Worksheet On The Water Cycle
Learning Through Diversity
Linda L. Lund
Grand Canyon University: EED-510: Curriculum, Methods, and Assessment: Science and Math
August 28, 2013
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 5th grade/Science Unit/Theme: The Water Cycle Standards: Science Standard B: Physical Science: Properties and changes of properties in matter Content Objective(s): SWBT explain the different properties of water as it goes through the Water Cycle. Language Objective(s): SWBT fill in a worksheet describing the water cycle SWBT explain how water goes from a liquid to a gas to a liquid using vocabulary terms and the activity. SWBT to …show more content…
answer verbal questions about the stages of the water cycle
Key VocabularyEvaporation, Condensation, Accumulation, Transpiration, Precipitation, Runoff, Groundwater, Water Cycle | Supplementary MaterialsWater Cycle Worksheet, Textbook, Water Cycle video, Dictionary, Activity sequence cards, Glass jar with lid,Water,¼ cup measure, Plastic container (cool whip size),Observation chart, Sunny spot, Science Journals, pencil | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X Modeling___ Guided practiceX Independent practiceX Comprehensible input | X Whole classX Small groupsX PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX SpeakingX Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X IndividualX GroupX WrittenX Oral | Lesson Sequence:Ask students where water comes from. Give time for several answers. Several answers are acceptable, when the sky is answered ask how does it get there or this there an endless supply? Show the video about the water cycle.(Visual learners) Make sure Jason and Kathy know ahead of time about storms in the video and offer them the chance to read a book a book about the water cycle instead, they have difficulty with storms, Jason because of homelessness and Kathy because of damage to her house during a recent storm.Go over vocabulary words and how they relate to the water cycle. Provide photographs to help the ELL, LD, and CD students with understanding. Ask students for questions to help with clarification.Tell students they are going to do an activity that will show how the water cycle works. The activity will take a few days and will require observation. Pair up students- Make sure Sarah, Pasquel, and Olivia are paired with other students to help with their language skills. John, Molly, Maggie, and Aaron will work in a group with their aide. Allow extra time for these six students as well as Sophie, Kayt, Tim, Caleb, Cameron, and Cassandra to read, understand, and follow the directions as they have more difficulty understanding and processing information, are not at grade level in their reading ability, and are not IEP eligible.. Number the pairs and keep a log on the board. Group #1-John, Molly, Maggie, Aaron, #2- Sophie and Olivia, etc... Hand out the materials for the activity, glass jar with lid, measuring cup, plastic container and observation chart.Model how the activity will be done. Hand out the picture sequence cards to John, Molly, Maggie, and Aaron. Ask if all students understand the directions. Clarify and repeat directions for any who do not understand. “Describe the strategy steps (typically a mnemonic is used to help students remember the strategy steps; pictures or icons can be used with younger students or students with more severe cognitive disabilities” (King-Sears, 1997, para.34).Tell students to pick one student to get some water from the sink using the small container. When the student brings the water back to the pair have one measure out a ¼ cup of water and pour it into the jar. Put on the lid.Have pairs work together and write down observations in their science journals of the jar on the sheet. After all observations are recorded put the jar in a sunny spot on the window ledge. Tell students once they set their jars on the ledge to not touch or move them until the activity is finished, otherwise the activity will not work. Remind them journals stay in their desks and do not go home. (Jason is homeless and has a tendency to lose things that leave school. Have him show you his journal in his desk)Once students have completed the activity and all jars are by the window, review the water cycle and vocabulary associated with the lesson. “This review often referred to as closure, helps students remember the concepts discussed. Closures also help students recall concepts in preparation for later assessments of what they learned” (Lynch &Warner, 2008, p. 13). Send home vocabulary words and a copy of the activity. Send one home in Samantha’s red folder and one in her Blue, her parents are divorced Dad is very active in her school activities but mom is not but requires the same information as Dad. Have students write on their observation logs daily about what they see going on in their jars. Classroom aide will help their group with one or two word responses. Aide will ask john yes/no questions and record answers on observation sheet. ELL students will write complete simple sentences about observations.Have students also make note similarities and differences of the other pair’s jars.Day 7 of final observations have students complete the observation chart. Play Water Cycle I Have...Who Has...for review of the vocabulary words. All students will play teacher and classroom aide will help those students who struggle. When John’s card comes up aide will prompt for him for a response. Aide will read his card. | Assessment:Walk about during the activity and make note of how well students are following directions.At the end of the 1st day of the activity, ask students what they think will happen inside or outside of the jar, have them write their predictions in their journals.
