UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 1
Unit Plan – Constructive and Destructive Forces 4th Grade, Violet Avenue Elementary School Cooperating Teaching: Mrs. Suzanne Gill Katelyn Fornaro UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 2
Unit Overview Content Area: Science Unit Title: Constructive and Deconstructive Forces Target Course/Grade Level: 4th, Violet Avenue Elementary School Teacher Notes: I conducted my unit plan in Mrs. Gill’s fourth grade general education classroom at Violet Avenue Elementary School. Students range from ages nine to ten years old. There are no classifications in Mrs. Gill’s classroom, but some students are in the process of classification. Two students are provided with ESL accommodations and three students are provided with test accommodations under Section 504. Two of the students are in the process of being classified for ADHD, hearing impairment and autism, but are not officially classified yet. Mrs. Gill’s classroom is very diverse. Among the 30 students in the classroom, there are 9 African American, 6 Hispanic, 1 Asian, 2 Indian, and 12 Caucasian students. More than half the class qualifies for the Free Lunch Program at school where they are provided a free breakfast as well as a free lunch. Many students in Mrs. Gill’s classroom come from a low socioeconomic class and thus broken families. There is little to none parental support at home, which inflicts on students’ motivation to complete schoolwork. With little parental support from home, students are not receptive to learning. Also, respect to authority figures such as teachers, administrators and other staff members is minimal. These students exhibit many discipline problems that, at times, takes them away from academic learning time. The classroom was set up into three clusters of ten throughout the room. Twelve students were not oriented toward the SMARTNotebook and had to turn their backs for each instructional lecture. Groups of between ten and twelve caused students to engage in conversation with one another when it was not appropriate. This then distracts many of the other students who are trying to pay attention to Mrs. Gill. Much of the classroom management issues are respect to authority figures and talking during instructional time. Unit Summary: Everyday we see evidence of weathering and erosion on the Earth. The properties and uses of familiar rocks are studied through exploration and implementation of other resources. Through simulations and activities, they will learn about earthquakes, volcanoes, weathering, rock types and rock formations. To a fourth grade student, the constructive and destructive forces, which change the appearance of the Earth’s surface, are not apparent. Students are aware o the results of these forces through their knowledge of volcanoes, earthquakes, mountains, weathering and erosion. The forces that cause these changes are, in some cases, very gradual and occur over long periods of time. Primary interdisciplinary connections: poetry, visual arts, mathematics, social studies, graphing and measuring, language arts Unit Rationale: This unit is important for all students to understand because they are able to understand the appearance of the Earth’s surface changes daily. Over a period of time, the result of these forces form mountains and different types of rock. Erosion and weathering occurs daily thus proving that Earth UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 3
is constantly changing. Learning Targets Standards (Include CCLS for ELA, NYS Learning Standards for Social Studies and the Arts): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. Science 6.2 Students will understand the relationship and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. Arts 1 Students will actively engage in the processes that constitute creation and performance in the arts (visual arts) and participate in various roles in the arts. MD.4.4 Represent and interpret data, make a line plot to display a data set of measurements. Math 6 Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. W.4.9 Draw evidence from literary or information texts to support analysis, reflection and research. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. W.4.2 Write informative/explanatory texts to examine a topic SL.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Unit Essential Questions • How is the Earth constantly changing? • Where can we find objects in our daily lives that are made from rocks and minerals? • What are the main layers of Earth? • How do earthquakes and volcanoes cause creation and/or destruction? • What causes an earthquake? Unit Learning Targets Students will ...... •
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read the book The Magic School Bus: Inside the Earth by Cole, Scholastic identify everyday objects that are a part of a house explain that many of these materials originated from rocks and minerals locate and list objects in school that originate from Earth define key terms: core, inner core, outer core, mantle, and crust. create a edible model of the main layers of earth. construct foldable flap on Earth’s layers. compare and contrast Earth’s layers to the inside of an apple UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 4
