Assignment 4A

5^th Grade Lesson Plan on the Water Cycle

Subjects: Science, Language Arts

Objectives:

1)     Students will be able to identify parts and features of the water cycle, as well as provide detailed descriptions of the process such as, evaporation, condensation, etc.

2)    Students will understand the process of the hydrologic cycle or water cycle and its stages/forms of matter.

3)    Students will be able to apply the knowledge learned by choosing a preferred way to display researched information to be presented. For example: A research paper, a PowerPoint presentation, a poster, a booklet, a model, etc.

4)    Students will be able to draw/diagram the water cycle and its stages

5)    Students will investigate, and present information to classmates using a visual display

Pre-Assessment:

Students will be given a multiple choice quiz prior to the Water Cycle lesson in order for the teacher to know the different needs and levels of learning of students. All the information collected will be used to create a student profile to guide the lesson. The quiz will include questions such as:

-         What is Earth’s main source of energy?

-         What word describes the liquid to solid process?

-         Where does water come from?

-         Where does water go when it evaporates?

-         List different forms of precipitation

The teacher will continuously assess students formatively to make sure students are understanding the lesson. Once the students answer the given questions individually, they will have 10 minutes to discuss their answers with their table group. Students will also discuss the following questions with their group to challenge their critical thinking process.

-         What would happen to our planet if the water cycle did not exist?

-         Why is the water cycle important?

Materials:

-         Classroom computers

-         Water cycle videos including Bill Nye, and Brain Pop, YouTube

-         Water Cycle books

-         Video quizzes/worksheets

-         PowerPoint informational presentation with visuals

-         Poster boards, flash drives

-         Markers, paper, pencils, rulers, paint, etc.

-         Graphic organizers

Teacher Directed Lesson:

During this time, the teacher will introduce new vocabulary to students, go over new information to be presented. Information will include the states of matter, the importance of the Sun in the water cycle process, why is water important to life on Earth, and much more. Teacher will show different videos, PowerPoint presentations, and other informational material necessary for students to grasp the concept of the water cycle. At the end of the lesson, students will have the opportunity to ask unanswered questions or ask for clarification about any part of the presented information.

Group Work:

For this lesson, students will be divided into groups of four. They will be grouped in mixed ability levels in order for them to collaboratively assist one another in the process of learning about the water cycle. Students will be required to do in-class research, take notes, use different sources of information (books, videos, websites, etc.) as well as create a visual project of their choice to be presented to the class. Students will be expected to assign individual jobs to each one of the members and take responsibility for their part.

Time-lapse to complete project:

The water cycle unit will be covered in a 4 week period. Students will have time to work on research three times a week. At the end of week two, students are expected to have their research completed, as well as all the information, materials, and project ideas in place. On the third week, students will work with their groups to put together their preferred project display: poster, PowerPoint, booklet, etc. On week four, students will present their project to the class, as well as the information they learned in the process.

Differentiated Instruction:

It is important for teachers to keep in mind that every child has their own learning style or preference. When assigning a lesson, the teacher needs to be flexible during the process to make sure students are learning within their zone of learning. Sometimes the work provided might need to be broken down into steps in order for students to understand it, or make it more challenging for advanced students. Scaffolding is very important in the process of learning new information. “Scaffolding and Extending Challenge calls on teachers to use both general and specific knowledge of students to provide the support these students need to accomplish tasks that may initially appear beyond their reach” (Tomlinson, Imbeau, 2014, p. 31). It is important for teacher to use formative assessment in order to provide the best support possible for students and increase their individual success.

English Language Learners:

-         Students will have access to the dictionary as well as the computer to look up unknown terms.

-         Teacher will provide different reading level books to read about the water cycle. Easy to read books for lower grade levels that use a variety of visual images.

-         Teacher will show videos and different visual presentations to make it easier for English Learners to grasp the concept.

Special Education Students:

-         Teacher will provide scaffolding strategies that will break down the information for special needs students.

-         Teacher will make sure to follow the listed accommodations, and modifications stated on the students’ Individualized Education Plan.

-         Different graphical organizers will be provided for students to grasp ideas and organize their research.

Advanced Learners:

-         Teacher will provide enrichment activities for them to complete at home.

-         Advanced students will have the choice to make an individual project as well as the group project.

-         Students will write daily journals about the process of their project, thoughts and ideas.

Assessment:

Whole group: The teacher will use formative assessment throughout the lesson to make sure students are understanding the information, and to make sure the level of learning fits their ability. Teacher will ask questions, have group discussions, and will make sure to provide various opportunities for students to discuss the information learned. Summative assessment will take place at the end of the lesson to make sure students met the objectives.

Individual: Teacher will observe individual participation within the group. Students will also have the opportunity to ask individual questions for clarification, and/or concerns that come along the way.

Continuous support will be provided by the teacher, as well as motivation for student success.

References:

Tomlinson, Carol Ann & Marcia B. Imbeau, (2014). A Differentiated Approach to the Common Core. ASCD, Danvers, MA.