For the ELL students Sarah, Pasquel, and Olivia may draw pictures of their predictions or write a simple complete sentence. Molly, Maggie, and Aaron will answer the question will water collect on the inside or outside of the jar and why? John will touch a picture of either the jar with water droplets on the inside or outside. “An adaptation is a modification to the delivery of instruction or method of student performance that changes the content or conceptual difficulty of the curriculum” (King-Sears, 1997, para.47). On the last day have students write in their journals about whether their prediction was right or wrong and why. ELL students Sarah, Pasquel, and Olivia will write yes or no about their predictions and write what happened as best they can using complete sentence structure. Vocabulary test will be given after the review game. A cloze paragraph will be used for comprehension of the water cycle for all students. Sarah, Pasquel, Olivia, Molly, Maggie, and Aaron will have the cloze paragraph with a word bank. John will have the paragraph read and a choice of two words shown to him and he will point to his answer. The rest of the students will have a cloze paragraph without a word bank and with more blanks. Jason will need extra help as he may not have studied his words as he is constantly on the move with his mother and may have misplaced them. Samantha will try and get out of the test because she did not have the words to study if she was at her mother’s house. |
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 5th grade/Science Unit/Theme: The Solar System Standards: Standard
D: Earth and Space Science Standard: Earth in the Solar System Content Objective(s): SWBT identify the different planets in the solar system by different attributes and their relation to the earth.
Language Objective(s): SWBT read about the different planets and use their gained information to report to the class their findings.
SWBT listen to students talk about their different topics and formulate questions about what they have heard.
SWBT write a detailed description of their given planet and where it is located in our solar system Key VocabularySolar, Solar System, the eight planets, Sun, Milky Way, Galaxy | Supplementary MaterialsComputer, encyclopedia, calculator, pencil, planet game, art supplies, colored pencils, markers, rulers, calculator, worksheets, Rubrics | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X ModelingX Guided practice___ Independent practiceX Comprehensible input | X Whole classX Small groups___ PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX Speaking X Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X IndividualX GroupX WrittenX Oral | Lesson Sequence:Day1: Let students know that the lesson will be about the solar system. Let them know they are going to be the teachers about their planets, sun and galaxy. Tell them they will be working in groups of 3 and will be visiting various stations to find out as much information they can about their assigned planet. Let them know they will have plenty of time to complete this project and it will take about 3 days. Tell students they will receive a rubric that has all the components they need to complete and it will be used to grade their presentation, participation, and report. Then tell them before breaking into groups some information needs to be understood. Ask them if they have heard this term Solar before. Reiterate if the definition is spoken and write it on the board. Simplify it to Sun=Solar if students do not understand. Then ask them if they know what System means. Write System on the bard and either use a student definition or provide one System= Interacting Bodies. Then ask what the Solar System is. Write the definition on the board by combining the two simplified. Ask what the “bodies” are in our solar system, use prompts if necessary-we live on…… Provide pictures or use the smart board to show the different planets and galaxies, and moons, and sun when they are called out.(Visual and Auditory learners)Before assigning groups go over the definition again and what all is in our solar system.(Repetition for ELLs, LD, CD, and learners with comprehension processing difficulties)Explain the different stations for gathering information. Students need to decide who is the note taker, who is the artist (Not cutting out a red circle for Mars), and who will be the presenter. Remind students that the teacher will be walking around the room and observing participation of all group members.Station 1: Encyclopedias: Use the Encyclopedia to look up your planet and find the basic facts. Fill in the sheet of paper at the station and remember to put your subject and your team mates. Have the note taker keep this paper safe.Station 2: iPads/Computer: research to find 3 more facts about the topic not already learned and write them on the organizer provided. Be sure to put your names and topic on the paper. Have the note taker keep this paper safe.Station 3: Planet Cards: Take a break from research and Play a game! Put the planets in order and try to get all their facts aligned. Provide a simple book on planets to help in the beginning. Take the book away on day 3 and see if students can do it.Station 4: Math station: work on figuring out the distances your topic is from the others. Distances will be provided along with a scale representation. Use the model to determine your topics placement on the wall from the sun and Earth.Station 4: Writing Station; Start working together compiling your information into a report to give to the class.Station 5: Art and presentation center: Work on designing your planet and putting your presentation together.Let students know they will have 10 minutes each day to work at each station. Not every group may get to every station every day. Do not panic or worry. Time allowances will be made. The first day will be a little difficult for the writing and presentation stations, but discuss design and work out details of the presentation. In the writing write down what you already know about your topic. (Movement and short times in one place for students who have difficulty sitting and who are kinesthetic learners)Ask if everyone understands the stations. Remind them observations and notes will be made about hard workers and those who are not. They should also keep track of how well their group is working.Put the students into groups- No more than 2 ELLs in a group and only 1 LD, CD cannot be in a group with 2 ELLs or 1 LD.Let students start working. At the end of class make note of what groups were where and how many stations were gotten through.Review with class what a Solar System is and what all is included.Days 2 and 3: Continue with stations each day until all information is gathered. (2 more days).Day 4: Groups will get together to practice their presentations and any final revisions and gathering of information needed. Students will refer to the rubric for guidance of information to include.Days 5 and 6: Students will give their presentations.Students will then come together as a whole and place there planets on the wall in correct order and correct distance ratio from the sun. Students will also place a notecard on their planet with the distance ratios it is from the sun and from the earth. (Visual, Auditory, and Kinesthetic Learners) | Assessment:Each student’s written report will be graded by using a rubric. Modifications and adaptations will be made for those students who need extra help, ELL, LD, CD, and non-grade level.Observations will help determine student interest and involvement and provide feedback for redirection.Students will be asked questions during their presentations and will provide answers. ALL students will answer questions.Students will be given a self-evaluation form and will also provide feedback about how well they did and what they could have improved on, where more time was needed, and what grade they think they deserve for their effort and contributions. |
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 4th grade/Science
Unit/Theme: The Human Body Standards: Science Standard C: Life Science: Structure and function in living systems Content Objective(s): SWBT understand the purpose know the main bones in the skeletal system. Language Objective(s): SWBT write the parts of the skeletal system on a worksheet SWBT explain what purpose the major parts of the skeletal system serves. . Key VocabularySkeleton, skull, mandible, rib cage, scapula, clavicle, sternum, humerus, ulna, radius, vertebrae (backbone), sacrum, femur, tibia, metacarpals, carpals, patella, fibula, talus, metatarsals, tarsals, phalanges | Supplementary MaterialsCotton balls, Block manipulative, Pencil, Skeleton Model, Dem Bones Song Sheet, Skeleton Label worksheet | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X Modeling___ Guided practiceX Independent practiceX Comprehensible input | Whole class___ Small groupsX PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX Speaking X Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X Individual___ GroupX Written___ Oral | Lesson Sequence:Ask students what they know about the figure in the classroom (the skeleton). Then ask students where we would find it. Ask if we are the only things that have a skeleton. Ask what does not have a skeleton. Are worms soft or hard? Pass out cotton balls and blocks. Ask which is soft and which is hard. Ask can we squish the cotton ball? Can we squish the block? (hands on) Can we squish flat a person? Can we squish flat a worm? The cotton ball is like a worm and the block is like a person. Explain we cannot squish people because we have a skeleton and it gives use structure –support for our skin, and protection for our organs.Hand out to students the skeleton worksheet. Provide a word bank for the 3 ELLs and the 2 LDs, and the 5 below grade level students. Provide a color coded word bank and worksheet for the CD student.Point to the Skull and ask students if they