Lesson One: Direct Instruction Lesson Planinstructional-resources.weebly.com/.../1/7/7/3/17736789/e… · Web viewDirect Instruction Lesson Plan. Lesson Number 1. 1. MATERIALS/PREPLANNING

Math and Science Lesson Plans

Michelle MartinezFall 2013

EDU 505/ Elementary Curriculum and Instruction:Math and Social Science

Dr. Joseph De Vol

California Baptist UniversityTable of Contents:

Math Section:

Direct Instruction Lesson One …………………………………………………………. 3

Concept Attainment Lesson Two ………………………….………………………….. 20

Generalization Lesson Three …………………………………………………………… 37

Science Section:

SIOP Lesson One ……………………………………………………………………………… 54

Inquiry Lesson Two …………………………………………………………………………. 58

Guided Discovery Lesson Three ………………………………………………………... 73

Two Week Unit Schedule …………………………………………………………………... 78

Evaluation and Assessment ……………………………………………………………….. 81

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Lesson One: Direct Instruction Lesson Plan

What is a Fraction?

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What is a Fraction?Direct Instruction Lesson Plan

Lesson Number 1

1. MATERIALS/PREPLANNING

Materials – White piece of paper Paper cut into circles and rectangles Scissors Glue Pencil Teacher sample

Vocabulary – Fraction Spanish: fracción Equal Dividing Spanish: Dividir One whole Two halves Three thirds Four fourths

Literature - List supporting literature or reading materials

Adler, D. & Tobin, N. (1996). Fraction fun. New York: Holiday House. Fisher, D., Sneed, D. & Lee, K. (2008). My half day. Mt. Pleasant, SC: Sylvan Dell Pub. Gifford, S. & Thaler, S. (2008). Piece=part=portion = Pedazo=parte=porcion. Berkeley,

Calif. Enfield: Tricycle Publishers Group UK distributor. Leedy, L. (1994). Fraction action. New York: Holiday House. Murphy, S. & Karas, G. (1996). Give me half. New York, NY: HarperCollins Publishers. Pallotta, J. & Bolster, R. (2002). Apple fractions. New York: Scholastic. Pistoia, S. (2003). Fractions. Chanhassen, MN: Child's World. Shaskan, T. & Carabelli, F. (2009). If you were a fraction. Minneapolis, Minn: Picture

Window Books. Stienecker, D. & Maccabe, R. (1996). Fractions. Tarrytown, N.Y: Benchmark Books.

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2. OBJECTIVE

After the lesson on parting shapes equally and describing them using fraction terminology, the students in grade 2 will be able to illustrate equally parted shapes and will identify the shapes using the words two halves, three thirds, and four fourths with 95% accuracy.

Bloom’s Taxonomy: Comprehension and Application

Math Standard Geometry 2.G: 3. Partition circles and rectangles into two, three, or four equal

shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape

ELA Standard Listening & Speaking:

1.4 Give and follow three and four-step directions. 1.6 Speak clearly and at an appropriate pace for the type of communications

(e.g., informal discussion, report to class). 1.3 Paraphrase information that has been shared orally by others.

ELD Standard Listening & Speaking:

Cluster 3 Level I: Make oneself understood when speaking by using consistent standard English Grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).

Cluster 5 Level I: Participate in social conversations with peers and adults on familiar topics by asking and soliciting information.

Cluster 8 Level I: Ask and answer instructional questions by using simple sentences.

Reading Fluency & Systematic Vocabulary Development: Cluster 1 ES Level I: Apply knowledge of content related vocabulary to

discussion and reading. (ES*) Cluster 1 ES Level I: Describe common objects and events in both general and

specific language. (ES*)

3. ASSESSMENT STRATEGY

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The students will be able to describe orally and in writing the parted shapes by using the terms two halves, three thirds, four fourths.

The students will cut circles and rectangles into two, three, and four equal shares; and will glue the pieces onto a piece of paper. The students will be required to label their shapes as two halves, three thirds, and four fourths.

I will informally assess the students’ discussion on their prior knowledge on fractions. I will formally assess each student’s individual work with the use of a rubric. It will be placed in their mathematic journal.

4. LESSON OPENING/PURPOSE

Purpose: The purpose of this lesson is for students to learn to equal divide shapes and be able to identify the fractions using the words two halves, three thirds, four fourths. This lesson will introduce students to fraction terminology. Students can make use of this content in their daily lives.

State: “Students today I am going to teach you how to equally cut shapes into fractions and the words you will use to describe them. It is important that you know what fractions are and how to make and identify them”

Class composition: The class consists of 16 boys and 15 girls. There are two Gate students and five English language learners in the class. Two students in the class have an IEP.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set

To increase student motivation for learning I will begin the class will a short discussion on pizza and how to cut it if you’re sharing it with one or more friends. I will have a big picture of a pizza projecting onto the whiteboard, so that I am able to draw on top of it.

Books about fractions and will be provided for the students to use in the class’ library.

Rationale:

I selected this strategy to increase motivation because students would be interested to have a short discussion about pizza. Beginning this lesson with something that interests the students will engage the students and prepare them for the lesson on fractions. Having a picture of the pizza projecting onto the whiteboard will benefits the students that are visual learners.

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1. LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE

POST STANDARDS Post Standards in front of room where students can easily see them. Draw student attention to standards.

RESTATE OBJECTIVE IN STUDENT TERMS After the lesson on parting shapes equally and describing them correctly, you

(students) will be able to illustrate equally parted shapes and will identify the shapes using the words two halves, three thirds, and four fourths with 95% accuracy.

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledgeRationale:

Checking for background knowledge gives the teacher an idea of how much information the students already have on the topic which tells the teacher if the lesson needs to be adjusted. The KWL chart will ensure that the students in the class begin with approximately the same amount of information.

Ask the students to brainstorm what they already know about equally parting shapes. Place this information in the K (or What We Know) column of the chart. Have them think about what they discussed about the pizza to help them get started if needed.

Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to Learn) column.

Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to complete the L column.

Use KWL Chart from 50 Literacy Strategies (Tompkins)

Lesson Topic: Fractions

Rationale:

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For the KWL chart, I will monitor progress by asking students to share some of the things that they already know about fractions. Although I will begin by asking for volunteers, I will also encourage other students to participate. If students do not know what to answer to the questions (“what we know” “what we want to learn”) I will make suggestions and give the students clues to help them develop their own answers.

K (What we know) W (What we want to learn) L (What we learned)

You can cut a pizza into fractions.

What else can we cut into fractions?

Fractions are pieces. Can a fraction be one piece?

Fractions need to be cut equally.

How do you cut things equally?

We use fractions every day. Where do we use fractions?

To cut is the same things as divide.

What is divide?

One half means you get a half of something.

what is an object called when you have two halves?

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Rationale:

I will provide comprehensive input to ensure that all students understand the vocabulary and the objects that will be used during this lesson’s learning activity. Reviewing the vocabulary and the materials used will prepare and the students feel confident about the upcoming lesson.

Go over vocabulary words which will be in the reading. List the key vocabulary

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words and provide the Spanish equivalents. Demonstrate the proper use of manipulative and solve problems. Informally check for understanding: Be sure all students understand the steps by

checking teacher’s sample. Using group pair: Students will share and assist each other while the teacher

monitors progress.

MODELING SDAIE: Demonstrations and modelingProvide a rationale for why you selected this strategy or manner of modeling the next lesson step for this class.

I selected this strategy to model the assignment because by repeatedly demonstrating how to equally divide shapes and explaining the labeling the students will be able to do it on their own. Additionally, having a teacher sample available for the students will allow them to search and answer their own question by looking at the sample.

After the lesson introduction, the teacher will demonstrate how to divide shapes into equal parts.

Next, the teacher will explain and demonstrate how to divide shapes into 1-4 pieces; and will explain how to label the shapes into two halves, three thirds, and four fourths.

Students will work on whiteboard activity. Tell the student they are going to cut and identify the shapes. Show the students a copy of what their work should look like. An example of the how the finished product in the student math journal should look

will be available to the students. They will illustrate and identify fractions. Students will cut shapes and identify them

as two halves, three thirds, or four fourths in their math journals.

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Rationale:

These strategies will help the teacher identify whether the students understood the lesson or not. The responses given by the students will indicate the student’s level of understanding. This information will tell the teacher what part of the lesson needs to be reviewed or if the students are ready to begin working on their individual activities. It is important to check for understanding because students that are English language learners may easily get confused due to the use of new vocabulary.

