I.
RATIONALE:
This lesson will align with the fifth grade “Earth in the
Solar System” within the Arizona College and Career Readiness. It will begin by
differentiating Earth from other planets in the solar system and recognizing
why Earth is the best planet to sustain life.
II.
OVERVIEW
Grade
Level: 5th Grade
Subject:
Earth
& Space Science
Topic
of Study: Why is Earth the Best Place to Call Home?
Time
Allotment: This unit will take a week or longer
Standards: 5th
Grade: Strand 6: Concept 3: Earth in Solar System: PO 2. Describe the
distinguishing characteristics of the known planets in the solar system.
Objectives:
Students
will be able to describe distinguishing characteristics of the Earth, Moon and
Mars and then be able to determine why Earth is able to sustain life.
Reflection: Prior to the lesson,
students will need to know the different planets within our solar system and
this prior knowledge will be obtained through a K-W-L chart. I will use this
information through the planning process by ensuring that students have a
knowledge and basic understanding of what planets are so that they will be able
to describe the planets more in depth and comparing characteristics. The
content of the lesson should be taught at this grade level because it aligns
with the Common Core standards as well as it being appropriate for their grade
level. The objectives that I have for my lesson align with the standards
because they will be describing and comparing characteristics of the Earth,
Moon and Mars. The lesson will be taught mid-school year because at the
beginning of the school year we will learn basics of the planets such as their
names, order they are in, etc. We will then move towards further application by
depicting physical characteristics as well as gaining a foundation as to why
out planet can sustain life.
III.
IMPLEMENTATION
Procedure:
· Reserve
the computer lab prior to lesson and have Google Earth downloaded for each
computer.
· Begin
lesson with the question; “Why is Earth the Best Place to Call Home?”
o
Our plan for the day is to determine why Earth
is the best candidate to support life, contrasting to the Moon and Mars.
· Before
heading to the computer lab have students draw a triple-t chart in their
science journals.
· Go to
the computer lab and have students explore Google Earth, giving little
directions so that students can do most of the exploring.
· Next,
in a whole group setting, demonstrate how to navigate between planets (Earth,
Moon and Mars) and have them continue to explore.
· After
giving students a fair amount of time to explore, instruct them to pull out
their science journals, turn to their triple-t chart, fill the top of the chart
with Earth, Moon and Mars.
· Students
will then record features of the Earth, Moon and Mars that they found while
exploring.
· Have a discussion
based on their findings. Refer back to original question “Why is Earth the Best
Place to Call Home?” and let them share their inquiries.
· Explain
to students that they will be constructing a travel brochure advertising the
most appealing aspects of Earth that would attract extraterrestrials to visit.
Pictures and descriptions are to be included.
o
Brochure will be completed on the computers
using the Microsoft Office software “Publisher”
· Allow
further research to be done on creditable websites, based on characteristics
that make Earth unique.
· After
completion of the project, assign students into groups where they will be able
to present their projects to their peers.
· Have
students turn in their brochures to the teacher.
· For homework, have students create a blog post
on their “reflection” of the project, new understandings, and three descriptive
reasons why Earth is the best place to call home.
Reflection: I will be using the
instructional methods that I have described because they are ones that I feel
will best fit the needs of my students as well as supporting their learning
with this objective and standard. Students will go through the process of
inquiry learning as well as active learning by finding their own understanding
of why Earth, Moon and Mars are different as well as why Earth sustains life.
Students will need to use high order thinking to understand this concept and
will use creative methods to do so. They will be using technology throughout to
support their research and understanding.
Technology
Integration: Students will have several opportunities to use
technology throughout the lesson. As my lesson begins, students are guided by
inquiry learning through exploring on Google Earth different characteristics of
the Earth, Moon and Mars. I will also be using this technology by further
displaying how to navigate on Google Earth in a whole group setting. I will
then show students a brain pop video about Earth, further describing why Earth
is the best candidate to support life. Students will then use their computers
and be navigated to the Microsoft Word software “Publisher” where they will
then create a brochure based on their learnings which will be printed out to
present and turned into me. The final technological integration used will be an
online blog posting reflecting on their project and new understandings.
