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Stage 3 Whereto Daily Learning Plans

Where are your students headed and Why? What is required of them?

Where & Why? What matters is that I grasp the challenge of assessing for transfer. These needs will be targeted through small group instruction. Diagnostic Assessments to guide my learning planSquaring Off Strategy 1. Place a card in each corner of the room with one of the following phrases a. rarely ever (dirt road), b. sometimes (paved road), c. often (highway), d. I have it! (yellow brick road) 2. The students will go to the corner of the room that matches their place in the learning journey. 3. Participants go to the corner of the room that most likely matches their place in the learning status and discuss what they know about the topic or event and why they chose to go there. 4. I will use this information to form groups or pair students to engage in activities that fit their journey in the learning of content. Assessment During Learning Fist of Five Strategy Show the number of fingers on a scale, with 1 being lowest and 5 the highest. 5. I know it so well I could explain it to anyone. 4. I can do it alone. 3. I need some help. 2. I could use some practice. 1. Im only beginning. Assessment After the Learning Conversation Circles Strategy Form a conversation circle with a group of three students. 1. Student (A) in the group starts talking about the topic and continues until I give a signal.

2. Student (B) in the group continues with the topic until I give the signal. 3. Student picks up on the topic until I give the signal. 4. This will continue until time has allowed for students to review facts on the topic. Post Test Teacher Made Test Located at the end of learning plan I will introduce the unit using an explicit organizer to guide students in coming to an understanding. This will provide the students with a cognitive tool that they can use to apply to a variety of situations in various subject areas, while signaling that seeking such understanding is their key job. http://streaming.discoveryeducation.com http://www.brainpopjr.com http://www.tlc.howstuffworks.com/family/science-projects-for-kids-states-of-matter.htm

How will the students be hooked and held in this unit?

Questions during lessons Relate to Personal Experiences through questioning Real world examples will be used when possible. Week One: What is matter? Pre-assessment Build Vocabulary Organizing/link information/knowledge Properties of matter Week Two: Review learning States of matter Forms of matter Learning Assessment Continue building vocabulary Continue organizing/linking information/knowledge Performance Task

What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit?

Explore & Experience/Equip & Enable Activities that develop and deepen their understanding of key ideas. What kinds of knowledge, skill and habits of mind are prerequisites for success and performance? A variety of nonfiction and fiction books will be used from the media center on the topic in order to understand matter, develop an understanding of the different states and properties. Technology will be integrated throughout the unit and a poem will be taught in order to help make connections and link new knowledge. Week One: Day 1 Introduction of unit Why does matter really matter? Pre-Assessment K-W-L Strategy I will write the word matter on the chart and ask students to tell me what they know about the word. I will facilitate and guide students by first explaining that this is a multiple meaning word. I will keep this chart displayed in the classroom so we can add to it each day. Students will then be introduced to the unit by viewing a video podcast that introduces the Georgia Performance Standards and objectives for this unit. I will introduce the students to the vocabulary words and link each one with an object and help students link the vocabulary with common things whenever possible, that will be displayed in the classroom. (matter, properties, state, solid, liquid, gas, shape, color, form, change, inquiry, observation) Day 2 Properties of Matter Review vocabulary words Poem to the tune Mary Had a Little Lamb: Matter always takes up space, takes up space, takes up space. Matter always takes up space, it is found everywhere. Solids have their own shape, their own shape, their own shape Solids have their own shape that cant change on its own. Liquids flow and change their shape, change their shape, change their shape. Liquids flow and change their shape to fit their con-tain-er. Gases can expand or shrink, expand or shrink, expand or shrink. Gases can expand or shrink to fill any space. Matter is all around us, all around us, all around us. Matter is all around us, solid, liquid, and gas. Students will be introduced to the lesson by viewing a video titled Identifying Properties of Matter, Part 1 2:36 The students will experiment with water in two different states, solid and liquid. Materials: journal, pencil, cup, ice cubes I will provide each student with a cup and ice cubes and guide the students through observations. As observations are being made, the students will record their observations in the journal with illustrations and writing. Questions: What does it feel like?, What does it look like?, What does it feel like?, What is ice made of?, How is ice made?, Has

