BC Educators Standard #5: Educators implement effective practices in areas of planning, instruction, assessment, evaluation and reporting
During our community unit, I planned a field trip to Green Valley Dairy to link the classroom concepts of community workers to real life experiences. This field trip related to the social studies outcome: Identify types of work done by people in their community. I explained to the farmer that I wanted him to share about his job as a dairy farmer and the types of work he does daily on the farm. I prepared students for this field trip by introducing dairy farmers in a lesson the day before the field trip. Students listened to a story about dairy farmers, acted out various roles of the farmer in a charades-type activity, and sorted pictures of a farmer's routine into the correct order.
Parents participated with us on the field trip and were our drivers. The farmer showed us around the farm, explaining what happens in each location, what his role is, and why it's important. He ended with a hay wagon ride, explaining his work in the fields and how it affects the farm. The following day, students were given the opportunity to share what they learned. I evaluated student learning by having students complete a handout explaining what they heard, smelled, tasted, saw, and felt on the field trip. This was connected with our Language Arts word choice unit where we were learning about writing with our five senses. Each student was able to successfully describe the field trip using their five senses.
This field trip and the lessons surrounding it demonstrate my skill to effectively facilitate learning in a variety of ways, from planning to evaluating student learning. This set of lessons shows that student learning can be accomplished in different settings and with different techniques. This showed a different way of instructing and assessing learning, instead of telling students what farmers do and requiring them to answer questions on a worksheet.
Parents participated with us on the field trip and were our drivers. The farmer showed us around the farm, explaining what happens in each location, what his role is, and why it's important. He ended with a hay wagon ride, explaining his work in the fields and how it affects the farm. The following day, students were given the opportunity to share what they learned. I evaluated student learning by having students complete a handout explaining what they heard, smelled, tasted, saw, and felt on the field trip. This was connected with our Language Arts word choice unit where we were learning about writing with our five senses. Each student was able to successfully describe the field trip using their five senses.
This field trip and the lessons surrounding it demonstrate my skill to effectively facilitate learning in a variety of ways, from planning to evaluating student learning. This set of lessons shows that student learning can be accomplished in different settings and with different techniques. This showed a different way of instructing and assessing learning, instead of telling students what farmers do and requiring them to answer questions on a worksheet.
I really like how you assessed the students learning by having them describe their 5 senses. I wish I did that during my community unit! It makes it more specific and personal because the students are not just answering questions but are also explaining how they felt in a variety of ways. Great work.
ReplyDeleteI love how you combined the language arts and social studies to cover the trip to the farm in more than one subject area! I could also see students loving this field trip, nice work!
ReplyDelete