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Ask several of the students to repeat the instructions they have been given. The students will first equally part shapes on the whiteboard and will correctly

identify the fractions as two halves, three thirds, or four fourths. Check on the students as they work.

Continue to check for understanding of the math facts related to __fractions__ through use of questioning strategies both during and after the task is completed.

GUIDED PRACTICE STRATEGY

The teacher will check for accuracy while students are working on assignment and provide oral feedback.

Students will share their answers with shoulder partners and make corrections as needed.

Check each student’s work and edit as necessary before the students make their final copy.

Be sure to check for computational errors.

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they learned about adding fractions. Ask them to show their final product. Go back to the KWL chart and ask the students what they have learned about adding

fractions that we studied today. Fill in the L section of the chart. Call on some of the students to define the vocabulary terms.

Learning facts about: fractions

K (What we know) W (What we want to learn)

L (What we learned)

Q (What new questions emerged?)

You can cut a pizza into fractions.

What else can we cut into fractions?

Shapes can be cut into fractions.

Can all shapes be cut into fractions?

Fractions are pieces. Can a fraction be one piece?

When a shape kept in one piece it is called one whole.

Is there another way of saying one whole.

Fractions need to be cut equally.

How do you cut things equally?

A circle is cut through the middle

Can all shapes be cut in half?

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to be cut in half.

We use fractions every day.

Where do we use fractions?

There are fractions in our lunch. Oranges cut in four fourths.

Are there any fractions in our classroom?

To cut is the same things as divide.

What is divide? Divide means to be split.

What other things can be divided?

One half means you get a half of something.

what is an object called when you have two halves?

Objects can be cut into two halves, three thirds, and four fourths.

Can objects be cut into five?

Ask the students if anyone has anything to add about where they have learned about fractions.

Remind the students about key procedures of adding fractions they have listed and what they now have learned.

8. INDEPENDENT PRACTICE

Rationale:

Students will be able to use their creativity to equally divide a shape into 1-4 pieces. This assignment is a flexible one that will challenge all the students in the class, including the students that are advanced. This home assignment can be simple by selecting to use a square or more challenging if the student were to choose to use a triangle.

Assign the students an additional worksheet from the math book. They will also be asked to illustrate and divide a square into two halves, three thirds, or four fourths and label it.

Tell the students that the work they do at home is to be done as neatly as was done in class today.

The homework will become part of their math journal for parents to see at open house.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION (Submit Student List Page with this lesson plan. Include detailed description of three key special needs students that you are making adaptations for in the three areas below.)

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Color highlight the strengths, weaknesses, and your adaptation

Red- Weakness

Green – Strengths

Yellow - What you are doing about both strengths and weaknesses.

Describe EL Focus Student (Peter)

Include several (at Least 3) of the following data points:

Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression?

Home Language: Spanish

Approximate level of proficiency: Intermediate

Peter is increasingly interacting more with English speakers, but continues to make mistakes in speech and has a difficult time spelling common English terms. He is able to recall and state the facts.

Learning style: Auditory and Visual learner

Personal interest: Peter enjoys music and watching music videos. His parents encourage Peter’s love for music by taking him to music festivals and concerts. Peter dislikes reading.

I know that Peter enjoys music because he is always talking about his favorite songs and artist. Whenever possible Peter shares his passion for music. Peter is able to socialize in class and outside of class with English speaking peers; but I have observed him have difficulties in speech. Peter tries to avoid reading as much as possible.

Prescribe /Describe Three Potential Adaptations for Instruction

Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective.

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1. Because the student did is interacting more with his English speaking peers, I will have the student work in pairs with students that only speak English.

2. Because the student is having trouble spelling, I will ask Peter to make vocabulary cards for the words that he misspells. Peter will use the class tablet to look up the words in the dictionary and check the correct pronunciation.

3. Because Peter is a visual and auditory learner, I will project the steps I take while modeling the class assignment onto the whiteboard and think aloud throughout the modeling portion of this lesson.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text resources if appropriate.)

1. Working with peers will benefit Peter because he will be able to practice his speech by using his strengths which are his abilities to recall facts.

2. I will ask Peter to make vocabulary flash cards, so that he can learn to use technology to help him with his spelling and pronunciation.

3. Projecting the work onto the whiteboard and thinking aloud will help Peter better grasp the content of this lesson because he is an auditory and visual learner.

Rational for making Adaptations Sentence Frame

Because the student is weak in this particular skill of speech which is linked to ELD standard Listening and Speaking Cluster 3 Level I, I selected this particular instructional focus of pairing the student to English speaking peers. Because the student is strong in the particular area of social skills I choose this adaptation. Because several students are weak in the skills of thinking through problems I am going to be using the think aloud strategy.

Describe Focus Student Presenting Instructional Challenge (Joshua)

Include several (3+) of the following data points:

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Home language: English

Learning style: Kinesthetic learner

Asthma: Joshua often has asthma symptoms during the night causing him to be sleepy during class. Due to his lack of sleep Joshua’s concentration level tends to be low which leads to low comprehension.

Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Leggos. He does not like to take his medication for asthma.

I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. Moreover, on home assignments Joshua will always attempt to incorporate his Leggo creations. Lastly, during recess I observe Joshua play basketball with his peers.

Prescribe /Describe Three Adaptations for Instruction


1. To maintain Joshua’s concentration, I will allow him to help me pass out the needed materials.

2. Be Joshua enjoys working with leggos, he will be asked to bring a few leggos to class to show the class fractions how fractions are also included in leggos.

3. Because the student is often sleepy during the class lessons, I will group Joshua with one of the peers he plays basketball with.



1. Joshua will be able to maintain his concentration if I give him a job that makes him

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accountable for the learning of his peers.

2. By asking Joshua to integrate his interest in leggos by showing how there are fractions in leggos, he will become excited about the class lesson which will result in a higher level of concentration.

3. By working with his friend, Joshua will be encouraged to be an active participate in his learning. Also since he is working with his peer, Joshua might be embarrassed to fall behind in his work.


Because the student is weak in this particular skill of maintaining concentration and comprehending the lesson which is linked to Speaking and Listening Standard, I selected this particular instructional focus of active learning and participation.

Because the student is strong /has strength in this particular area working with peers I choose this adaptation. Because Joshua is weak in this skill of comprehension and concentration I am selecting strategies that will allow movement and participation through the lesson.

Describe Advanced Focus Student (Kimmy)



Home Language: English

Level of language: Proficient

Learning Style: Auditory and Visual learner

Personal Interest: This student enjoys reading magazines and being crafty. She receives several magazines each month. Kimmy’s mother rewards her by allowing her to cut the pages in her magazines to create different things like collages and letters.

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I know this information because Kimmy often brings her magazines to school to reading during silent reading time. She also has her folder covered by some of her favorite pictures that she has cut from her magazines. Kimmy is very proud of her work and often shares it with her teacher.

Prescribe /describe Three Adaptations for Instruction


1. Because the student enjoys working with her magazine pages, I will do ask her to find pictures on her magazines that can be cut into equal fractions and glue them onto a page.

2. I will ask Kimmy to give an oral presentation to the class about the pictures that she found in her magazine pages that could be cut into equal fractions.

3. Because this student is an auditory and visual learner, I will give the student class time to find a video about fractions for the class to watch.

Provide a Rationale for each Adaptation


1. Using magazine pages to find pictures that can be cut in equal fractions will encourage Kimmy to use her creativity to expand her knowledge on the topic discussed in class. Also, Kimmy will part take in critical thinking skills while trying to figure out how to equally part some things.

2. Kimmy will practice her oral skills by giving a short presentations on some of the things that she was able to cut into even fractions.

3. The student will use technology skills that will continue to help her throughout her equation. Kimmy will research the internet to find a video to share with her classmates.


Because the student is strong in this particular skill of speaking which is linked to ELA

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standard 1.6, I selected this particular instructional focus of research and presentation.

Because the student’s strength is her creativity, I choose this adaptation. Because the entire class would benefit from watching a video related to fractions, I am selecting this strategy of video presentation.

10. ATTACHED STUDENT WORK: Student’s work will become a part of their math journal.

11.THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using complete sentences. Link your rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words (i.e., list, understand).

ADD MORE Of YOUR OWN IDEAS…

Structure of Knowledge

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Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.

Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your thinking.