Assignment 3A- Cooperative Learning

Cooperative Learning

          One of the main characteristics of cooperative learning when planning any lesson is grouping. Teachers need to carefully select grouping arrangements for students according to their learning profile. Planning instruction based on the students’ needs is definitely a big task and many factors need to be considered. For example: what purpose will the grouping serve, how many members per group, consider the physical arrangements of the groups, as well as the academic and social abilities of the students involved. Cooperative learning gives room to differentiate instruction by “Teaching up” which refers to the planning process to follow: “It means aiming high and then building scaffolding that helps all students reach those heights, including the students who may not have seen themselves as capable of making the climb.”  (Tomlinson, Imbeau, 2014, p. 3). Collaborative learning can give low performing students the self-esteem boost they need to succeed, and high performing students the opportunity to increase their social skills, and personal relations.

Homogeneous vs. Heterogeneous Grouping

          Homogeneous grouping refers to the idea of organizing students by similar ability levels, similar interests, or matching learning styles. On the other hand, heterogeneous grouping refers to the mixing of students of various levels to be part of a group. In order for teachers to decide which type of grouping to use, they have to consider the goal of the lesson, and the students’ ability to work within a group. Students tend to form homogeneous groups when socializing. They usually choose friends they can relate to or have something in common with such as ethnicity. Heterogeneous grouping breaks the comfort pattern of students and encourages them to work with others. This method takes into consideration the different abilities encountered in every classroom. Every general education classroom comprises a range of students with various abilities. Some of these students might have learning disabilities and require specific accommodations and/or adaptations in order for them to be successful in a general education environment. Heterogeneous grouping works best for this type of arrangements where students of various abilities are part of the group. Students with learning disabilities will most likely benefit from being part of a heterogeneous group because it will give them the opportunity to learn from others who are high performers as well as socialize with the same level peers.  Homogeneous grouping could be used in a gifted classroom where students possess similar abilities, and crave the challenge. Homogeneous grouping could also be used in a general education classroom when it comes to re-teaching, helping students who are struggling with specific areas, as well as providing enrichment activities to students who are ready to advance.

Group Configurations in the Classroom

          As a teacher, I would have my students organized in heterogeneous groups for the most part. “The more opportunities students have to interact with others who are different from themselves, the better” (Carter, Prater, Dyches, 2009, p. 79).  This will provide students the opportunity to learn from more competent peers as well as slowly move up to their level by scaffolding. Students would be placed in groups of four, and each would have a specific role when working together. For example, one would be the inquirer or the one who asks questions, another would be the recorder to take notes, the facilitator leads the group and provides direction, the presenter will present the information gathered by all group members. I will also use peer pairs as a way to think-pair-and-share information that we have previously read as a class. Providing students individualized learning is important as well for them to analyze the information received and come up with questions that need clarification. I will organize students in small groups for group projects that need to be completed in the classroom and presented to the class.

          Another way of organizing students is by considering their types of intelligence according to Gardner’s theory of multiple intelligence. Students who have a verbal-linguistic intelligence are very fluent and strong with words and would work best with others who have the same ability. Students who possess interpersonal intelligence, like myself, are great at working with people and have the ability to be sensitive to the needs of others.  Students with visual-spatial intelligence will require visual aids while reading new information. Cooperative learning gives students the opportunity to get in touch with their intelligence, as well as learn to accept the learning modalities of others.

6^th Grade- English Language Arts- Reading: Literature Standards

CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

          Taking into consideration the listed standards, I would use flexible groupings within the classroom in order to provide the most effective way of teaching any lesson. One example of grouping students would be by organizing them in heterogeneous groups. They will be assigned an article about different people who have experienced resiliency in their lives, such as Steve Jobs. Students will have to read the article within their pod, determine the central message, summarize what was read, communicate with each other and listen to opinions, judge the article, make inferences, and defend their position with evidence from the text.

          There are many grouping patterns that could be used to reinforce grade level content standards in writing. The best way to choose is by looking closely at the group of students, observing, and assessing their ways of learning and get to know their strengths and weaknesses. Being flexible while grouping is important due to the fact that not every single grouping arrangement will be perfect, there are going to be times when changes and adjustments need to be made.

Cooperative Learning Defense

          Cooperative learning gives students the opportunity to actively participate in their own learning, and the opportunity to socialize with others. There are definitely academic benefits when it comes to cooperative learning as well as social benefits that do increase the students’ performance.  Working with others as a group gives students a chance to break down the task at hand, tackle it one step at a time, brainstorm, ask questions, and discover through observation and communication. “Students develop and use interpersonal skills as they communicate, build effective working relationships, lead one another, manage conflict, and solve problems” (Carter, Prater, Dyches, 2009, p. 76). Students with learning disabilities who lack the academic skills to work independently and successfully can receive assistance from others and the support necessary to enable learning from high performing peers. Accommodations, adaptations, and modifications might be necessary to be in place in order for these students to succeed in the general education setting. Overall, Cooperative Learning is a great way to facilitate learning in the classroom and successfully enhance academic learning in many areas of the curriculum.

References

Adapting Instruction to Multiple Intelligences | Scholastic.com. (n.d.). Retrieved May 19, 2016, from http://www.scholastic.com/teachers/article/adapting-instruction-multiple-intelligences

Carter, N., Prater, M. A., & Dyches, T. T. (2009). What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson.

Tomlinson, C. A., & Imbeau, M. B. (2014). A differentiated approach to the Common Core: How do I help a broad range of learners succeed with challenging curriculum? Alexandria, VA: ASCD.