Cause and Effect Lesson using FLIP Cameras
Harcourt Reading Story “Jimmy Boa’s Ate the Wash”
Name: Sharon Ferguson School: Findley Oaks Elementary
Grade(s): 2nd Grade . Subject(s): Reading/Language Arts
Lesson Title: Oh no Jimmy, what happened next?
Lesson Duration: 3 (50) minute lessons.
Essential Question(s):
What does the term cause and effect mean?
What is a cause and effect relationship?
Standards:
COMPREHENSION
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
k. Identifies and infers cause-and-effect relationships.
Assessments:
 Anecdotal Records Take notes by observation. Work habits, center completion, and behavior.
 Written test/quiz Unit of Unit Test Online
Lesson description:
This lesson introduces the concept of cause and effect using Trinka Hakes Noble's book about Jimmy and his Boa Constrictor. The lesson begins with the teacher reading Jimmy’s Boa Ate the Wash. When Jimmy takes his Boa on a field trip to a farm and his Boa sets off a series of cause and effect events. A class discussion helps determine the cause and effects in the story. The class completes the flip chart on Pronetheanplanet.com., together. Then divide into groups for centers.
Lesson directions, materials and procedures: Introduction-
Session 1
1. Introduce and read the book The Day Jimmy's Boa Ate the Wash.
2. While reading the story, ask the students what is happening and why each event occurred. For example: Why did the farmer crash into the haystack? Why were the pigs on the bus? Why were they eating the lunches?
3. After the story, introduce the vocabulary term cause and effect. Explain that a cause is what makes something happen and the effect is a result of that action. Ask students what caused these events. (e.g., They ran out of eggs. Jimmy's boa scared the chickens. The boa was in the laundry.) Use the flip chart from Pronetheanplanet.com to follow along and complete the cause and effect events from the story.
Session 2 and 3 ( 30 minutes each rotation)
Review the previous lesson and then break the students into groups of 4/5 for center rotation.
Centers:
1. Flippy’s Cause and Effect interactive Computer Game
1.
Building Background (Go on a Virtual Field Trip)
2.
Test Tutor
3.
Paper Slide Video
Have the students fold a piece of copy paper in half. On one side write the word cause and on the other side write the word effect. Have the students make up a cause and effect of their own and illustrate it. Have the students color their paper using a medium of their choice. Have students make a class paper slide using a FLIP or video camera.
Paper slide directions
Assign numbers to the students. Put the students in number order. Put the papers in a pile on a table in the same number order. Have the students take turns explaining their cause and effect as you film only the paper using a FLIP or video camera looking down on the table at the papers only.
4.
Small group w/teacher. Pass out white construction paper. (81/2 by 11). Divide students into pairs. Have the students write a cause and effect that can be acted out. Have the students practice their cause and effect. Students can make props if necessary. When all of the students are ready film them using a FLIP camera, add background music if you like. Have the student’s show the cause and effect, then act out it out or visa versa.
On-line Final Assessment Link
Differentiation(s):
Activities include various avenues directed to enhance the concept of cause and effect.
Students with all learning styles will benefit from this lesson. Visual/Spatial Intelligence
ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.
Their skills include:
reading, writing, sketching, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, designing practical objects, interpreting visual images.
ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.
Their skills include:
listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learners ask lots of questions and like to do experiments.
Their skills include:
problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions
ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.
Their skills include:
using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).
Their skills include:
understanding the structure and rhythm of music
ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.
Their skills include:
seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their Skills include:
Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
Using Bloom’s Taxonomy, what cognitive level does this lesson address?

Constructing, planning or producing beyond existing information (Creating)
Technologies Used:
Where was technology used in the lesson?
What technology was used?

Pre-planning
Internet research, Flip camera ideas demonstrated by Heather Temski(Fulton County TEACH Tech Camp.), using a wiki space. Taking a lesson previously taught and turning up the heat. Lecture by Bernajean Porter using a PowerPoint

Research / Investigation
Flip chart by pronetheanplanet.com.

Knowledge Construction / Making Meaning
Computer interactive games, video taking and uploading.

Final Product Development – Media Making
Cause and Effect skit and Paper Slide.

Assessment
Ma
dean on-line assessment using ZOHO.

Reflection / Feedback
Answer a reflection question on the class blog.
Final Reflection:
I started with a cause and effect lesson that I used in my classroom presently and added technology to it. I was very impressed with the results and how different learning styles were integrated.
References:
http://www.readwritethink.org/files/resources/lesson_images/lesson1029/CausesEffects.pdfr>
http://www.ldpride.net/learningstyles.MI.htm#types%20of%20Multiple%20Intelligence
http://www.harcourtschool.com/>