Evaluation

Synthesis

Analysis

Application

Comprehension

I used a direct instruction lesson for this standard because it would teach students how to equally divide shapes into two halves, three thirds, and four fourths; and the students would be able to demonstrate this in their journal.

KnowledgeI used a direct instruction lesson for this standard because it would effectively teach students how to equally divide shapes into two halves, three thirds, and four fourths.

Lesson Summary of Instructional Preparation

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Adaptation Features for Focus Students

Preparation

o Background Knowledge

o Links to past learning

-The KWL chart was used to obtain an idea of the student’s background knowledge. Also, the motivational strategy dealing with a short discussion on pizza helped linked student’s understanding of past learning to fractions.

Scaffolding

o Modelingo Independent

Practice

-Through demonstration and a teacher sample of the student product, the teacher will model the work that is expected from the students. The independent practice will give students the freedom to use their creativity while expanding their knowledge.

Grouping

o Whole groupo Pair groups

-Students where in whole group during the direct instruction portion of the lesson. The students worked in pairs while they completed their individual work.

Adaptation

o Advancedo ELo Other

-Adaptations were made for students that needed them.

Integration of Processes

o Vocabulary

-The comprehension of vocabulary was emphasized throughout the lesson.

Application

o Hands ono Meaningful

-Students had the opportunity to demonstrate their understanding of fractions through a meaningful hands-on assignment.

Assessment

o Checklist

-A checklist was used to formally assess each student’s assignment.

Objective

o Linked to Standard

-The objective and the activities in this lesson are linked to the math standard.

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Notes for next lesson:

o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc. The strength of this lesson was that is incorporated a hands-on activity which benefited many of the kinesthetic learners in the class. One of the weakness in this lesson is the motivation strategy for learning. Although a discussion on pizza does caught the interest of some students, a video introducing fractions would have been more appropriate and probably would have been more engaging for the students.

o Students needing more help learning to use the correct math vocabulary, like the words three thirds and four fourths.

o Content adaptations were not necessary in this lesson; therefore the content was not adapted.

o Reading skills were incorporated into this math lesson. The students wrote out a sentence to describe the fractions made.

o Vocabulary clarification was given throughout the lesson. The students repeatedly heard the definitions of the vocabulary and were given examples of how to correctly use the terms in sentences.

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Lesson Two: Concept Attainment Lesson Plan

Interaction with Fractions

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Interaction with FractionsConcept Attainment Lesson Plan

Lesson Number 2

1. MATERIALS/PREPLANNING Materials

PowerPoint: Fractions examples, non-examples, and mixed examples Fraction Video Fraction Posters

Vocabulary – Fraction Spanish: Fracción Denominator Numerator Whole Fraction bar

Literature – Adler, D. & Miller, E. (2007). Working with fractions. New York: Holiday House. Adler, D. & Tobin, N. (1996). Fraction fun. New York: Holiday House. Pallotta, J. & Bolster, R. (2002). Apple fractions. New York: Scholastic. Pallotta, J. & Bolster, R. (1999). The Hershey's milk chocolate bar fractions book.

New York: Scholastic Inc.

2. OBJECTIVE

After the lesson on the concept of fractions students in grade 3 will be able to state both orally and in writing the correct definition of fractions.

California Math Standardo 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole

is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Bloom’s Taxonomy: Analysis and Application

ELA StandardsListening & Speaking

1.1 Retell, paraphrase, and explain what has been said by a speaker.Writing Strategies & Applications

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2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. (ES)

ELD Standard(s)Level 1 (B)

Listening & Speaking

Cluster 3 Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). (ES*)

Writing Strategies & Applications

Cluster 2 ES Label key parts of common objects. Cluster 5 ES Create simple sentences or phrases with some assistance.

Level 2 (EI)


Cluster 1 Restate and execute multiple-step oral directions. (ES*) Cluster 3 Begin to be understood when speaking, but may have some

inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).


Cluster 2 ES Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history-social science). (ES*)

Level 3 (I)


Cluster 3 Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).


Cluster 2 ES Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science).

Level 4 (EA)


Cluster 3 Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.

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Cluster 2 ES Use complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science).

3. ASSESSMENT Score Proficient (3 pts.) Adequate/Standard

(2pts.)Below Standard (1pt)

Student writes the definition of fractions in their journals using 3 descriptors.

Students write the definition of fractions in their journals using 2 descriptors.

Students write the definition of fractions in their journals using 1 descriptor.

Student writes 3 examples of fractions.

Student writes 2 examples of fractions.

Student writes 1 example of a fraction.

This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors and three examples of the concept of fraction in number form.

Students will also be assessed informally by listening to their oral definitions of the concept of fraction in number form.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET

As soon as students have entered the classroom a video on fractions will begin. The video is fun and entertaining; but, most importantly, it provides meaningful information that will review each student’s previous knowledge on the topic. Additionally, one of the characters in the short video clip is a funny robot which helps capture the attention of the students.

http://www.brainpopjr.com/math/fractions/morefractions/

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http://www.brainpopjr.com/math/fractions/morefractions/

5. PURPOSE

Boys and girls, today we will be learning about fractions in number form. It is important to understand fractions in number forms because fractions are everywhere in our daily lives.

_____________________________________________________________________________

6. LESSON BODY

Students are given examples, non-examples, and mixed examples of fractions to provide a strong understanding of what is and what is not a fraction (expressed in number format). A variety of fraction examples and non-examples are given to avoid misconceptions and to challenge students.

Prior to starting the lesson body do the following:

Restate the Objective in Kid terms Mark SDAIE in bold type where it applies.

Step One- Definition:

Today we are going to study the concept of Fractions in number form.

According to the dictionary fractions are: a part of a whole, have a numerator and a denominator, and has a fraction bar separating the numerator and the denominator.

Step Two - Examples:

This is a fraction. It is a part of a whole, it has a numerator and a denominator, and it has a fraction bar separating the numerator and the denominator.

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This is also a fraction because it is a part of a whole, it has a numerator and a denominator, and it has a fraction bar separating the numerator and the denominator.


⅛


4/16


****Teacher note: Teacher must emphasize the correct way to place the fraction bar.

Step Three - Non-examples:

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This is not a fraction because it is not a part of a whole, it does not have a numerator and a denominator, and it does not have a fraction bar.

2-10

This is not a fraction because it is not a part of a whole, it does not have a numerator and a denominator. Although it does have a line separating the numbers, it is not a fraction because the line shows subtraction instead of a fraction bar.

5.25 This is not a fraction because it is not a part of a whole, it does not have a

numerator and a denominator, and it does not have a fraction bar.

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3_15

This is not a fraction because it is not a part of a whole, it does not have a numerator and a denominator, and it does not have a fraction bar. Even though there is a line separating the numbers it is not position correctly to be a fraction bar.

Step Four - Mixed Examples:

Is this an example of a fraction? It is a fraction because it is a part of a whole, it has a numerator and a denominator, and it has a fraction bar separating the numerator and the denominator.

7,00

Is this a fraction? It is not a fraction because it is not a part of a whole, it does not have a numerator and a denominator, and it does have a fraction bar.

2_10

Is this example a fraction? It is not a fraction because it is not a part of a whole; and although it appears to have a numerator, a denominator, and a fraction bar it does not. The line is not placed correctly, so it is not a fraction.

5/25

Is this a fraction? It is a fraction because it is a part of a whole, it has a numerator and a denominator, and it has a fraction bar separating the numerator and the denominator.

Is this a fraction? It is a fraction because it is a part of a whole, it has a numerator and a denominator, and it has a fraction bar separating the numerator and the denominator. This is a fraction even though it has large numbers.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should

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have given several clear attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write the new term with the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and non examples. Let them be creative in how they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.

Teacher statement:Boys and girls, turn to your partners and say what fractions are in your own words. This is your chance to practice saying this new term. Be sure you both state the definition and give several good examples and state why they are good examples.

Student responses: A fraction is a part of a whole number, it has a numerator and a denominator,

and a line in between the numerator and denominator.

A fraction has a numerator, a denominator, fraction bar, and it is a part of a whole.

Now, have them write the definition in their own words in their journal.Next, please take out your journals and enter this term fraction.Also write the definition in your own words and give several examples. Explain how fractions are used.

Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show their understanding.

Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could look in the books I have gathered in our classroom library or on the internet. You could look at the fraction posters posted in our class.

You might find more examples inside your mathematics textbooks ( Give them several places to find more examples of this concept. The more they see where it belongs the better they will come to understand and be able to use the vocabulary.)