know the name of the bone. Let students know that the skull is also called the Cranium. Write them on the board. Continue through in a sequential manner and writing the word on the board. Then repeat the process in reverse, start with metatarsals and go up ending with the cranium. Next, have the students stand up and touch the bones as the list is gone through again and this time add its significance on the board. The aide will help John touch what he can. Cranium- protection, vertebrae- support… (Kinesthetic and visual, and auditory learners. Repetition for concept grasping)Have students fill in the worksheet with the correct names and function. Walk around and offer help to all students who need help. Those that finish early may help those who are still working. Allow extra time throughout the day for students to finish the worksheet. (Color coded for CD student)5 minutes before class ends, play the song Dem Bones. Let students know that the correct names are not used for the bones but point to each one as it is sung and shout out the correct word. (repetition of the lesson) | Assessments:Observe students following direction during the interactive portion and naming bones and functionCollect students’ worksheets and check for correct labeling and understanding of the function.Have students write in their science journal 3 new facts about bones they did not know using complete sentences. |
The lesson plans developed above were designed for a classroom consisting of 30 children: 20 boys and 10 girls. The other contextual factors of this group include a cognitively disabled boy who is included in the classroom all day with a 1:1 aide, 3 ELLs- 2 girls and 1 boy all 3 are at a level 2 proficiency, 3 LD students 2 girls and 1 boy who do not get support during science time in the classroom, 6 students, 3 boys and 3 girls, who are not reading at grade, struggle with comprehension and do not qualify for services. 1 girl of divorced parents, where she is not required to do much at mom’s house, but dad pushes her about school and keeps her focused. There is also 1 boy who is homeless and 1 girl extremely afraid of storms. The remaining 14 students, 6 girls and 8 boys, function either at or above grade level and besides the occasional outburst and rowdiness of class the students stay engaged and instruction is understood. The differentiated instruction in all three of these lessons plans comes into play with pairing students with another, repeating instructions, hands on activities, different types of teaching techniques- lecture, visuals, stations, and self-guided. “As the information is processed differently among different learners, it is necessary to make lessons accessible to learners in a multitude of ways” (Pham, 2012, p.14-15). During the water cycle lesson students are paired up with students that will benefit from each other; an ELL student with a student strong in reading skills, and LD student with a student who has patience and is helpful, etc. Also by providing accommodations and adaptations for students who have more difficulty with larger tasks by breaking them down and providing shortened or modify tests, the cloze worksheet tests in the water cycle, allows for greater participation and lessens student anxiety. “An accommodation is a modification to the delivery of instruction or method of student performance that does not significantly change the content or conceptual difficulty of the curriculum” (King-Sears, 1997, para.47). During the Skeletal system lesson several different activities were provided from seat work, to movement, to singing and movement, and repetition of the lesson material. “Varying selected activities assists in maintaining students ' interest in the subject and helps them remember concepts presented” (Lynch &Warner, 2008, p. 13). Using the various assessments will guide teacher instruction by either offering immediate feedback for clarification of the topic or for reformatting later lessons. Using varying close paragraphs for testing offers another way for the teacher to receive feedback as whether or not the main concepts were grasped by the students. Journaling will give students an arena to show what they know about the topic without having set parameters for information. Observing student participation, as in the skeletal system lesson, teachers can hear and see what the students are doing and saying and can quickly repeat the information if students are struggling. Teachers need to take into account all the attributes students bring into the classroom to maximize the learning through their lesson planning. By offering modifications and adaptations to LD, CD, ELL, students not at grade level, and those who may have difficulty with different concepts due to home situations will allow them to participate as well as learn with the class. Teachers who understand the different contextual factors of their class create a safe and nurturing environment that encourages academic growth in all students.