the shape of the ice changed?, Why do you think that is?, Can water change back into a solid? How can water change back?, What did we use to make these observations? We will add five senses to our vocabulary chart. The students will record one complete sentence about what has been learned today. Day 3 Marvelous Matter Review vocabulary words and yesterdays lesson/changing states. Assessment During Learning/Squaring Off Strategy I will model expectations in a whole group setting before small group. Using an overhead projector and objects I will demonstrate expectations. Place three small circles, (plastic venn diagram circles) on the floor labeled with an card index as 1) solid, 2) liquid and 3) gas. The small groups of students (organized heterogenously from pre-assessment) sit around the hoops and sort the objects into the correct hoop. Review using property matter cards located on resource page. Day 4 Balloon Mystery Materials: funnel, cooler, packets of salt (from fast food restaurant),12 oz. empty bottles, vinegar, ice, balloon The students will view the following video hat shows an experiment he/she will conduct, observe and record and illustrate in their journal. http://www.youtube.com/watch?v=pmHxYE_vDBs. The student places 2 tbsp. of vinegar into an empty 12 ox. Bottle, 1 tbsp. of baking soda into the balloon, attach the opening of the balloon onto the top of the bottle carefully not to allow any baking soda fall into the bottle yet, hold the balloon and lift it to allow the baking soda to fall into the bottle. A chemical reaction occurs and between the vinegar and the baking soda causing a gas to form which expands to fill the balloon. The students respond by writing this experience in their journal before going to the next learning center. The teacher will guide students by creating a graphic organizer using the mimeo board and Kidspiration software to build and organize background knowledge. Week Two Day 1 Mystery String Review the vocabulary words and add to K-W-L chart The students will view brainpopjr.com. from the mimeo board. The students place an ice cube in a cup with water. The student attempts to take the ice out of the cup with the string. Then the student places a packet of salt on the ice cube. Lay the string across the ice cube. After one minute, students count to sixty, and then pull upward on the string, and the ice cube will come too. The students respond in their journal. Day 2 Liquid to Solid/Solid to Liquid Review vocabulary words and add to K-W-L chart The students will open a small frozen can of orange juice and spoon it into a pitcher. Wearing gloves the students will touch the frozen juice to feel it is solid and cold. The students will add water according to the directions to make orange juice. Then each student will write his/her name on a paper cup and then fill the paper cup halfway with juice and place a popsicle stick in the cup. The students will place their cup on the tray ready to place in the freezer.

The students will respond to this part of the learning center and complete the second part later. After the juice freezes, the students will peel the paper off and enjoy the treat. The students will record and illustrate their observations in their journal. Day 3 Temperature Can Change Matter Using Kidspiration and the mimeo we will create a graphic organizer on matter. I will be using a mimeopad tablet so students can add to the graphic organizer too. This will also be a review too. The students will then be presented with this question, Can temperature change the state of matter?, Can a liquid turn into a gas?, We know a liquid can turn into a solid and back again. I will show the video on http://www.UnitedStreaming.com Properties of Matter Part 2 and students will identify examples on the video. Then after the video the students record an example they found in their journal. Day 4 Review & Assessment After Learning We will review our K-W-L chart and clarify any misconceptions. Form a conversation circle with a group of three students. Student (A) in the group starts talking about the topic and continues until I give a signal. Student (B) in the group continues with the topic until I give the signal. Student picks up on the topic until I give the signal. This will continue until time has allowed for students to review facts on the topic. Day 5 Performance Task GRASP The students will complete the performance task

What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

Overarching questions and recurring tasks anchor the curriculum Revisit previous understandings/link knowledge Writing Prompts Follow the trail back to the original ideas What does this remind me of, or how is it similar to something else I know? Pre-test Post-test Performance Task Graphic Organizer Teacher Observations (anecdotal notes) Daily Journal Responses Investigation Learning Centers Self-Reflection

What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

Daily Journal Responses Student Self-Assessment Checklist of Critical Thinking (Found at the end of template)

How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Tailor & Personalize Multiple Intelligences/styles Week One: Musical-Poem to the tune Mary Had a Little Lamb Linguistic-use language to express meaning (journal response) Interpersonal-the ability to work with others effectively (small groups & collaboration) Intrapersonal-the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something (self-assessment & small group) Week Two: Interpersonal- the ability to work with others effectively (small groups & collaboration) Linguistic-use language to express meaning (journal response) Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something (self-assessment & small group) Week Three: Naturalist-science experiments Intrapersonal- the ability to understand things about oneself, how one is similar to, different from others; remind oneself to remember to do something (self-assessment & small group) Linguistic- use language to express meaning (journal response) Interpersonal- the ability to work with others effectively (small groups & collaboration)