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7. CLOSURE

Gather students at the discussion table or on the rug. It is now the end of the day and students are prepared to go home. Wrap up the learning with a chance for students to practice key learning once again. In this case it will be the new concept you have introduced.

Teacher statement:

Boys and girls please come to our “talking circle”. We have much to discuss.

Today we studied the concept of fractions in number forms. Now it is your turn to own this information. Lets practice saying what we have learned about fractions. Who would like to begin?

Continue this dialogue until students have again rehearsed several times.

End with each student stating the learning to the person next to the him/her.


Rationale:

By writing examples and non-examples students will be reinforcing the information they have learned in class. Additionally, having one example and non-example of fractions will help students while they are completing their assignment at home, in particular this will help English language learners since they will have an example of what work is expected from them.

The teacher assigns the students the task of finding additional examples of the concept on their own. For example, students can look in books, library or computer for additional examples.

Students are asked to fold a paper in half to draw a line through the middle of the page. On one side of the paper students will title it fraction examples and will write at least three examples of fractions. On the other half of their sheet students will write at least three examples of non-fractions.

Students will prepare page during class time and will have at least one example on each side of the page before leaving school.

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9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION

How will you meet the learning needs of all students in the group? Provide specific strategies that might be used for each type of learner. Provide a rationale by answering How and Why for each student group. Attach Student List with descriptions of the 3 key students you are addressing below.


Red- Weakness

Green – Strengths







Peter is increasingly interacting more with English speakers, but continues to make mistakes in speech and has a difficult time spelling common English terms. He is able to recall and state the simple facts.



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1. Because the student dislikes reading, I will do provide the student with fraction books that he will be able to read fluently.

2. Because the student confident to interact in English regardless of his speech mistakes, I will pair this student with English speaking only students and the classroom aide.

3. Because the student is able to recall and state facts, I will ask the student to make flash cards to help him remember the new vocabulary words.



1. Providing books that Peter can read fluently is important because it will give him confidence in his ability to read and encourage him to read.

2. Pairing Peter with an English speaking only student will allow this student to use the English words that he is acquiring daily; and having the aide work with this group will assist the students when language mistakes or misunderstandings occur.

3. Peter’s spelling and vocabulary will benefit from using his ability to recall and state facts through the use of flash cards.


Because the student is weak in this particular skill of language which is linked to the ELD standard cluster 3, I selected this particular instructional focus of pairing the student with

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an English speaking student.

Because the student is strong in this particular area of recalling and stating facts, I adapted the lesson for this student by asking him to make flash cards to learn the vocabulary.







Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Legos. He does not like to take his medication for asthma.

I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. Moreover, on home assignments Joshua will always attempt to incorporate his Lego creations. When Joshua has to go to the nurse’s office he tends to take longer than he should because he tries to convince the nurse that he does not need his medication. Lastly, during recess I observe Joshua play basketball with his peers.



1. Because the student is a kinesthetic learner, I will ask the student to building fractions with the number manipulative.

2. Because the student the students enjoys watching films, I allow the student to use the

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class iPad to watch a fraction related production.

3. Because the student’s concentration level tends to be low, I will ask for his assistance to project the PowerPoint presentation.



1. Making fractions with the number manipulative will engage Joshua in a meaningful activity since Joshua learners better with hands-on activity.

2. Having the student watch a short fraction video clip will make learning about fractions more interesting, and the student will be able to recall the inform learned since he will have the video as a reference of the information.

3. Asking the student to be in charge of the PowerPoint presentation will make the student feel accountable for the learning of the students in the class and will him want to pay close attention.


Because the student is weak in this particular skill of maintaining concentration which is linked to Listening standard 1.1, I selected this particular instructional focus of active learning and participation.

Because the student is strong in this particular area of kinesthetic learning/ hands-on activities, I choose this adaptation, the student will build fractions using the number manipulative.




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1. Because the student enjoys reading and crafts, I will ask the student to read the book about fractions and try to recreate some of the book’s fraction examples on a poster board.

2. Because the student is an auditory learner, I will ask the student to present her craft to the class and example the fractions that she has made.

3. Because the student learns by hearing and watching, I will allow the student to work on a fraction activity using the classroom iPad.



1. This activity will reinforce the student’s understanding of fractions and will challenge them by having to recreate fraction examples.

2. Presenting her project will give Kimmy an opportunity to practice her oral skills.

3. The student will learn more about fractions since she will do short fraction activities

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using her listening and watching skills.


Because the student is strong in this particular skill of listening and speaking which is linked to ELA standard 1.1, I selected this particular instructional focus of creating a fraction project to share orally with the class.

Because the student is strong in this particular area of listening, I choose this adaptation, the student will the iPad to complete fraction activities.

10. THEORETICAL OVERVIEW:

This lesson is taught by using information processing to attain the understanding of fractions. By using this concept attainment method students will learn the definition of a fraction through repetition. The fraction examples, non-examples, and mixed examples allow the students to have numerous exposures to the definition of fractions. In addition, this lesson plan allows students to compare and contrast the differences and similarities of fractions and non-fractions. This lesson is beneficial for general students, advanced students, and English language learners. After this lesson, students will be able to identify and define fractions.


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Evaluation

Synthesis

AnalysisThe students will compare and contrast the different kinds of number formats to identify fractions.

ApplicationThe students will learn the definition of fractions and will put it in their own words.

Comprehension

The students will be able to state the definition of a fraction using three descriptors.

Knowledge The students will be able to recall what a fraction is.

11. ATTACHED STUDENT WORK

Student’s work will be in their math journals.


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Preparation

o Adaptation of Content


o Resources Selected

o E-resources

Students had an opportunity to review their background knowledge of fractions with the use of an e-resource.

Scaffolding

o Modelingo Guided Practiceo Independent

Practiceo Comprehensible

Input

Guided practice was provided through the lesson body and students were able to work independently to compose their definition of fractions.

Grouping

o Whole groupo Pairso Works

Independentlyo Mixed groupso Flexible

groups

Throughout the lesson the students were able to work as a whole group, in pairs, and independently. Mixed and flexible grouping was considered for pairing students.

Adaptation


Adaptations were made for the students that needed them to ensure that the needs of all the students are met.


o Readingo Writingo Speakingo Listeningo Viewingo Vocabulary

These skills were incorporated in the lesson.

Application

o Meaningfulo Linked to

objectiveso Engaging

The lesson is linked to the objectives. Also, the video in the beginning of the lesson was engaging and made the lesson on fractions meaningful for students.

Assessment

o Rubrico Groupo Writteno Oralo Formative

Students were assessed with a rubric. The students oral and written responses were informally assessed.

Objective


o Integrated with Language Arts

o Age Appropriate

Lesson is linked to the standards, incorporates language arts skills, and is age appropriate.

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Lesson Three: Generalization Lesson Plan

Breaking up a Fraction?

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Breaking up a FractionGeneralization Lesson Plan Lesson Number 3

1. MATERIALS Video: http://www.youtube.com/watch?v=lZlY_63DPs8 White Board Dry Erase Markers Student Independent Practice Problems

Vocabulary and definitions to be listed on the classroom whiteboard.

Decomposing a fraction: breaking up a fraction into a sum of fractions Spanish: Descomposición de fracciones Fraction Numerator Denominator

2. OBJECTIVE After the lesson on using data to support generalizations, students in grade 2 will apply this knowledge and develop generalizations concerning the topic of decomposing fractions with accuracy.

Cognitive Taxonomy: Analysis, Synthesis, and Evaluation

Mathematic Standard:

3.b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

ELD standards


Cluster 7 EI Orally identify the main points of simple-conversations and stories that are read aloud by using phrases or simple sentences.

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http://www.youtube.com/watch?v=lZlY_63DPs8

ELA standards


1.6 Use traditional structures for conveying information (e.g., cause & effect, similarity & differences, and posing & answering questions).

3. ASSESSMENT At the end of this lesson, the students will complete problems assigned by the

teacher. The teacher will formally assess each student’s work to ensure that students

understood the lesson. This formative assessment will be glued into each student’s math journal. Each student’s work will be checked by the teacher to check if each the class

understood the lesson and to see if the teaching strategies need to be adjusted.

4. PURPOSE

The primary purpose of this lesson is for students to use the information they know about adding and subtracting fractions to develop generalizations about decomposing fractions.