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describe the Earth’s outer layer, the crust, is broken into pieces called plates. demonstrate the three types of plate movement using their hands as models. identify that faults are where earthquakes occur. investigate the causes and effects of an earthquake. relate some of the negative impacts of earthquakes on humans and other living things. identify that faults are where earthquakes occur. relate the negative impacts of earthquakes on humans and other living things. rate and justify the magnitude of earthquakes through a series of pictures. demonstrate and explain how a volcano erupts through a model. Illustrate and identify the parts of a volcano. assess in an 2 paragraph essay how earthquakes and volcanoes can create and destroy. locate earthquakes and volcanoes around the world on a plot map. interpret the pattern of earthquakes and volcanoes as the Ring of Fire. construct a seismograph to show how earthquake waves are recorded. compare the simulated formation to the actual formation of igneous rock. record observations of changes in the appearance of substances when they are heated and then cooled. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 5
Evidence of Learning Summative Assessment (X days) • Earthquake and Volcano Packet – 45 minutes/2 days (see following) • Who Wants to be A Geologist? – 50 minutes/1 day • Constructive and Destructive Forces Test – 50 minutes/1 day I administered three summative assessments throughout this unit. The first was the mid‐unit assessment when transitioning from destructive forces to erosion and weathering of rocks. This performance based assessment required students to rotate between five different stations on watching a volcano erupt, recording seismic waves on a seismograph, predicting the magnitude of an earthquake, etc. The data obtained from the packet helped me reflect on my instruction because I was able to see what students can do well and what areas students still struggle with before moving forward. Based on this data, I spent more time reviewing the difference between the four types of mountains, specifically domed mountains and volcanic mountains. In addition to the packet, students had to write a two‐paragraph response on how earthquakes and volcanoes destroy, but also create. Many students struggled with identifying ways these two destructive forces can actually create something new like rocks. This was a perfect step into the next half of the unit on the creation of different types of rocks. The second summative assessment I administered was “Who Wants to be a Geologist?” Game. The game is similar to playing “Who Wants to be a Millionaire?” Students were given a worksheet with all 25 questions where they had to fill in the answer as the game was played. This required students to be accountable for their work and create a study guide for themselves while having fun. Students were broke into three different teams and played against one another. As teams answered questions, I wrote down which questions students had the most trouble with. Interestingly enough the question students struggled the most with struggled also on the final summative assessment. Based on my data I created the Earthquakes and Volcanoes lesson to review for students the different information learned thus far. It helped reiterate some concepts and provide for a deeper understanding. As my final summative assessment for the entire unit, I administered a unit test. The test consisted of 9 matching, 10 multiple choice, 1 drawing and 3 short responses. Based on my observation throughout the unit, students in Mrs. Gill’s classroom love to draw when describing their answer. I thought it would be familiar if I included a drawing response in the unit test. The test questions consisted of a variety of Bloom’s taxonomy. (See Summative Assessment) Equipment needed: Computers with Internet Access, SMARTNotebook Teacher Resources: Symbaloo.com, baking soda, vinegar, aluminum pan, detergent, red food coloring, shoe box, paper cup, crayons/markers UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 6
Formative Assessments • KWHL Chart • How is the Earth Constantly Changing? worksheet • Layers of Earth Worksheet • Earthquake Choice Board Activity • Think‐Pair‐Share • Visual Representations • Hands to demonstrate three types of plate movements • Earthquake and Volcano Packet • “Tweets” • Informal observation • Rubrics • Exit Slips • Completion of worksheets Lesson Plans Lesson Timeframe Lesson 1 40 minute period/1 day Introductory Lesson Lesson 2 40 minute period/1 day Earth’s Apple Layers Lesson 3 50 minute period/1 day Shake, Rattle and Roll (Earthquakes) Lesson 4 70 minute period/2 days Earthquake and Volcano Stations Lesson 5 50 minute period/ 1 day All Fired Up Teacher Notes: This unit plan consisted of 14 individual lessons over the period of seven weeks. The lessons that I have selected are those that I believe are the bet and showcase my method of instruction. I found my students were very motivated by food. Many of my lessons include the food component and visuals. My teacher style is to create many inquiry‐based stations where students have to collaborate with one another to find the solution. I believe this provides the greatest opportunity for learning and as fourth graders they are able to take the responsibility of finding information. They are curious about the Earth around them and I decided to use this to my advantage throughout my unit on constructive and destructive forces. Along with group work, I allowed students in some lessons work independently. Similarly to adults, students need to learn how to work alongside their peers, but also problem solve independently. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 7