How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Organize for Optimal Effectiveness Pre-tests: Activities for writing, research, and investigation, visual organizers are easily modified, in order to accommodate individual needs as needed. Opportunities are incorporated in order to hook and hold the students interest while learning the different states of matter and the properties/characteristics, actively engaging students, incorporating hands-on-learning. Students actively respond each day in their journals in order to transfer their learning. Design/Organize for deep understanding Preparation of environment to stimulate and prepare for learning Properly gather materials Preview websites before lesson Properly organize classroom with materials for the day Provide the learning experience using real-world objects in order for students to link knowledge and make connections when possible Plan instruction based on pre-assessment needs and plan accommodations Provide enrichment using hands-on-learning Design and administer summative and formative assessments for evaluation

Clear Purpose Adding Up the Facts (page 211) The students explain, interpret and apply knowledge about matter. The students are writers that create, analyze, and explain. The students apply self-knowledge by comparing and use information in organizers. Experiments enhance an understanding of matter allowing students to link the different states, properties and characteristics to previous knowledge and skill.

Big Idea: Students experience growth and change as they go through cycles similar to matter. By understanding matter and the changes that can take place allows students insights into the world and learning will be revealed and understood. Student Self-Assessment Checklist of Critical Thinking Name_____________________________ What does a critical thinker look like? Is persistent and persevering. I stay on task. I use a variety of strategies to solve problems. I might say, Dont show me. Let figure it out. I complete my tasks or projects. Has decreased impulsivity. I listen to instructions before I begin. I ask questions if I dont understand. I think before I act. I develop a plan before I start work. I accept suggestions to improve my work. Listens with understanding. I listen carefully to others and value their ideas. I respond appropriately. I build on others ideas. Is flexible in thinking. I try understanding both sides of an issue. Has awareness of own thinking. I am able to list the steps in my plan of action. I can describe what I know and what I need to know. I can evaluate my plan of action. I can describe what I know and what I need to know. I can explain the steps in my thinking. I can tell how thinking helps me. Uses past knowledge in new situations. I use my past learning in new situations. I can see how two different ideas are connected. Date____________ Most of the time Sometimes Not Yet

Student Self-Assessment Thinking About How Matter Really Matters


Name______________________________ Date___________

When I look around my surroundings,


I think about matter. I picture in my mind how the property of matter can change. I think about my five senses and which one(s) I am

using. I ask myself if I can explain the characteristics of matter

When I read by myself, I feel like this.

Matter Property Cards This type of matter keeps its shape even when moved. This type of matter flows when moved from one place to another.

This matter takes up space.

This type of matter takes the shape of whatever you put them in.

What state is this matter?

What property of matter is this object? Can it change? If so, what property?

Can this man cause an effect with matter? If so, explain.

What senses do we use to recognize this matter? Can we change its state?

Assessing Student Learning Task


Performance Rubric: The rubric for the culminating performance will consist of four criteria. Each area will be worth 4, 3, 2, and 1 points and will be assessed according to performance.

Six Facet Rubric for the Plant Mural


Category
Explanation

Super Job 4
Student is able to explain three state of matter.

Good Job 3
Student is able to explain two states of matter.

Improvement Needed 2
Student is able to explain one state of matter.

Not Satisfactory 1
Student is unable to explain any state of matter.

Application

Student is able to show three real world examples of matter and how it can change from one property to another. Student is able to work well with others (see their points of view) and contributed a significant amount of support. Student appears to have understanding and demonstrates respect to others opinion when working in small groups.

Student is able to show two real world examples of matter and how it can change from one property to another. Usually works well with others (see their points of view) and contributed and equal amount of support. Student appears to have an understanding and demonstrates some respect to others opinion when working in small groups.

Student is able to show one real world example of matter and how it can change from one property to another. Sometimes works well with others (see their points of view) and contributed some support.

Student is unable to show a real world example of matter and how it can change from one property to another. Rarely works well with others (unable to see anothers viewpoint) and contributed little or no support.

Perspective

Empathy

Student appears to have little understanding and demonstrates some respect to others opinion when working in small groups.

Student appears to lack understanding and doesnt demonstrate respect to others opinion when working in small groups.

Grading: 16 points=super job, 15-12 points=Good Job, 11-9 points=Improvement needed, 8-4 points=Not satisfactory

Evidence of Research and Technology Resources/References

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