Boys and girls, as you recall, we have been working with fractions. By now you all understand how to apply addition and subtraction to fractions. Today, we will use our background knowledge about adding fractions to learn how to decomposing fractions. It is important that you learn to decompose fractions because it will give you a better understanding of fractions.

5. ANTICIPATORY SET/Motivation for Learning

The lesson will begin with a video on fractions. The video is a short song on adding and subtracting fractions to the tune of a popular Black Eyed Peas song, I Got a Feeling. This video will surely caught the attention of the students, but it will also provide a short review for adding common denominator fractions.

6. LESSON BODY

Rationale:

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Students will be able to apply their background knowledge as they learn how to decompose fractions. By using their background knowledge, the students will be able to analysis, draw conclusions, and apply what they have learned to other problems.

Step 1.

Class, I played this video to a reason. In today’s lesson you will be using what you already know about adding fractions to learn about decomposing fractions.

Teacher will write addition fraction problem on the board along with their corresponding drawing. As a whole group, the students will help solve the problem.

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Teacher will ask students: Class, what do you see about the things or the data we have in front of us?

Student responses: You can use shapes to add fractions. You get the same answer to the problems even though the fractions are

different.

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Teacher will say: Boys and girls, you are able to decompose fractions by finding what fractions can

be added together to find the sum of the fraction you are decomposing. Now it is you turn to try to decompose a fraction.

Students will work on finding the sums of 5/6 on their own for three minutes. When the timer rings, the students will share with their partner to see what they came up with.

The students will volunteer to write what they came up with on the board. Student responses:

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Step 2.

Mind Talk:

Have students compare and contrast the problems that they have put on the board. Let students determine the generalizations that they have found.

Let’s see, what do we notice about decomposing fractions with the solutions that we have written on the board?

Student responses:o There is more than one way to make a problem equal 5/6.o You can move the shapes around to find more ways of making 5/6.

Step 3. Finally, ask students to develop generalizations based on the information discussed. Encourage them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model as needed.

Class, how do you think we could explain the relationships and general trends we see? Can anyone think of a way to say it?

Student responses: You can use different numbers to make the same fraction. One fraction can be made more than one way.

Is there anything we could say about how decomposing fractions could

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apply in a similar situation? Student responses:

We can try it on another fraction. We can try to find what fractions can be added to make one

fraction.Write the student’s generalizations on the board or on an overhead transparency as they think of them.

Have students consider each of the proposed generalizations. Say, “Is each generalization supported by the data”?

Student responses:o The problems that we have on the board show how there are

many ways to find how to decompose a fraction.o If you can’t figure out how to decompose a fraction you can use a

zero fraction and the fraction to make a sum.

7. CLOSURE

Ask the students to state here, in their own words, what they learned about the use of data to form generalizations. It is here that you pull them back together as a class for a moment.

Ask:

What did you learn from the data today concerning decomposing fractions? Student responses:

There are many was to make the same fraction. When you don’t know to find the sum of a fraction you can add the fraction to a

zero fraction. You can use shapes to show the different ways to make the same fraction.

What have we learned about looking at data to learn about decomposing fractions? Student responses:

You can use what you learned from decomposing one fraction to decompose a different fraction.

Ask, “Do you have any comments?” I like drawing pictures to decompose fractions.

Restate the learning one last time in another way by saying, “Students today we used the information that we know about adding fractions to make generalizations about decomposing fractions.”


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Rationale:

The independent practice will reinforce the material the students learn during this lesson. Students will use the generalizations that they learn from decomposing 5/6 and will apply it to other fractions. By applying what they know, the students will have a strong and understanding of decomposing fractions.

Students will work on problems that will be provided by the teacher. The assign problems will use the generalizations that they learned about

decomposing 5/6 and will apply it to their work. The list of generalizations will still be visible on the board or a chart and students

can also list them in the journal. Some will need the reference and others won’t need it at all but you have taken care of a diverse range of writers and thinkers.

Each student’s independent practice will be formally graded and will be a part of their math journal.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION

How will you meet the learning needs of all students in the group? Provide specific strategies that might be used for each type of learner. Provide a rationale by answering How and Why for each student group. Attach Student List with descriptions of the 3 key students you are addressing below.


Red - Weaknesses

Green – Strengths





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1. Because the student is experiencing a difficult time speaking English, I will do ask him to review some of the key vocabulary and concepts with the instructional aide before the lesson begins.

2. Because Peter is interacting more with English speakers, I will make sure to recognize his participation and interactions with his peers.

3. Because Peter enjoys music, I will provide him with the website addresses to several music videos about fractions and decomposing fractions.


Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to

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theory/frameworks, or text resources if appropriate.)

1. I will ask Peter to work with the instructional aide because I want Peter to be familiar with the vocabulary and concepts addressed in this math lesson. This will continue to give Peter the confidence he need to interact with his peers and during class discussions.

2. Showing the student that I recognize his efforts to work and communicate in English with his peers will show Peter that his teacher notices his hard work. This could encourage Peter to continue to increase his interaction with his English speaking peers.

3. Providing these music videos about fractions will give Peter the opportunity to continue to explore fractions and different vocabulary at home or during computer lab time.


Because the student is weak in this particular skill of speaking which is linked to ELD standard, I selected this particular instructional focus on activities which would give Peter successful experiences in speaking and in increasing his vocabulary.

Because the student is strong in this particular area of having the confidence to interact with English speaking peers, I choose an adaptation that would recognize and encourage Peter to continue to interact with his peers in English.






Asthma: Joshua often has asthma symptoms during the night causing him to be sleepy during class. Due to his lack of sleep Joshua’s concentration level tends to be low which

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leads to low comprehension.

Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Legos. He does not like to take his medication for asthma.

I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. Moreover, on home assignments Joshua will always attempt to incorporate his Lego creations. When Joshua has to go to the nurse’s office he tends to take longer than he should because he tries to convince the nurse that he does not need his medication. Lastly, during recess I observe Joshua play basketball with his peers.



1. Because the student’s concentration level tends to be low, I will provide the student with titles for his to have a manipulative to use instead of having to draw the shapes during the lesson.

2. Because the student is fascinated with Legos, I will incorporate Legos into his independent practice assignment.

3. Because the student often is sleepy during class, I will make sure that I ask the student to help in some way to get the student out of his seat for a short while.



1. Having a manipulative will make the lesson on decomposing fractions more exciting and meaningful for this student.

2. By simply incorporating a topic this student is interested in he will find the assignment

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appealing and will have a better learning experience.

3. Ensuring that the student has some movement in between the lesson will help him be more alert since that is meeting the student’s needs.


Because the student is weak in this particular skill of attention span which affects the student’s ability to learn the math standard 3.b, I selected this particular instructional focus of movement and active learning.

Because the student is strong in the particular area of hands-on projects, so I choose an adaptation that will allow the students use manipulative to learn how to decompose fractions.









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1. Because the student likes magazines, I will ask the student to create an article that can be placed in a math magazine that explains to readers how to decompose fractions.

2. Because Kimmy is a crafty student, I will ask her to make a poster to compliment her article on decomposing fractions.

3. Because Kimmy enjoys sharing her work, I will ask her to share her article and poster with a group of students.



1. This adaptation will reinforce the student’s understanding of decomposing fractions, but it will also require the student to use her writing and editing skills. Additionally, this project gives Kimmy the opportunity to explore a potential career.

2. Creating a poster will allow the student to use her creativity to illustrate and share her project.

3. Giving the student the opportunity to share her article and poster will give Kimmy the opportunity to use and develop her oral presentation skills.


Because the student is strong in this particular area of creativity and oral skills, I choose adaptations that would interest her and challenge her in several areas.

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This method of teaching is based on the constructivist and information processing theory. The generalization lesson method helps students collaborate by using their background knowledge to build a list of problems which can be examined and analyzed to find trends which can lead students to create generalizations; and use the generalizations onto other situations. The generalization lesson plan encourages a higher level of thinking from the students. The objective of this lesson is completed thoroughly in this lesson; for students are able to apply what they learned to decompose other fractions.


Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive

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level.


EvaluationI used the generalization lesson plan because it let students evaluate why certain trends were apparent in the fraction problems.

SynthesisI used the generalization lesson plan because it gave students the opportunity to use their background knowledge to generate generalizations on decomposing fractions.

AnalysisI used the generalization lesson plan because it allowed students to examine the fraction problems that were completed.

Application

Comprehension

Knowledge


Student’s work will be placed in their math journal.