References
Pham, H. L. (2012). Differentiated Instruction and the Need to Integrate Teaching and Practice. Journal of College Teaching & Learning, 9(1), 13-20. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ9 79186&site=eds-live&scope=site; http://journals.cluteonline.com/index.php/TLC/article/view/6710
King-Sears, M. (1997). Best Academic Practices for Inclusive Classrooms. Focus on Exceptional Children, 29(7), 1-22. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ5 46013&site=eds-live&scope=site
Lynch, S. A., & Warner, L. (2008). Creating Lesson Plans for all Learners. Kappa Delta Pi Record, 45(1), 10-15. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=ofs&AN=5080 08831&site=eds-live&scope=site
Linda L. Lund
Grand Canyon University: EED-510: Curriculum, Methods, and Assessment: Science and Math
August 28, 2013
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 5th grade/Science Unit/Theme: The Water Cycle Standards: Science Standard B: Physical Science: Properties and changes of properties in matter Content Objective(s): SWBT explain the different properties of water as it goes through the Water Cycle. Language Objective(s): SWBT fill in a worksheet describing the water cycle SWBT explain how water goes from a liquid to a gas to a liquid using vocabulary terms and the activity. SWBT to …show more content…
answer verbal questions about the stages of the water cycle
Key VocabularyEvaporation, Condensation, Accumulation, Transpiration, Precipitation, Runoff, Groundwater, Water Cycle | Supplementary MaterialsWater Cycle Worksheet, Textbook, Water Cycle video, Dictionary, Activity sequence cards, Glass jar with lid,Water,¼ cup measure, Plastic container (cool whip size),Observation chart, Sunny spot, Science Journals, pencil | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X Modeling___ Guided practiceX Independent practiceX Comprehensible input | X Whole classX Small groupsX PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX SpeakingX Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X IndividualX GroupX WrittenX Oral | Lesson Sequence:Ask students where water comes from. Give time for several answers. Several answers are acceptable, when the sky is answered ask how does it get there or this there an endless supply? Show the video about the water cycle.(Visual learners) Make sure Jason and Kathy know ahead of time about storms in the video and offer them the chance to read a book a book about the water cycle instead, they have difficulty with storms, Jason because of homelessness and Kathy because of damage to her house during a recent storm.Go over vocabulary words and how they relate to the water cycle. Provide photographs to help the ELL, LD, and CD students with understanding. Ask students for questions to help with clarification.Tell students they are going to do an activity that will show how the water cycle works. The activity will take a few days and will require observation. Pair up students- Make sure Sarah, Pasquel, and Olivia are paired with other students to help with their language skills. John, Molly, Maggie, and Aaron will work in a group with their aide. Allow extra time for these six students as well as Sophie, Kayt, Tim, Caleb, Cameron, and Cassandra to read, understand, and follow the directions as they have more difficulty understanding and processing information, are not at grade level in their reading ability, and are not IEP eligible.. Number the pairs and keep a log on the board. Group #1-John, Molly, Maggie, Aaron, #2- Sophie and Olivia, etc... Hand out the materials for the activity, glass jar with lid, measuring cup, plastic container and observation chart.Model how the activity will be done. Hand out the picture sequence cards to John, Molly, Maggie, and Aaron. Ask if all students understand the directions. Clarify and repeat directions for any who do not understand. “Describe the strategy steps (typically a mnemonic is used to help students remember the strategy steps; pictures or icons can be used with younger students or students with more severe cognitive disabilities” (King-Sears, 1997, para.34).Tell students to pick one student to get some water from the sink using the small container. When the student brings the water back to the pair have one measure out a ¼ cup of water and pour it into the jar. Put on the lid.Have pairs work together and write down observations in their science journals of the jar on the sheet. After all observations are recorded put the jar in a sunny spot on the window ledge. Tell students once they set their jars on the ledge to not touch or move them until the activity is finished, otherwise the activity will not work. Remind them journals stay in their desks and do not go home. (Jason is homeless and has a tendency to lose things that leave school. Have him show you his journal in his desk)Once students have completed the activity and all jars are by the window, review the water cycle and vocabulary associated with the lesson. “This review often referred to as closure, helps students remember the concepts discussed. Closures also help students recall concepts in preparation for later assessments of what they learned” (Lynch &Warner, 2008, p. 13). Send home vocabulary words and a copy of the activity. Send one home in Samantha’s red folder and one in her Blue, her parents are divorced Dad is very active in her school activities but mom is not but requires the same information as Dad. Have students write on their observation logs daily about what they see going on in their jars. Classroom aide will help their group with one or two word responses. Aide will ask john yes/no questions and record answers on observation sheet. ELL students will write complete simple sentences about observations.Have students also make note similarities and differences of the other pair’s jars.Day 7 of final observations have students complete the observation chart. Play Water Cycle I Have...Who Has...for review of the vocabulary words. All students will play teacher and classroom aide will help those students who struggle. When John’s card comes up aide will prompt for him for a response. Aide will read his card. | Assessment:Walk about during the activity and make note of how well students are following directions.At the end of the 1st day of the activity, ask students what they think will happen inside or outside of the jar, have them write their predictions in their journals.
