Introduction and Learning Goals
Introduction:
This math/science class will have approximately 22 students this upcoming school year. It consists of both math and science which is split with Ela and Social Studies that rotates with another class before the afternoon. The classroom is structured to minimize distraction and increase individual attention. Students are broken into small groups. By using small groups, teaching can be tailored to the way each student learns best. This is known as differentiated instruction. The class meets daily (5 times per week) and students only leave the classroom for lunch, recess, and out-class. The course will be delivered in a blended fashion, with in-class presentation as well as online delivery of material and a lot of online practice and assessments.
The physical elements of the learning environment are desks grouped by 4 which rotate every quarter, a smart board and access to a computer lab with rather outdated and slow computers. On special circumstances, students can use their smart devices in class as we have internet access. I plan on making this more accessible next school year with parents’ permission and clearance from administration.
The structure of learning structure of the class utilizes both convergent and divergent thinking. It’s divergent because assignments that pertain to science allows students to use creative thinking towards group projects, students can solve problems with many possible solutions. Also, with divergent learning, the student is constantly assessing different theories, making comparisons, taking in all the different manners in which they can accomplish the communicative task and being open-minded towards new things, and ways of thoughts. As for math, (convergent thinking) problems may have two-three steps for solving, but the solution remains a single correct answer. Balancing and using both convergent and divergent thinking promotes creativity in the student.
Learning Goals: Goals are divided between knowledge-based and skillsets of learners.
Students will know:
• Key terms and vocabulary related to properties of matter, earth systems and patterns, interdependence, and nature of science
• Natural world exploration, observations, and explanations
• Distinguish empirical inferencing
• How to conduct scientific investigations
• Formulate hypothesis and draw conclusions through research
• How to generate effective communication through peer interaction
Students will be able to:
• Engage in conversation in the target language using various tenses regarding the themes of the Unit, both with a group, a partner and through digital media.
• Write, edit, rewrite and publish their theories regarding the theme of the unit
• Listen to authentic conversations, songs and presentations in the target language and understand the meaning.
• Read authentic texts and determine what the texts say, cite examples as evidence when writing or speaking.
• Recognize and define vocabulary related to the themes of the project
My Overall Goal: I would like for students to understand the overall concept of the practice of science. Learners should understand that the scientific inquiry is a multifaceted activity. Learners should enjoy an learn that the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
Audience- My learners will be Meadows Place Elementary 4th grade math/science students. Our campus this upcoming school year will be a joint campus at Barrington Place Elementary. Two schools are merged into one due to our new mega campus that is under construction and will enter completion within the next 18 months.
Outline:
•Where are students headed? Where have they been? How will you ensure students know where they’re going?
Check for familiarity of content regarding scientific instruction. Students will draw on previous vocabulary knowledge for unit topics as well. The syllabus presented will outline what learners need to know by the end of the unit as well as the outline. Weekly checklists will ensure students are on the right track towards the expectations of the unit.
•How will you hook students at the beginning of the unit and hold their interest?
Students will personalize this unit by making real-world connections. Such connections will be based upon experiences inside and outside the classroom. When students have a natural feel for certain topics, a stronger bond shall be obtained. Once bonds and connections are obtained, building off their experiences will keep students fully engaged. Interesting topics causes for direct communication that leads to exploration. Group discussions will play a major role in this process.
•What will help students experience and explore the key idea and questions in the unit? How will you equip them with the proper tools to acquire knowledge?
Introduction of scientific vocabulary through conversations, authentic chapter readings and songs on the smart board for technological enhancement. Students will benefit by receiving full access to instructional online learning materials. Afterwards, students will be able to practice before the beginning of a unit assignment. Students will then use new vocabulary and structures to speak, write, and present information regarding each of the big ideas.
•How will you guide students to reflect and rethink? How will you motivate them in rehearsing, revising, and refining their work?
The use of online games and activities based on the concepts of science will ensure engagement. Generating feedback regarding assignments independently or through collaboration will give proper recording of progress. Peer-editing will be incorporated to establish ownership of their work while working with others.
•How will you help students to exhibit and self-evaluate their work and implications throughout the unit?
There will be 5 quizzes consisting of scientific terminology. Assessments will be issued to check for student progress. Online quizzes shall be provided which will consist of comprehension by typing responses to the questions listed. Also, students will work in small groups, communicate, and discuss topics learned within their groups.
•How will you tailor and personalize an effective learning plan to generate engagement and effectiveness for students alike, without compromising set goals of the unit?
Students will have ownership of their work. Learners will have one full week to complete all task assigned. To ensure a smooth transition week to week, a student checklist will be issued at the beginning of each week. This will hold students accountable for their studies and will remain in alignment with state guidelines. Their weekly participation will be evaluated and counted towards their grade. The educator will closely monitor progress of students and facilitate when needed.
•How will you organize learning activities to maximize engagement and achievement of all students?
Throughout the unit, three themes shall be covered. Each theme will last approximately two weeks. Week one will consist of vocabulary terminology and concepts relating to the lesson. Week two will be a continuation of week one with the incorporation of science journals, illustrations within the journal, and vocabulary matching illustrations within student’s science journals. Feedback from week one will be utilized in week two. Peer-discussion will fall under week two generate understanding amongst learners. Week three will combine the two previous weeks by focusing on scientific language, theories, and conclusions.
Materials entered in the LMS – Unit 1 The Practice of Science, is the unit of choice that will be added on the Schoology platform. This lesson will consist of three modules for three lessons within the unit. Each lesson will consist of the following four sections:
What learners need to know- Learners will gain access to vocabulary words, work sheets, BrainPOP videos, instructional videos and other materials that pertain to the lesson.
Enhancement of student skills – This is where links for activities that students will utilize for practice purposes.
Practice materials will also be a part of learner’s weekly checklist to check for understanding. Assignments will be a combination of paperwork and online work to utilize technology. Links to Discovery kids and other sources of online educational resources (Quizlet flash cards) will be provided in the “enhancement of student skills” section. This will house the links to the practice activities which they will be assigned in their weekly checklists.
Chatter box – This section is related to class discussions. Students will discuss findings with one another through journal work and small group discussions. Collaboration through writing and communication is he focus point for this section. Feedback and grading are based on all three sections.
Test my skills – This section is tailored towards assessment. Online quizzes and multiple-choice testing will be presented for students to test their skills. If students are not satisfied with their grade, they will have another chance to improve. Afterwards, the highest grade will be taken and recorded in the grade book.