Preparation




o Strategies Usedo Resources

Selectedo E-resources

Scaffolding



Input

Scaffolding elements were used throughout the lesson to help

Grouping

o Whole groupo Small groupso Pairso Works


groups

Adaptation


Adaptations needed were made to meet the needs of the students in the class.

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Students will apply their background knowledge to provide data/problems to examine and analyze. E-resources were integrated into the lesson to meet the goals of this lesson

students understand the content.

Throughout the lesson, students had to opportunity to work as a whole group, pairs, and independently.



Most widely used skills throughout the lesson were listening, speaking, viewing, and vocabulary. Reading and writing were incorporated in the independent practice activity.

Application

o Meaningfulo Linked to

objectiveso Engaging

In effort to create an engaging and meaningful lesson, a video was incorporated which included the music to a well-known song. The lesson on decomposing fractions is linked to objectives.

Assessment

o Writteno Oralo Formative

Class and pair oral discussion were informally assessed. Student’s written work was used as a formative assessment.

Objective



o Age Appropriate

The lesson is linked to 4th grade mathematic, ELA, and ELD standards. The lesson was appropriate for the grade level.

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Lesson One: Science SIOP Lesson Plan from Project Wild

Water we Eating?

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Water we Eating? Science SIOP Lesson Plan from Project Wild

Lesson Number 1

Grade Level: 2nd

Science Standards

3. Earth is made up of materials that have distinct properties and provide resources for human activities.

3.e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that human use.

Objective:

After the lesson on foods found in different aquatic ecosystems students in grade second will be able to find and classify foods that are found in oceans, rivers, lakes, and ponds with accuracy.

ELA Standards for Grade Level

Listening & Speaking:

1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).

Reading Comprehension:

2.1 Use titles, tables of content, and chapter headings to locate information in expository text.

2.7 Interpret information from diagrams, charts, and graphs.

Materials

Supermarket advertisements, magazines Concrete objects: plastic fish, canned tuna, salt Graphic organizer Glue Scissors http://www.youtube.com/watch?v=kL-9TB4qAho

Resources:

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Literature:

Fleming, D. & Fleming, D. (1993). In the small, small pond. New York: Henry Holt and Company.

Rissman, R. (2010). Comparing bodies of water. Chicago: Heinemann Library.

Learning Activities for Whole Group:

Anticipatory Set

http://www.youtube.com/watch?v=kL-9TB4qAho

Prior knowledge class discussion

Students review what they have previously learned about aquatic ecosystems

Students review book they have previously read about bodies of water by looking at the pictures

Discussion on class activity

Teacher informs students they will be finding and classifying the foods that are found in the different bodies of water.

Share concrete items & classify: plastic fish, canned tuna, salt, etc.

Written and oral directions are givenGroup activity

Students will find and cut food products in magazines or supermarket advertisements that come from aquatic ecosystems.

Students will classify the food products into the specific body of water where the product is found by using the graphic organizer that will be provided for each group.

Students can use books and iPad to help them figure out the correct classifications.

Whole group

Students volunteer to share with the class the food products they found and how they classified them.

Learning Activities for Targeted Intervention

Student will participate in same learning activities as whole group. The following are adaptations that student will receive. Student will receive preteaching

of expected prior knowledge. Student will be asked to orally

restate given directions

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Technology for Whole Group

Students will use iPad to research if necessary.

Technology for Intervention

Students will use iPad to research if necessary.

Assessment :

Student’s prior knowledge will be informally assessed. Group work will be formatively assessed. A picture of their group’s graphic organizer will be placed in their portfolio.

Reflection-

What do you anticipate to be a problem for specific students?

I anticipate that students will have some difficulty classifying some food products because they may find that some food products may belong to two bodies of water.

What would likely go well?

Most students will likely be able to quickly find common food products in the advertisements and magazines.

What area would you likely need to develop further?

I likely need to further develop the student’s ability to use the internet to research their questions.

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Lesson Two: Science Inquiry Lesson Plan

Magnets or Magic?

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Magnets or Magic Trick?Inquiry Lesson PlanLesson Number 2

1. MATERIALS/PREPLANNING Materials –

Random Objects: cotton balls, pens, rubber/plastic items, etc. Metal objects: safety pins, paper clips, coins, etc. 6 Magnets 6 boards (used as flat surface)

Vocabulary – Magnets Metal Spanish: Metálico Spanish: Metal

Literature – Barden, C. & Fowler, A. (1998). What magnets can do. Lancaster, PA:

Childcraft distributor. Branley, F. & Kelley, T. (1996). What makes a magnet. New York, NY:

HarperCollins. Levine, S., Johnstone, L., Coons, J. & Connery, J. (1997). The magnet book. New

York: Sterling Pub. Parker, S. (2012). Find out about magnets : wtih 15 projects and more than

200 pictures. Leicester: Armadillo.

Resource: Video – http://www.youtube.com/watch?v=ak8Bh9Zka50

2. OBJECTIVE

After completing the lesson, the students in grade two will be able to differentiate in writing and orally between items that magnets can move and cannot move with 95% accuracy.

Cognitive Taxonomy Level Science Standard

1.f. Students know magnets can be used to make some objects move without being touched.

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http://www.youtube.com/watch?v=ak8Bh9Zka50

ELA Standard Listening and Speaking:

1.4 Give and follow three- and four-step directions 1.9 Report on a topic with supportive facts and details.

Writing Strategies and Applications

1.2 Create readable documents with legible handwriting

ELD StandardListening and Speaking

Cluster 3 Level EI Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms

Cluster 8 Level EI Ask and answer questions by using phrases or simple sentencesWriting Strategies and Application

Cluster 3 ES Level EI Write one to two simple sentences

3. ASSESSMENT Students’ prior knowledge and ability to make predictions will be informally

assessed. Each group’s graphic organizer will be informally assessed. The graphic organizers will be put on the science board. Pictures of student’s working with magnets will be put on the science board. Student’s individual responses will be formally assessed and will be placed in their

portfolio.

4. PURPOSE

Students today you will be exploring how magnets work. Each of you needs to know how magnets work because they are all over the place. Magnets can be found in your kitchen, in your room, and even here in school.

5. MOTIVATION FOR LEARNING- Anticipatory Set

I will provide students with different kinds of magnets for them to see. I will show the students a few seconds of a short video clip about magnets. I will tell

the students they will watch the rest at the end of class. There will be several new poster boards in the class that display magnets.

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6. LESSON BODY: Note: Students MUST do the inquiry and teacher MUST not provide the answers to the questions of inquiry

Rationale:

This type of lesson allows the students to explore and develop understanding on a topic they have become interested in. Through questioning and creating hypothesis the students become intrigued to learn about this specific topic. The students will guide their learning through researching this topic. This allows students to practice critically thinking skills.

1. Restate the Objective

2. Complete following lesson steps:a. The teacher describes the essential features of a problem or situation to

get students thinking and into an inquiry. Can magnets be used to move items without touching them?

b. Students suggest possible solutions or explanations. The ideas will be recorded on a large chart so they can be used later on in the process. The teacher is the facilitator, not the expert. List the possible ideas here in bullet form:

No, you can’t make something move without touching it. Magnets don’t make things move. They are to make things stick on your

refrigerator. Magnets don’t do anything to make things move. Magnets stick to metal. If you throw a magnet at something you can make it move that thing.

c. Students gather evidence that can be used to test the accuracy of these solutions or explanations (Students use library, texts or web resources to gather information to solve the problem)

Here, give directions to help students get to the information needed. Have books in the classroom and a plan for them to get to the other needed resources.

Today, we are going to test this question to find out if magnets can make items move. Each group has a flat surface, a big magnet, and different kinds of items.

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Each group member will each have a turn to put an item on the circle that is drawn on the board and that person will hold the magnet behind the line that is drawn on the board. You will write your results, which means what happened, on your group’s graphic organizer. Each group member will be able to test two items.

You will have 10 minutes to test the question. When you are done you will read about magnets in your science books to find out more about magnets.

d. Next, you bring the class back to the whole group and have students revisit the chart from step 2.

e.Now students will evaluate the information and discuss additional solutions and possible applications based on the new evidence gathered from their research/ inquiry.

The teacher is the facilitator, not the authority. Let students think and evaluate the information. List any additional ideas or cross off ideas that are not in agreement with the new information gained in the research.