For the ELL students Sarah, Pasquel, and Olivia may draw pictures of their predictions or write a simple complete sentence. Molly, Maggie, and Aaron will answer the question will water collect on the inside or outside of the jar and why? John will touch a picture of either the jar with water droplets on the inside or outside. “An adaptation is a modification to the delivery of instruction or method of student performance that changes the content or conceptual difficulty of the curriculum” (King-Sears, 1997, para.47). On the last day have students write in their journals about whether their prediction was right or wrong and why. ELL students Sarah, Pasquel, and Olivia will write yes or no about their predictions and write what happened as best they can using complete sentence structure. Vocabulary test will be given after the review game. A cloze paragraph will be used for comprehension of the water cycle for all students. Sarah, Pasquel, Olivia, Molly, Maggie, and Aaron will have the cloze paragraph with a word bank. John will have the paragraph read and a choice of two words shown to him and he will point to his answer. The rest of the students will have a cloze paragraph without a word bank and with more blanks. Jason will need extra help as he may not have studied his words as he is constantly on the move with his mother and may have misplaced them. Samantha will try and get out of the test because she did not have the words to study if she was at her mother’s house. |
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 5th grade/Science Unit/Theme: The Solar System Standards: Standard
D: Earth and Space Science Standard: Earth in the Solar System Content Objective(s): SWBT identify the different planets in the solar system by different attributes and their relation to the earth.
Language Objective(s): SWBT read about the different planets and use their gained information to report to the class their findings.
SWBT listen to students talk about their different topics and formulate questions about what they have heard.
SWBT write a detailed description of their given planet and where it is located in our solar system Key VocabularySolar, Solar System, the eight planets, Sun, Milky Way, Galaxy | Supplementary MaterialsComputer, encyclopedia, calculator, pencil, planet game, art supplies, colored pencils, markers, rulers, calculator, worksheets, Rubrics | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X ModelingX Guided practice___ Independent practiceX Comprehensible input | X Whole classX Small groups___ PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX Speaking X Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X IndividualX GroupX WrittenX Oral | Lesson Sequence:Day1: Let students know that the lesson will be about the solar system. Let them know they are going to be the teachers about their planets, sun and galaxy. Tell them they will be working in groups of 3 and will be visiting various stations to find out as much information they can about their assigned planet. Let them know they will have plenty of time to complete this project and it will take about 3 days. Tell students they will receive a rubric that has all the components they need to complete and it will be used to grade their presentation, participation, and report. Then tell them before breaking into groups some information needs to be understood. Ask them if they have heard this term Solar before. Reiterate if the definition is spoken and write it on the board. Simplify it to Sun=Solar if students do not understand. Then ask them if they know what System means. Write System on the bard and either use a student definition or provide one System= Interacting Bodies. Then ask what the Solar System is. Write the definition on the board by combining the two simplified. Ask what the “bodies” are in our solar system, use prompts if necessary-we live on…… Provide pictures or use the smart board to show the different planets and galaxies, and moons, and sun when they are called out.(Visual and Auditory learners)Before assigning groups go over the definition again and what all is in our solar system.(Repetition for ELLs, LD, CD, and learners with comprehension processing difficulties)Explain the different stations for gathering information. Students need to decide who is the note taker, who is the artist (Not cutting out a red circle for Mars), and who will be the presenter. Remind students that the teacher will be walking around the room and observing participation of all group members.Station 1: Encyclopedias: Use the Encyclopedia to look up your planet and find the basic facts. Fill in the sheet of paper at the station and remember to put your subject and your team mates. Have the note taker keep this paper safe.Station 2: iPads/Computer: research to find 3 more facts about the topic not already learned and write them on the organizer provided. Be sure to put your names and topic on the paper. Have the note taker keep this paper safe.Station 3: Planet Cards: Take a break from research and Play a game! Put the planets in order and try to get all their facts aligned. Provide a simple book on planets to help in the beginning. Take the book away on day 3 and see if students can do it.Station 4: Math station: work on figuring out the distances your