Module 4:
Locating and Partnering with Co-Teachers Plan
1- Name the professional educator you plan to partner with. Include the following information:
a. Annie Ogonek
b. WAVE Foundation Educational Curator
c. Email: aogonek@newportaquarium.com
Phone: 859-815-1442
2- Describe the plan you have made with this person.
a. How will you bring what they have to offer to your students?
Writing is an area that I am trying to improve in my classroom. I have found the best writing comes when there is a spark of interest. My students completed a feature article last year on an animal of their choice and thought it would be a great addition to our writing toolbox to write about marine life. Most of my students have never been to the ocean or to any large body of water. Therefore, I contacted the Newport Aquarium to see what services they offered to primary students. I was astounded by all of the options I had for my classroom when visiting. Because I am in a school with a high poverty rate, the cost of a field trip is always a concern. The WAVE Foundation has been established and is operated by generous donations from individuals and businesses. This allows underprivileged students to visit the Newport Aquarium and receive a Finstitute Class when grant money is available! I have been placed on an email list to receive notification when grant money is available.
The contact person at the WAVE Foundation is Annie Ogonek. Annie is an Educational Curator. She works with the teachers to plan each component of the field trip. I learned that the field trip experience actually starts at school in the classroom. Students will receive an information/study guide packet to complete before the trip. They will being the packet with them to make observations and take notes during their experiences. They will attend a Finstitute Class where they will gain hands-on learning experiences about Penguins. After the trip, students will be able to “Ask a Biologist” a question they may have thought of during the trip via their website.
The contact person at the WAVE Foundation is Annie Ogonek. Annie is an Educational Curator. She works with the teachers to plan each component of the field trip. I learned that the field trip experience actually starts at school in the classroom. Students will receive an information/study guide packet to complete before the trip. They will being the packet with them to make observations and take notes during their experiences. They will attend a Finstitute Class where they will gain hands-on learning experiences about Penguins. After the trip, students will be able to “Ask a Biologist” a question they may have thought of during the trip via their website.
The following are programs available to students at the Aquarium. These are offered through the Finstitute class for an additional charge to general admission. For detailed information about any of the programs offered, visit here!
· Fabulous Frogs* (Grades PreK-5)
· Scales & Tails* (Grades PreK-12)
• Hands-on animal encounters
· All About Penguins** (Grades K-5)
· What You Otter Know** (Grades 1-5)
· Incredible Invertebrates* (Grades 1-5)
· Surrounded by Sharks (Grades 3-8)
· Sea Turtles* (Grades 3-8)
· Wild About Water (Grades 3-8)
· Scuba Science (Grades 3-8)
· Career Talks (Grades 7-12)
What technologies will you use? (video/voice technologies, etc?)
*Conclude the unit with a “Movie Review” Party of “Mr. Popper’s Penguins.”
3. What are the school disciplines and specific national, state, district or school standards that it will address?
SC-EP-3.4.1
Students will explain the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met.
SC-EP-3.4.2
Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).
SC-EP-3.4.3
Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival.
Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms.
SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism.
Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences.
How will you assess what your students have learned?
· Analyze data from pre and post assessment.
· Students create a digital story explaining what they learned.
· Students collaborate together to create a tri-fold board showing their experiences and what they have learned.
· Students create a brochure.
· Oral Report
Our usual "end-of-the-year" trip is the Cincinnati Zoo, but we have been to the aquarium the last two years due to scheduling issues with other grades. We have loved it, but have never participated in any of the WAVE experiences. They sound fabulous and very well put together - a meaningful and hands-on experience for students. If you are not able to receive the grant money, it would still be worth the trip to just have your students visit the aquarium. The students would still get to be up-close and personal with many animals, and you could use the WAVE materials online to have them focus on something specific. I had one suggestion/question. You have many various assessments outlined in your plan. Will the students be completing all of these assessments, or would this be a choice of assessments for them? Having them use the assessments as a choice might make it more meaningful for them (as well as reaching more students and therefore helping more students to retain the information).
ReplyDeleteYour assessment ideas are wonderful! I love the idea of the students making a tri-fold board or a brochure to show off what they've learned. Good job!
ReplyDeleteGreat lesson. Great job on the resources also. We participated in the penguin demonstration for the past two years. To expand on the Digital story, you could also videotape the students giving short presentations on their animals and tri-fold boards. That is something I want to get better at is having the students present their work in front of the class. I know I struggled with getting in front of groups of people for a while, so the more experience we give the students, the more comfortable they will be.
ReplyDeleteThis is a great idea!! I saw the Macaroni Penguins being released into their habitat this week and was so intrigued. The Finstitute sounds like a great way to meet all the needs of everyone in your class:
ReplyDeleteGifted Talented- gives them a chance to learn how to take notes and make higher level observations.
Average- Broaden their knowledge of penguins through group activites and information from an expert
At Risk Students- Gives them an opportunity to visit the aquarium (a place they may never get to go outside of school)
** Your list of extra resources was very informative- Thanks for sharing your information
Erin,
ReplyDeleteYour plan looks great to me. I am glad to see that there is a way to pay for the students to attend. I believe it will give the students a great hands-on experience for their writing. The links you have provided are very informative. I know several elementary teachers who have taken classes there and had great experiences.
Thanks,
Pat