New list of ideas presented: Magnets can move different things. Magnets move things that they can stick to too. I was able to make a paper clip move. The metal things can be moved by magnets without touching them. Magnets don’t move everything, like it can move cotton balls. Magnets don’t move cotton balls because they aren’t metal.

f. Students will now develop a conclusion that is supported by the best evidence. The teacher facilitates the discussion and helps keep students focused on using the data to support the conclusions.

Looking at the possible solutions listed in step 4, evaluate each based on the information or data students bring to the discussion.

After having completed the magnet tests and read about magnets, what can we say about magnets?

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Magnets move items they stick to because they are attracted to them.

f. Students will write a summary of the evidence and a concluding statement or rationale based on the information gathered. This writing will be part of their

portfolio or journal and would likely need an accompanying scoring guide or rubric. This task can begin in class and be finished for homework or in future days.

7. CLOSURE

Quick write: Students write in their science journal what they learned about magnets.

Ask the students to state here what they learned in their own words. It is here that you pull them back together as a class for a moment. They should be able to express in their own words the learning they acquired.

Ask students if they have any other comments. Teacher should restate the learning one last time in another way.


Students will bring the next day something from home they think can be moved by magnets.

9. DIFFERENTIATION/ADAPTATIONS OF INSTRUCTION

How will you meet the learning needs of all students in the group? Provide specific strategies that might be used for each type of learner. Provide a rationale by answering How and Why for each student group.


Red Weaknesses

Green Strengths

Yellow What you are doing about both strengths and weaknesses.

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Describe ELL Student- Peter


Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other behavior or cultural factors to consider in planning instruction.








Link each adaptation to specific characteristic of this student’s needs.

1. Because Student struggles with reading I am going to provide him with books to read at home that are at his reading level.

2. Because Peter has a difficult time spelling, I am going to provide him with a vocabulary list that includes a definition of the words and a picture. The list will be in Spanish and

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English.

3. Because Peter has difficulty in speaking English, I will have him work with students that speak English and Spanish.


Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You can include links to theory/frameworks, or text resources if appropriate. Link to the objective and specific standard element and cognitive level(s) addressed.

1. By offering Peter with books to read at his reading level, he will be able to read the books fluently and reading will become more meaningful and enjoyable for him.

2. Peter will be able to practice and be aware of the vocabulary words before they are used in class. Peter is able to recall facts, so giving him the vocabulary list before class will help him.

3. By working with English and Spanish speaking students, Peter will be able to practice speaking English, but will be able to also speak in Spanish if he is unable to pronounce an English term.


Because the student is weak in this particular skill of speaking English which is linked to ELD speaking standard, I selected this particular instructional that will allow Peter to speak in English in a low affective setting.

Because the student has strength in the particular area of recall I choose to provide the student with a vocabulary list with definitions and pictures prior to the lesson.

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Describe Focus Student Presenting Instructional Challenge- Joshua


Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other behavior or cultural factors to consider in planning instruction. What was the actual evidence (i.e., student actions) that formed the basis of your description?




Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Legos.

I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. On home assignments Joshua will always attempt to incorporate his Lego creations. I also know that he enjoys playing basketball because I observe Joshua play basketball with his peers during recess.



1. Because Student struggles with staying awake during class, I am doing to tell Joshua the day before the lesson that the class is going to do a special project, so he has to be really awake to participate.

2. Because Joshua’s concentration level tends to be low, I will show him the morning before doing the science lesson a clue of what the lesson will be about.

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3. Because Joshua is a kinesthetic learner, I will ask him at the end of the day to select three friends to show with their bodies how magnets work. (1 student will be the magnet, other students will be pen/ paper clip)


Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You can include links to theory/frameworks, or text resources if appropriate. Link to the objective and specific standard element and cognitive level(s) addressed.

1. By giving Joshua a hint about the special project, he will become intrigued and will want to be eager to find out what the special project is going to be.

2. By giving Joshua a clue of what the project will be, his interest will be sparked and he will be able to concentrate.

3. Joshua will have another way of remembering how magnets work after demonstrating it with his body and/or movement.


Because the student is weak in this particular skill of maintaining concentration which is linked to listening standard, I selected techniques that would intrigue the student to learn and to participate in the “special project”.

Because the student is strong in kinesthetic learning, I choose an adaptation that would require Joshua to demonstrate his learning through movement.

Describe Advanced Focus Student- Kimmy


Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other behavior or cultural factors to

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consider in planning instruction.








1. Because Student excels in classroom activities, I will allow Kimmy to work with other advanced students to test the question and conduct research.

2. Because Kimmy enjoys working with magazines, I will ask her group to write an article about magnets for the students in second grade.

3. Since the student is an auditory learner, I will ask Kimmy and her group to share their article and learning with another class.


Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You can include links to

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theory/frameworks, or text resources if appropriate. Link to the objective and specific standard element and cognitive level(s) addressed.

1. By having Kimmy work with other advance students, her inquiry will be taken to the next level. I would expect the students to challenge themselves and learn about magnets in a greater extent.

2. Kimmy will have the opportunity to work on a project she enjoys and is passionate about. This will encourage Kimmy to explore informative writing geared towards students her age.

3. Kimmy will have the chance to practice her presentation and speaking skills with students and people she is not familiar with.


Because the student is strong in reading, creating, and auditory learning, I choose adaptions that will challenge her skills.


An inquiry lesson gives students the opportunity to learn about a specific topic or subject through exploration and through research. This lesson allows students to be the “scientist” and learn through their own explorations and experiments. By researching their topic, students obtain information by experts. All in all, an inquiry lesson allows students to be in control of their learning.

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EvaluationStudents will evaluate their results and discuss why they have those results from conducting their tests.

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SynthesisStudents will compare and contrast the different objects that are attracted to magnets.

AnalysisStudents will research information about magnets and use it to analysis their results.

Application Student will be able to write about the characteristics of magnets.

Comprehension

Students will be able to recognize objects that are attracted to magnets.

Knowledge Students will be able to recall what they learned about magnets.


Students work will be stored in their science journals.

12. Complete the following reflective summary of your lesson preparation



Preparation




o Strategies Usedo Resources

Selectedo E-resources

Scaffolding



Input

Grouping

o Whole groupo Small groupso Pairso Works


groups

Adaptation


Integration of Application Assessment Objective

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Processes


o Hands ono Meaningfulo Linked to

objectiveso Engagingo Active Learning

o Rubrico Groupo Writteno Oralo Formativeo Summativeo Testo Checklist



o Age Appropriate

Notes for next lesson:

o Strengths/weaknesses of lesson based on learning results.o Students all had meaningful experiences while conducting their magnet

tests.o Students will need more resources for different levels of reading.

o Students needing more helpo Students will need additional help when conducting research.

o Content adaptationso Students will first learn how magnets attract objects. In the future they

will learn that magnets also repel against another magnet.o Reading skills

o Student reading skills for note taking need to be taken into consideration.

o Vocabulary clarificationo If students encounter further unfamiliar vocabulary, those words need

to be added to the lesson plan.

Lesson Three: Science Guided Discovery Lesson Plan

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You Rock!

You Rock!Guide Discovery

Lesson Number 3

1. MATERIALS Dirt Rocks Shoe boxes Cup of water

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Straws Aluminum foil A pitcher

PRE-PLANNING:

Each shoe box will be wrapped with aluminum foil by a parent volunteer. The following materials will be placed inside the shoe box: 1 dirt rock, 2 straws, and a cup.

VOCABULARY:

Geologist Weathering Breakage Rocks Stimulate Wind Rain

2. DEMOGRAPHICS: Knowledge about students: Select a classroom where you can provide the class size and typical cognitive ability of 80% of the class and the following demographics:

English speakers: 30 ELL students: 7 IEP students: 5 GATE students: 2 ADD/ADHD, or other learning disabilities: 3 cultural groups: Caucasian, African American, and Hispanic. socio-economic levels represented: low-middle class Make a class list using fictitious names: Mark, Mandy, Zachary, Lesile, Winston,

Daisy, Andrew, Gamaliel, Clarissa, Jaslene, Natalie, Kathryn, Charles, Caleb, Alma, Greg, David, Jessica, Karen, Fernanda, Jesse, Victor, Danielle, Darlene, Marco, Felix, Micheala, Sonia, Sofia, Jack.

3. STANDARDS California Science standards

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3.b. Students know smaller rocks come from the breakage and weathering of larger rocks.

ELD and ELA standards Bloom’s Taxonomy

4. OBJECTIVES

After this class lesson, the students in grade 2 will be able to describe how smaller rocks come from larger rocks with 90% accuracy.