topic is from the others. Distances will be provided along with a scale representation. Use the model to determine your topics placement on the wall from the sun and Earth.Station 4: Writing Station; Start working together compiling your information into a report to give to the class.Station 5: Art and presentation center: Work on designing your planet and putting your presentation together.Let students know they will have 10 minutes each day to work at each station. Not every group may get to every station every day. Do not panic or worry. Time allowances will be made. The first day will be a little difficult for the writing and presentation stations, but discuss design and work out details of the presentation. In the writing write down what you already know about your topic. (Movement and short times in one place for students who have difficulty sitting and who are kinesthetic learners)Ask if everyone understands the stations. Remind them observations and notes will be made about hard workers and those who are not. They should also keep track of how well their group is working.Put the students into groups- No more than 2 ELLs in a group and only 1 LD, CD cannot be in a group with 2 ELLs or 1 LD.Let students start working. At the end of class make note of what groups were where and how many stations were gotten through.Review with class what a Solar System is and what all is included.Days 2 and 3: Continue with stations each day until all information is gathered. (2 more days).Day 4: Groups will get together to practice their presentations and any final revisions and gathering of information needed. Students will refer to the rubric for guidance of information to include.Days 5 and 6: Students will give their presentations.Students will then come together as a whole and place there planets on the wall in correct order and correct distance ratio from the sun. Students will also place a notecard on their planet with the distance ratios it is from the sun and from the earth. (Visual, Auditory, and Kinesthetic Learners) | Assessment:Each student’s written report will be graded by using a rubric. Modifications and adaptations will be made for those students who need extra help, ELL, LD, CD, and non-grade level.Observations will help determine student interest and involvement and provide feedback for redirection.Students will be asked questions during their presentations and will provide answers. ALL students will answer questions.Students will be given a self-evaluation form and will also provide feedback about how well they did and what they could have improved on, where more time was needed, and what grade they think they deserve for their effort and contributions. |
Resource 2: SIOP Lesson Plan Date: August 28, 2013 Grade/Class/Subject: 4th grade/Science
Unit/Theme: The Human Body Standards: Science Standard C: Life Science: Structure and function in living systems Content Objective(s): SWBT understand the purpose know the main bones in the skeletal system. Language Objective(s): SWBT write the parts of the skeletal system on a worksheet SWBT explain what purpose the major parts of the skeletal system serves. . Key VocabularySkeleton, skull, mandible, rib cage, scapula, clavicle, sternum, humerus, ulna, radius, vertebrae (backbone), sacrum, femur, tibia, metacarpals, carpals, patella, fibula, talus, metatarsals, tarsals, phalanges | Supplementary MaterialsCotton balls, Block manipulative, Pencil, Skeleton Model, Dem Bones Song Sheet, Skeleton Label worksheet | SIOP Features | Preparation | Scaffolding | Grouping Options | X Adaptation of contentX Links to background X Links to past learningX Strategies incorporated | X Modeling___ Guided practiceX Independent practiceX Comprehensible input | Whole class___ Small groupsX PartnersX Independent | Integration of Processes | Application | Assessment | X ReadingX WritingX Speaking X Listening | X Hands-on X MeaningfulX Linked to objectivesX Promotes engagement | X Individual___ GroupX Written___ Oral | Lesson Sequence:Ask students what they know about the figure in the classroom (the skeleton). Then ask students where we would find it. Ask if we are the only things that have a skeleton. Ask what does not have a skeleton. Are worms soft or hard? Pass out cotton balls and blocks. Ask which is soft and which is hard. Ask can we squish the cotton ball? Can we squish the block? (hands on) Can we squish flat a person? Can we squish flat a worm? The cotton ball is like a worm and the block is like a person. Explain we cannot squish people because we have a skeleton and it gives use structure –support for our skin, and protection for our organs.Hand out to students the skeleton worksheet. Provide a word bank for the 3 ELLs and the 2 LDs, and the 5 below grade level students. Provide a color coded word bank and worksheet for the CD student.Point to the Skull and ask students if they know the name of the bone. Let students know that the skull is also called the Cranium. Write them on the board. Continue through in a sequential manner and writing the word on the board. Then repeat the process in reverse, start with metatarsals and go up ending with the cranium. Next, have the students stand up and touch the bones as the list is gone through again and this time add its significance on the