Rationale:
Context: This unit plan was developed during the Fall semester, 2005 at ASU. The lessons used in the unit were developed based on NCSCOC criteria for second grade. Lessons were consolidated from original ideas, internet resources, a variety of books (mentioned under references within the unit plan), as well as collaborating peers and teachers. Delivery of the unit took place at Green Valley Elementary school in a second grade class over the length of four weeks. This unit was taught in spurts, due to the fact that it was a temporary internship. Ideally this unit would run the length of two to three weeks.
Impact: I would use this unit plan to focus on mathematical concepts including symmetry, geometric shapes and organization of materials to create a given design. This particular unit has a strong emphasis on appropriate grammar, punctuation, and spelling, as well as student editing and proof reading. In addition to the writing component of Language Arts, this unit focuses on presenting, communicating, reading and listening skills. My unit also has a strong focus on student character; this is based around the service learning project that has accompanied the unit. Students will learn about responsibility, generosity, caring, giving, sharing and being a good citizen. I would hope that this hands-on, interactive, student led unit would encourage class cooperation and character building as well as subject content knowledge.
Alignment:
NCDPI Standard 1, Indicator 8: This competency has been met by providing students with the appropriate support in understanding written and oral compositions. Students were required to use correct grammar, spelling and content in their writings and presentations throughout this unit.
NCDPI Standard 2, Indicator 2: I have met this standard through these lessons by providing evidence of my competencies in the field of mathematics, specifically geometry.
NCDPI Standard 2, Indicator 3: This standard has been met through the lessons working with patterns, symbols and relationships between objects, numbers and patterns.
NCDPI Standard 4, Indicator 11: I have proven my competency of knowledge on responsibility and what it means to be a responsible citizen in the home, school and community by providing multiple, well-rounded examples for students, as well as non-examples that could be discussed and decided upon on how to improve them.
NCDPI Standard 9, Indicator 1: I have show evidence of developing, applying and adapting instructional strategies in problem solving that allows students to build new mathematical knowledge and solve mathematical problems in other contexts. NCDPI Standard 9, Indicator 3: I have met this standard by allowing students multiple opportunities to communicate with peers, myself and their teacher. Students have worked on communicating problem solving strategies and communicating their mathematical thinking clearly. NCDPI Standard 12: I have proven competency of this standard by providing a wide range of art activities and crafts for students that appropriately incorporate the NCSCOC. NCDPI Standard 16, Indicator 1: This standard has been met through the use of student involvement in an activity outside of the classroom curriculum. Students participated in a volunteer service project that helped better their community. NCDPI Standard 16, Indicator 3: Through the considerable amount of communication with parents and guardians on this particular activity, this standard has been met. NCDPI Standard 16, Indicator 7: Competency has been met through the encouragement and involvement of volunteer, civic services of students in the completion of our project.
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