Maker Faire Lesson Plan

Todays exciting adventure in my Master’s class started with the exploration of the differences between learning and teaching along with constructivism and inquiry. Learning is the process of acquiring information; this is a helpful link for understanding http://youtu.be/0YOqgXjynd0. The later wasn’t as easy a concept for me to grasp, I grapple with understanding which came first. I don’t know why exactly, maybe at times in education these terms are confused or misused. A clearer explanation came later that night while discussing the concept with my PLN http://goo.gl/NOlhAj. I understand inquiry based learning to have a few key factors that determine its eligibility. First it should be wholly around the principle of discovery. Secondly to be considered inquiry we must give students something worth discovering, a catch or real life problem to solve that engages the learner. In order to get out of the teaching process and into the learning mindset we then went into the enlightening process of inquiry, which would be the discovery. By this I mean we got to play with a whole lot of very cool techie products for education, lets call them all makers, and I will annotate the ones we used at the end of this post for your reference. The eleven students in our cohort had the opportunity to explore and create using a variety of makers, after which we were asked to design a lesson using a maker. With partners, a lesson plan was created. The lesson was then revised based on the deeper understanding of the inquiry process and feed back from our PLN. Inferencing with Maker Kits

Your name: Amanda McCarthy/Kristen Welton
Title of lesson: Inferencing with LittleBits Kit
Teaching date and time: June 19, 2014

Overview

Overview: In this lesson students will be writing a sequence for creating something with the makered kits. They will switch their instructions with two other students.  While the other students are following the text instructions they should be noticing the inferences they have to make. Lastly, they will reflect on what they followed explicitly and what they made an inference about.
Estimated time for lesson/activity: 45 minutes5 minute: Introduction 25 minute:  Create Project 10 minutes: Re-Create from text 2 minute:  Re-Think 5-8 minute: Whole Class Outcome of how details and inferences helped us create
Context of lesson: Students will be learning how to tell what the text says explicitly versus how they make inferences.
Sources:
Grade level: 4th grade

Learning Goals

Learning Goals Connection to Standards Connection to Activities
– I can understand the meaning of inferencing.- I can refer to specific details in the text. – I can follow a sequence. – I can create a sequence.
CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Attending to the Learners

Anticipating student ideas: Students will be able to easily sequence their ideas and follow the instructions.  They may have a difficult time determining the part of the sequence where they had to make an inference.
Making the content accessible to all students: –  Ability group students- Tablet available for students with fine motor problems – The sequence has to be more or less complicated depending on the individual.

Assessments

Type of Assessment: Learning-Goals Connection
– Sequence- Survey/Sticky notes – Picture of original and end product They will be sequencing the building process.They will notice the difference between following explicit instructions and making inferences from those instructions.

Instructional Sequence

Materials: – Little Bits Extension Kit (5) / May use other types of Maker Kits– Surveys/Sticky Notes — What did you inference from the instructions? What specific details in the text helped you create the electronic device? – Papers to write their sequence – Camera/Phone/Tablet
Time Main components Steps Describing What the Teacherand Students Will Do: Notes and Reminders
5 min. Introduction: – Discuss as a group key vocabulary of inference, sequencing and detail.- Think pair share each vocabulary term.
25 min. Build and Write Instructions – Students explore materials for 5 minutes with people at their table.- Students independently create a sequence for building an electronic device. – Take a picture of the original build.
10 min. Recreate a partner’s electronic device – Trade with a partner and follow the partner’s instructions to create the device.- Take a picture of the recreation.
10 min. Re-think – Color coded stickys on what inferences they made and what they used from the text to help them build the electronic device.- Examine the two pictures, determine if key details or inferences were reflected in the pictures. – Class discusses the outcomes and inferences they used to create the object.

Makers used in exploration: Makey Makey, Squishy Circuits, Electric Pen, Conductive thread, LittleBits

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