Lesson Plan #1 Content Area: Science Lesson Title: Introductory Lesson Timeframe: 40 minute period/1 day Overview: Students will read the book, The Magic School Bus: Inside the Earth by Cole, Scholastic and identify everyday objects that are apart of a house. Students will explain that many of these materials originated from rocks and minerals. They will also locate and list objects in school that originate from Earth. Pre‐Assessment: As a form of pre‐assessment, I started my first lesson of my unit with a KWHL chart. I assessed and activated student’s knowledge by asking What I Know, What I want to Know, How I will find this information and What I know about the structure of Earth and its layers. From this assessment I found After I read The Magic School Bus: Inside the Earth by Cole, Scholastic to the students, I had students write a brief journal entry on our essential unit question: How is the Earth Constantly Changing? As I administered this pre‐assessment, many students were confused on how to answer the question. Answers were very simplistic and discussed the change of weather or seasons. This assessment demonstrated that students knew of signs that Earth is constantly changing from the things they can see visually. No student talked about the drift of the continents over thousands of years or the formation of landforms. The information I gained from my pre‐assessment guided my instruction because it showed that I needed to focus on the process of change of Earth that is not seen by the naked eye. Students need to understand that the Earth takes a very slow time to change and over time we see the land formations that surround Earth. I also noticed that the students are visual learners. In the How is the Earth Constantly Changing? worksheet, students spent more time drawing their answer than writing the response to the question. This drove my instruction to be more hands‐on and providing that visual element to students in order for them to become actively engaged in the activity. Standards (NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. Vocabulary: Core, Inner Core, Outer Core, Mantle, Crust UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 8
Lesson Components Interdisciplinary Connections: Literature Integration of Technology: SMARTNotebook Equipment needed: The Magic School Bus: Inside the Earth by Cole, Scholastic; SMARTBoard Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence •
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read the book The Magic School Bus: Inside the Earth by Cole, Scholastic identify everyday objects that are a part of a house explain that many of these materials originated from rocks and minerals locate and list objects in school that originate from Earth 1. Bring attention to the essential question for this particular unit and the purpose in learning about •
the Earth. Discuss what is meant by the question. •
2. Students will participate in a “Think‐Pair‐Share” to think of what a telephone, sewer pipes, roof, fireplace and windows have in common. Have students narrow down their response to one commonality and write on SmartBoard. If they are unable to find the one commonality, inform students that all the objects come from the Earth. 3. Assess students’ knowledge through a KWHL chart by asking What I know, What I Want to Know, How I will find this information, and What I know about the structure of the Earth and its layers? Students complete chart in science journals. 4. Read The Magic School Bus: Inside the Earth by Cole, Scholastic. Emphasize key vocabulary words (Core, Inner Core, Outer Core, Mantle and Crust) while reading the story. Explain the definition of each of these vocabulary words. 5. At the end of the story, have students take out science journals to write common definitions for the key vocabulary words: Core, Inner Core, Outer Core, Mantle and Crust. Write on large chart paper KWHL Chart How is the Earth Constantly Moving? Worksheet Informal Observation Everyday objects UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 9
for students to see. 6. Write brief journal entry on how the Earth surrounds us and how the Earth is constantly moving. 7. As an extension activity, students have to name as many objects in school that originate from the Earth. Students have opportunity to write on SmartBoard different objects that originate from the Earth. Differentiation In the How is the Earth Constantly Moving? worksheet, students were able to draw a picture to describe how the Earth is constantly changing. This helped my visual learners because they were able to make sense of what they wanted to write through their picture. The drawing acted as a prompt, especially for those students who struggle to write more than one sentence. Instead of drawing the KWHL chart in their science notebooks, I provided students with copies of the KWHL chart to copy down the information from the SMARTBoard. This helped my students who are not only visual learners but auditory learners as well. Students were required to both listen and write notes based on the KWHL we completed together. Resources Provided to Students • KWHL Chart • How is the Earth Constantly Moving? Worksheet Other Evaluation/Assessment: • KWHL Chart • How is the Earth Constantly Moving? Worksheet • Informal Observation • “Think‐Pair‐Share” UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 10
M Pre Assessment UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 11
D Pre Assessment UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 12
R Pre Assessment UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 13
Lesson Plan #2 Content Area: Science Lesson Title: Earth’s Apple Layers Timeframe: 40 minute period/ 1 day Overview: The main layers of the Earth can be represented by using an apple. Students apply this model to create another model using edible items and a foldable model that labels each layer of Earth. Standards (NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. Science 6.2 Students will understand the relationship and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. Arts 1 Students will actively engage in the processes that constitute creation and performance in the arts (visual arts) and participate in various roles in the arts. SL.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Vocabulary: Core, Inner Core, Outer Core, Mantle & Crust Lesson Components Interdisciplinary Connections: Visual Arts, Reading Comprehension Integration of Technology: SMARTNotebook, BrainPOP Video – Earth’s Structure Equipment needed: Computer with Internet Access Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence •
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compare and contrast Earth’s layers to the inside of an apple. define key terms: core, inner core, outer core, mantle, and crust. create a edible model of the main layers of earth. 1. Bring attention to the essential question for this particular unit and the purpose in learning about Earth. Discuss what is meant by the question. 2. Review key vocabulary words (Core, Inner Core, Outer Core, Mantle and Crust) Explain the definition of each of these vocabulary words. 3. Play BrainPOP Video on the •
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Layers of the Earth worksheet Informal Observation Journal Entry Debriefing at the end of the lesson UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 14
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Earth’s layers and structure. Discuss video and highlight key points in relation to the four new vocabulary terms. Read Reading in the Content Area: The Layers of the Earth passage. Encourage students to take “gist” notes. Have students take out their science journals. Hold up an apple and ask students to describe, draw and record what they believe the apple looks like on the inside. Cut the apple in half from top to bottom. Point out the seeds, the core, the flesh and the skin of the apple. Compare these four parts to the inner core, the outer core, the mantle and the crust of the Earth. Be explicit to say that the apple, like the Earth, is solid and not hollow. On their journal page, students label each part of the apple diagram that represents the parts of the Earth’s layers. Review the layers of the Earth. The core is very hot. Under so much pressure, the inner core is solid (cinnamon candy). The mantle is large and it’s semi‐soft and actually floats on top of the spongy material (marshmallow). The crust is a very thin, hard layer (Graham Crackers). Have students lick around the marshmallow and roll in graham cracker crumbs. Opportunity to tell students not to pollute Earth because you wouldn’t want to eat it! On the SMARTBoard, select students to come drag each term to label the correct parts of the Earth. Complete Layers of the Earth foldable. Review the rubric and expectations for completing the UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 15
foldable. 8. As an extension activity, students will complete a Venn Diagram to compare and contrast the differences between the inside of an apple to the inside of the Earth. Differentiation/Accommodations From the pre‐assessment I found that my students were very visual and kinesthetic learners. They become actively engaged when they are able to manipulate materials or food is incorporated. This is a great way to keep students focused as well as a reward for demonstrating good behavior. In this lesson, students use cinnamon candy, marshmallow and graham crackers to demonstrate the different layers of the Earth. They also compare an apple, a familiar everyday object, with the layers of the Earth. Each pair of students was given a half of an apple to examine and compare to the layers of the Earth. This is also an example of inquiry‐based learning because I had students discover and come to conclusions on their on own instead of simply telling the answer. I had a student in the classroom who was visually impaired. He received priority seating because he could not sit too far away from the SMARTBoard. Instead of keeping the Reading in the Content Area: The Layers of the Earth worksheet on the board, I printed a copy for every student. I believe that under Universal Design for Learning all students can benefit from one student’s accommodation. Students were then able to underline or highlight any important information on their own copy. For my bodily‐kinesthetic learners, students had to come to the SMARTBoard to drag each layer of Earth to match the appropriate slot. Students in Mrs. Gill’s classroom are eager to participate when using the SMARTBoard. The movement allows students to engage in the activity and stimulates their brain from rising out of their seats. Students collaborated with one another to discuss the similarities and differences between the inside of an apple to the layers of Earth. Students had to critically examine and discover together what these two objects have in common. My lesson went from an interpersonal lesson where students have to collaborate with one another to find the solution to an intrapersonal lesson where students have to complete a “Layers of the Earth” diagram independently. Resources Provided to Students • Apples • Marshmallows (1 per child) • Cinnamon candies (1 per child) • Graham cracker crumbs • Paper plates • Construction Paper model • Layers of the Earth rubric UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 16
Formative Assessment: The formative assessment used for this lesson was the Layers of the Earth foldable. Students had to label the four layers of the Earth in order on the construction foldable provided. Students were given a rubric to follow that required them to correctly label the four layers of Earth, name its location and provide 2 – 3 accurate details to describe each layer. Students were able to name facts about each layer, but were unfamiliar on how to read a rubric. I was under the assumption that all students were familiar and knew how to read a rubric. I spent time informally observing students and prompting the majority to follow what the rubric requires to receive a 4 (the best grade). As a result of this, for every rubric I provided afterwards I went over with students before passing it out. I even had students fold the rubric so they were only focused on number 4. This helped immensely and students became more familiar with using a rubric to receive a good grade. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 17