Differentiated
Instruction: Describe how you will differentiate the
instruction for each of the following:
•Cognitive delay: Define
keywords for students beforehand and talk about what they mean, provide as many
visuals as possible, regularly check up on these students and have them
monitored by other teacher figures, prepare and notify students in advanced that
there will be a change in routine such as going to the computer lab. Other
cognitive delays such as deaf or blind will be given modifications so that they
are able to get the most out of their learning and be successful. Examples of
this include visual guidance, or verbal, enhanced text size, adjusting computer
settings to meet student’s needs, etc. Differentiate assignments.
•Gifted: Provide
students with questions that require higher level responses, provide problem-solving
activities that can be done based on Earth for when they finish early,
encourage peer assistance and guidance especially with their peers that are ELL
or are cognitively delayed. If there are several gifted students, allow for
further exploration by having them explore different viewpoints of these
planets and then come together to compare. The main objective I would do for
gifted students is to differentiate their assignments.
•ELL: Define
keywords for students beforehand in their L1 and English, if possible have the
computer lab teacher give direct guidance, peer help and assistance, have the
brain pop video in their L1 language to listen to as well as English, provide
as many visuals as possible, either have them team up with a student to
complete the brochure, create it in their L1 language or have direct help from
teacher to create it. Allow blog posting to be relatively shorter and ensure
the basics of the content is met. Differentiate assignments.
IV.
ASSESSMENT
Procedure:
I will formatively assess my students using the
T-chart that they will be filling out with the characteristics they found while
on Google Earth. As part of the formative and summative assessment I will
assess them through the brochure that they will individually create based on
why Earth is the best planet to live on. Also, as part of the summative
assessment I will assess their reflection blog posting based on their new
understandings of planet Earth.
Reflection: The assessments align with my standards and objectives
because I will be assessing them on their ability to differentiate and
distinguish characteristics they see between Earth, Moon and Mars. Though their
T-chart, brochure and blog posting I will be able to see if students were able
to successfully meet our objective. The assessments demonstrate high order
thinking through the use of inquiry learning as well as their creation of their
brochure. Assessments will show if individual needs were met and I will be able
to analyze whether or not students mastered the concept or needed further
instruction as a whole group and/or individually.
Instruments:
Characteristics of Planets in the Solar System Checklist
KEY
X (Full)
- (Partial)
O (None)
|
Recognizes Characteristics of Earth, Moon and Mars
|
Correct Application/Knowledge of Brochure
|
Understanding of How Earth Sustains Life
|
Delilah
|
|||
Brett
|
|||
Joe
|
|||
Lisa
|
|||
Jeremy
|
|||
Julie
|
|||
Aaron
|
IIV.
MATERIALS AND RESOURCES
· Science
journals
· Pencils
· Computers
· Google
Earth
· Microsoft
Publisher
· Printer
· Blog
· Checklist
Reflection: My lesson meets
several of the ISTE NETs standards, one of the main objectives I want for my
students is to inspire their learning of the focused planets through the use of
creative learning and application. This enables their learning to be more
meaningful and inspires them to learn. Technology is thoroughly integrated throughout
my lesson to support our technologically advancing world. Assessments and
learning will be evaluated, and I will be able to see whether my lesson needs
to be altered during the application process or afterwards seeing that the
objective has not been met. Students will promote and model digital citizenship
through respect of the computers that they will be using as well as an
understanding of the safe and ethical use of being on the Internet while doing
research. Every individual learner needs will be met accordingly and an example
of this can be done on the computers by changing the settings and making
appropriate adjustments. Differentiated instruction will also be in mind.
Students will be able to engage with their peers based on their new
understandings and even their application process-using Publisher. Having
digital etiquette as well as responsible social interactions related to the use
of technology will be expected.
No comments:
Post a Comment