Scientific Skills1. Observations—Students will observe the results from their activity.2. Measurement—Students will record data onto a T-chart.3. Inference/Prediction—Students will predict what will happen to the rock each

time they do something to it. Students will make inferences about the effects of weathering and breakage on rocks at the end of the lesson.

4. Communication--Communication skills will be developed as students response orally to the questions.

5. Experimenting—Students will explore what makes larger rocks into smaller rocks.

5. ANTICIPATORY SET

Students will watch a few minutes of the following video: http://www.brainpopjr.com/science/land/rocksandminerals/

Student will be told that they will be geologist today.

6. ASSESSMENT

Students will work individually to create their own learning log (this type of journal has been previously modeled).

Students’ learning log will be used as an authentic assessment and will be glued onto their science journals.

A checklist will be used as a tool to assess each student’s work. Students will be informally assessed as they answer the questions throughout the

lesson.

7. PURPOSE

The purpose of this lesson is to give students the opportunity to explore the field of rocks. Students will be learning about the weathering and breakage of rocks; but will also be introduced to the career of a geologist.

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http://www.brainpopjr.com/science/land/rocksandminerals/

8. GUIDED DISCOVERY LESSON BODY

Procedure/Steps to follow:1. Students open their shoe boxes and take out the straws and the cup. 2. Students will be told that for the lesson they will pretend that the dirt rock is a

rock. The teacher will also tell the students that they will use the straw to stimulate wind, they will use water to stimulate rain, and that they will shake the box to stimulate that the rock rolled down a hill. Using a T-chart the class, as a whole group, will make predictions about what they think will happen in the different steps.

3. The students in the groups will use their straws to stimulate wind for 10 seconds. The teacher will highlight that wind sometimes takes a long time to make an impact on rocks. Ask the students the following questions: What happened to your rock? Did you blow softly and hard into your straw? Why do you think some pieces of the rock broke off?

4. After the teacher pours some water in the cups, the students will use their fingers to stimulate rain for 10 seconds. The teacher will highlight that rain sometimes takes a while to really change rocks. Ask the students the following questions: Did anything happen to your rock? Why do you think the rocks gets smaller where the rain landed the most? What do you think would happen to real rocks if rain drops keep landing on

the small spot for many years?5. Students will take turns shaking the closed box for 3 seconds. The teacher will

highlight that they are stimulating a rock rolling down a hill. Ask the students the following questions: Before you open your box, you all thought the rock would break into pieces,

so using your fingers show me how many pieces do you think it broke into? You didn’t shake the box for long, so why do you think the rock broke?

9. CLOSURE

Ask the students what they have learned from the science lesson on rocks? Teacher states, “Yes, today we learned that weathering, like wind and rain, and

breakage make large rocks into smaller rocks.


Students will complete a learning log that shows how small rocks come from large rocks.

The students will begin their work in class and will finish at home.

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A checklist will be used to assess student’s work. The learning logs will be glued onto their science journals.

11. MODIFICATION /DIFFERENTIATION OF INSTRUCTION

Modifications for Advanced Learner

Advanced learners will be asked to work together to complete science project.

Students will be given the opportunity to explore this topic in depth using the iPad to watch a video http://www.youtube.com/watch?v=9Xv1DoqkARQ

Modifications for IEP Student (Specific learning Disability)

Classroom aide will provide and review a visual outline of the science lesson with the student

The student will be given explicit instruction to complete their learning logs.Modifications for Second Language Learner

Students will be given flash cards to review vocabulary prior to class. Students will use the iPad to listen to the pronunciation of related words.

12. RE-TEACHING OR REMEDIAL

The class will complete the T-chart to see if their predictions were close to what really did happen.

Students will watch the rest of the Brain Pop video that will lead the class into the next science lesson.

Students will volunteer to share their learning logs.

13. STUDENT WORK

Students work will be put inside their science journal.

Unit Schedule

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http://www.youtube.com/watch?v=9Xv1DoqkARQ

Unit ScheduleWeek 1

Monday Tuesday Wednesday Thursday Friday

8:25 - 8:25

School announcements,

brain work


brain work


brain work


brain work


brain work8:25 – 8:55

Team TimeELL, Gate,

Independent work

Team TimeELL, Gate,

Independent work

Vocabulary Team TimeELL, Gate,

Independent work

Team TimeELL, Gate,

Independent work

8:55 - 10:10

Reading Reading Reading Reading Reading

10:10 - 10:25

Recess Recess Recess Recess Recess

10:25 - 11:10

GrammarWriting

Computer Lab GrammarWriting

Computer Lab GrammarWriting

11:10 – 11:55

Lunch Lunch Lunch Lunch Lunch

11:55 -12:40

Math: Direct Instruction Lesson #1

Math: Concept Attainment Lesson #2

Math: Generalization

Lesson #3

Math review Math Review/ Quiz

12:40 - 1:10

Social Studies Social Studies Social Studies Social Studies Social Studies

1:10 - Recess Physical Recess Physical Recess

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1:25 Education Education

1:25 - 2:05

Science Science Science Science Science

2:05 – 2:10

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Week 2

Monday Tuesday Wednesday Thursday Friday

8:25 - 8:25


brain work


brain work


brain work


brain work


brain work

8:25 – 8:55

Team TimeELL, Gate,

Independent work

Team TimeELL, Gate,

Independent work

Vocabulary Team TimeELL, Gate,

Independent work

Team TimeELL, Gate,

Independent work

8:55 - 10:10

Reading Reading Reading Reading Reading

10:10 - 10:25

Recess Recess Recess Recess Recess

10:25 - 11:10

Grammar,Writing

ComputerLab

Grammar,Wording

ComputerLab

Grammar,Writing

11:10 – 11:55

Lunch Lunch Lunch Lunch Lunch

11:55 -12:40

Math Math Math Math Math

12:40 - 1:10

Social Studies Social Studies Social Studies Social Studies Social Studies

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1:10 -1:25

Recess Physical Education

Recess Physical Education

Recess

1:25 - 2:05

Science: SIOP Lesson #1

Science: Inquiry Lesson #2

Science: finish Inquiry

Science: Guided Discovery Lesson #3

Science: Review/ Quiz

2:05 – 2:10

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Clean-up, dismissal

Assessment Plan

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Math Unit Assessment PlanDirect Instruction Concept Attainment Generalization

How will you conduct the assessment?

Informal: Students’ discussion on their prior knowledge on fractions

Authentic:Shape fraction project

Informal: Students’ oral definitions of the concept of fractions

Formal:Journal entry defining and demonstrating fractions will be graded using rubric

Informal: Students’ discussion and answers to questions asked

Formal: Students will complete problems assigned by the teacher on handout

Feedback: How will you let students know about their progress?

Inform students verbally about progress. Give students their scores on assignments and quiz.



How will this information guide your next steps in planning instruction?

Assessments used to guide further instruction, evaluate my instruction and set a specific area to study.

Assessments used to guide further instruction and to evaluate my instruction.

Assessments used to guide further instruction, evaluate my instruction, and to ensure that the students understood how shapes can be broken down into fractions.

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Who else will have access to the assessment results? Why?

Students, parents, administration and case carriers if they are involved. Grades are important to share with the students and their parents so they know how they are doing. Grades are also important to look at incase intervention may be needed to address learning difficulties.



Science Unit Assessment PlanSIOP Inquiry Guided Discovery

How will you conduct the assessment?

Informal: Students’ prior knowledge will be assessed. Students’ ability to work in groups will be informally assessed.

Formal: Each groups’ project will be formally assessed

Informal: Students’ knowledge and ability to make predictions. Graphic organizers will be informally assessed.

Authentic: Students will work in centers and complete the activities.

Informal: Students’ answers to questions answered throughout the lesson.

Authentic: Students will complete learning log

Feedback: How will you let students know about their progress?




How will this information guide your next steps in planning instruction?

Assessments used to guide further instruction, evaluate my instruction and set a specific area to study.



Who else will have access to the assessment results? Why?

Students, parents, administration and case carriers if they are involved. Grades



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are important to share with the students and their parents so they know how they are doing. Grades are also important to look at incase intervention may be needed to address learning difficulties.



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Documents

Lesson One: Direct Instruction Lesson Planinstructional-resources.weebly.com/.../1/7/7/3/17736789/e… · Web viewDirect Instruction Lesson Plan. Lesson Number 1. 1. MATERIALS/PREPLANNING