Virtual Field Trip

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Virtual Field Trip Instruction

Description: You are to create a virtual field trip on the topic of your choice.  You will need to identify a grade level and CCRS standard in any content area that addresses this topic.  Once you have gathered this information, you will gather resources from the internet that would provide a virtual field trip experience for students.  It should be an interactive experience for the students.  You will present this information in a PowerPoint presentation using a provided format.

The goal of this assignment is to create a virtual field trip.  Virtual field trips allow teachers and students to visit locations all over the world without ever leaving their home or classroom.  By participating in these virtual field trips, students are able to deepen their understanding of topics, as well as provide experiences that some students may have never gotten to experience.  Make sure that you are creating an interactive, virtual experience for students. It shouldn’t simply be a PPT with information about a location.  Please review the rubric carefully to make sure your submission meets the requirements.

Grading/Rubric: Students will be awarded up to 30 points for the completion of their Virtual Field Trip. This assignment must be turned in using the provided templates.

Attached are some examples from previous students. They are meant to be a guide as to what is expected. You should not copy or duplicate them in any way. Also, please understand these are not “perfect” examples but should give you a better idea of the assignment.

an Diego zoo

 

 

San Diego zoo

Kindergarten First Grade Second Grade
L.K.1B Students will demonstrate an understanding of how animals (including humans) use their physical features and their senses to learn about their environment W.1.8 With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question. L.2.4 Students will demonstrate an understanding of the ways animals adapt to their environment in order to survive.

San Diego zoo

Why San Diego zoo?

 

Students will…

San Diego Zoo has a lot of different animals to see from all over the world.

Also, San Diego Zoo offers a variety of information for everyone to learn about the different animals.

The students will watch different animals on live feed and see the animals’ living environment

as well as their physical features.

The students will be able to learn about different animals within the 6 animal groups.

SAN diego zoo

Websites:

Zoo Homepage

Fun for Kids

All Live Cams

Welcome Friends

Today we will visit the San Diego Zoo!!! We will not have to leave the classroom to do this!! How fun do you think it will be to learn about different animals at San Diego Zoo? Also, how cool do you think it will be to watch the animals live? Well, TODAY we get to do both!

 

Let’s start our FUN trip with a story!

SAN diego zoo

Websites:

Zoo Homepage

Fun for Kids

All Live Cams

San Diego zoo Live Cams

Animals

Amphibians

Birds

Mammals

Arthropods

Fish

Reptiles

Learn about

Different

By Clicking

the Picture

Learn about the…

Polar Bear

River Hippo

African Penguin

What Did you learn?

Which animal is your favorite?

How many animal groups are there? Can you name them?

Can you name an animal and one physical feature it has?

What is special about polar bear feet? And why?

Does the African Penguin live in the snow? How do they cool off?

How is Miami Dade College changing your future?

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Question 1

Miami Dade College stands for opportunity. What challenges have you overcome to study at MDC and what does opportunity mean to you?

Question 2

How is Miami Dade College changing your future?

Answer each question with at least 200 words each.

Culture Immersion

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CEFS 504

Cultural Immersion Project Events Assignment Instructions Part 2

Group Encounter

You will attend and actively participate in 2 events related to your selected cultural group. These events can be activities such as church services, Bible/religious studies, community organization meetings, volunteer work at homeless shelters or food kitchens, attendance at support group meetings, fund-raising events, school-related meetings or activities, etc. The key thing is that these activities are sponsored by or provided for your particular cultural group.

 

It is encouraged that you pray before attending and participating in these events, especially if you are considering attending a religious service outside of your faith tradition. You must spend at least 4 hours total engaged in these 2 events (approximately 2 hours per event). If you attend another cultural group’s church service, do not be surprised if the service is longer than you anticipated and if you are invited to a meal afterwards. Be aware that it may insult some cultural groups if you do not eat with them following the service. The entire event (church service plus meal) counts as 1 activity.

 

With any activity, it is important that you interact with members of the cultural group to develop an understanding of the event and the motivations of individuals in participating in them. Consider some of these factors:

· What are the purposes of the activity/event?

· What are the cultural underpinnings?

· What are the associated religious beliefs or values?

· What are the social beliefs or values?

· What are the political beliefs or values?

· What are the economic beliefs or values?

 

You will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so. It is recommended that you use the following questions as level 1 headings to organize your paper (you can shorten the question into a level 1 heading/title). A template is provided for this assignment to help with APA formatting and organization.

 

 

1. What events did you attend? What happened? (approximately 250 words)

 

1. How did your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1? (approximately 250 words)

 

1. How did participation in these immersion events impact you emotionally? In other words, what was it like to be a minority in this group? (approximately 250 words)

 

1. As you consider your own cultural background, why do you think you responded the way you did? (approximately 250 words)

 

1. What are some key things that you have learned about this culture through these events? (approximately 250 words)

 

1. Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).

 

· Student identifies three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).

· Student identifies three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).

· Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.

 

Note that the major points of your research are to be supported by 3 scholarly sources and Internet and/or media sources from the Cultural Immersion Project Research Assignment. Three scholarly resources should be present to support counseling techniques and theories for this group.

 

Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.

 

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Benchmark – Algebra Unit Plan

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Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.

Read the case study to inform the assignment.

Case Study: Fiona

Grade: 9th

Age: 14

It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.

The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:

1. Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].

2. Solve expressions with variables (e.g., 3x = -24).

3. Write and solve the algebraic equation in a real-life word problem.

Part 1: Strategies

As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.

Instructional strategies should include:

· Explicitly teaching related vocabulary

· The use of the concrete-representational-abstract strategies

· Graphic organizers

· Mnemonic devices

· The use of assistive technology

In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”

Your unit plan must include:

· Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.

· Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.

· Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

Part 3: Home Connection

In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Support your choices in Parts 1 and 3 with 1-2 scholarly resources.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education Mild to Moderate Disabilities ITL/NITL 

3.1:  Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]

3.2:  Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]

3.3:   Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      

5.6:  Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]

MEd in Special Education Mild to Moderate Disabilities (Nevada)

3.1:  Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]

3.2:  Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]

3.3:   Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      

5.6:  Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]