENT UV rays from the sun are harmful. Different
materials can be used to absorb these rays, such as
sunscreen or protective UV film.
PROCESSES Observe and explain the effect of the
absorption of UV rays on color-changing beads.
Focus Question: How can you protect yourself from
harmful radiation?
6
Part 2 – UV Absorbing Film
Structure and Function of the Human Eye
Focus Question: What are the key parts of the eye
including the lens and retina, and what do they do?
7
Students identify the function of key parts of the eye
including the lens and retina.
8
CONTENT The photoreceptors in the eye transform the
energy of the light into electrical energy which is sent to
the brain to create the effect of seeing. These are the
cells which are most easily damaged by exposure to UV
rays.
PROCESSES Observe and explain the function of key
parts of the eye including the lens and retina.
Post Assessment
Resources:
Go to http://ebecri.org/content/soundlightenergy. Click on “Light and Seeing Lessons.”