board. The aide will help John touch what he can. Cranium- protection, vertebrae- support… (Kinesthetic and visual, and auditory learners. Repetition for concept grasping)Have students fill in the worksheet with the correct names and function. Walk around and offer help to all students who need help. Those that finish early may help those who are still working. Allow extra time throughout the day for students to finish the worksheet. (Color coded for CD student)5 minutes before class ends, play the song Dem Bones. Let students know that the correct names are not used for the bones but point to each one as it is sung and shout out the correct word. (repetition of the lesson) | Assessments:Observe students following direction during the interactive portion and naming bones and functionCollect students’ worksheets and check for correct labeling and understanding of the function.Have students write in their science journal 3 new facts about bones they did not know using complete sentences. |
The lesson plans developed above were designed for a classroom consisting of 30 children: 20 boys and 10 girls. The other contextual factors of this group include a cognitively disabled boy who is included in the classroom all day with a 1:1 aide, 3 ELLs- 2 girls and 1 boy all 3 are at a level 2 proficiency, 3 LD students 2 girls and 1 boy who do not get support during science time in the classroom, 6 students, 3 boys and 3 girls, who are not reading at grade, struggle with comprehension and do not qualify for services. 1 girl of divorced parents, where she is not required to do much at mom’s house, but dad pushes her about school and keeps her focused. There is also 1 boy who is homeless and 1 girl extremely afraid of storms. The remaining 14 students, 6 girls and 8 boys, function either at or above grade level and besides the occasional outburst and rowdiness of class the students stay engaged and instruction is understood. The differentiated instruction in all three of these lessons plans comes into play with pairing students with another, repeating instructions, hands on activities, different types of teaching techniques- lecture, visuals, stations, and self-guided. “As the information is processed differently among different learners, it is necessary to make lessons accessible to learners in a multitude of ways” (Pham, 2012, p.14-15). During the water cycle lesson students are paired up with students that will benefit from each other; an ELL student with a student strong in reading skills, and LD student with a student who has patience and is helpful, etc. Also by providing accommodations and adaptations for students who have more difficulty with larger tasks by breaking them down and providing shortened or modify tests, the cloze worksheet tests in the water cycle, allows for greater participation and lessens student anxiety. “An accommodation is a modification to the delivery of instruction or method of student performance that does not significantly change the content or conceptual difficulty of the curriculum” (King-Sears, 1997, para.47). During the Skeletal system lesson several different activities were provided from seat work, to movement, to singing and movement, and repetition of the lesson material. “Varying selected activities assists in maintaining students ' interest in the subject and helps them remember concepts presented” (Lynch &Warner, 2008, p. 13). Using the various assessments will guide teacher instruction by either offering immediate feedback for clarification of the topic or for reformatting later lessons. Using varying close paragraphs for testing offers another way for the teacher to receive feedback as whether or not the main concepts were grasped by the students. Journaling will give students an arena to show what they know about the topic without having set parameters for information. Observing student participation, as in the skeletal system lesson, teachers can hear and see what the students are doing and saying and can quickly repeat the information if students are struggling. Teachers need to take into account all the attributes students bring into the classroom to maximize the learning through their lesson planning. By offering modifications and adaptations to LD, CD, ELL, students not at grade level, and those who may have difficulty with different concepts due to home situations will allow them to participate as well as learn with the class. Teachers who understand the different contextual factors of their class create a safe and nurturing environment that encourages academic growth in all students.
References
Pham, H. L. (2012). Differentiated Instruction and the Need to Integrate Teaching and Practice. Journal of College Teaching & Learning, 9(1), 13-20. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ9 79186&site=eds-live&scope=site; http://journals.cluteonline.com/index.php/TLC/article/view/6710
King-Sears, M. (1997). Best Academic Practices for Inclusive Classrooms. Focus on Exceptional Children, 29(7), 1-22. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ5 46013&site=eds-live&scope=site
Lynch, S. A., & Warner, L. (2008). Creating Lesson Plans for all Learners. Kappa Delta Pi Record, 45(1), 10-15. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=ofs&AN=5080 08831&site=eds-live&scope=site