M Layer of the Earth Foldable D Layer of the Earth Foldable UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 18
R Layer of the Earth Foldable UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 19
Lesson Plan #3 Content Area: Science Lesson Title: Shake, Rattle and Roll (Earthquakes) Timeframe: 50 minute period/2 days Overview: Students investigate the causes and effects of earthquakes by creating a model of an earthquake. Students become familiar with legends about earthquakes and reasons why people created legends to help explain causes of earthquakes. Every year about one million earthquakes occur all over the world. Fewer than 20 of these annual earthquakes destroy lives or property. But, nevertheless, the few that do occur can still impact negatively on humans and other living things. Standards (NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. Vocabulary: Earthquake, Earthquake Waves, Epicenter, Focus, Fault & Plates Lesson Components Interdisciplinary Connections: Visual Arts, Reading Comprehension, Legend writing Integration of Technology: SMARTNotebook, CBSNews video – Chile Earthquake, BrainPOP Video – Earthquakes, National Geographic Video ‐ Earthquakes Equipment needed: Computer with Internet Access, aluminum cake pan, string, dampened paper towel, gravel, paper clip Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence •
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describe the Earth’s outer layer, the crust, is broken into pieces called plates. demonstrate the three types of plate movement using their hands as models. identify that faults are where earthquakes occur. 1. Bring attention to the essential unit question. Discuss the importance of learning about the Earth. 2. Review with students that the Earth’s crust is broken into plates and that earthquakes occur in areas where the Earth’s plates join. Using their hands, tell students to demonstrate the three types of plate movement (colliding, pulling apart and sliding). Tell students that •
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Use hands to demonstrate three types of plate movements Earthquake Term diagram worksheet Evaluate responses from Moving Plates worksheet Newspaper Article Rubric Earthquake Rap Checklist Legend Rubric UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 20
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investigate the causes and effects of an earthquake. relate some of the negative impacts of earthquakes on humans and other living things. identify that faults are where earthquakes occur. relate the negative impacts of earthquakes on humans and other living things. listen to a Native American legend about earthquakes and respond to questions based on legends write an original legend that explains the causes of earthquakes earthquakes can be caused by all three types of movement. a. Colliding – start with your knuckles facing each other. Bring hands together and press as hard as you can. While still pressing hard, let one slide under the other. When the hands do finally slide, they should feel a sudden burst of energy. When a giant Earth plate breaks free, the burst of energy cause an earthquake. b. Pulling apart – Begin with fingertips touching together and slowly pull hands apart. Explain magma starts to form in the middle when the plates move apart. c. Sliding – Begin with hands side‐by‐side. Slide one forward and the other back, so they pass each other. 3. Demonstrate a mini‐earthquake through a construction of a model. Display a model of the earthquake (pan and string) and demonstrate by pulling the string to create vibrations. a. Where does the earthquake originate from? From where you pulled the string to create vibrations b. What does the string represent? The area deep under the Earth’s crust or surface where the earthquake originates. Tell students this is called the focus. Tell students to write the definition in their UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 21
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notebooks. c. What does the pan and sand represent? The Earth’s surface d. Where does the focus meet the Earth’s surface? On the paperclip directly above the string. Name the point as the epicenter. Have students write the definition of epicenter in their notebooks. e. Why does the sand on the pan move when we pull the string? The string causes vibration. Name these vibrations as earthquake waves. Demonstrate the earthquake waves once again by pulling on the string. Distribute the Earthquake Terms worksheet. Display the worksheet on the overhead. Discuss with the students where on the diagram to write focus, epicenter, and earthquake waves. Read Earthquakes to students about the San Francisco earthquake in 1909. Ask students comprehension questions. Show Earthquake Damage picture on the board. Ask students to analyze the picture. What do you see in the picture? What is damaged? What is damaged most? What caused the damage? Review the definition of an earthquake. Explain that under the soil are rock layers that are under stress and pressure because of movement within the Earth. When the rocks are under extreme pressure, they react more like a plastic material. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 22
8. Show youtube.com video on earthquakes and the destruction caused to Chile. Encourage students to make a self‐to‐world connection. Differentiation/ Accommodations Many different learners styles are incorporated into this lesson. Students who are visual and bodily‐
kinesthetic benefit greatly from the three demonstration of the types of plate movements using their hands/fingers. This was provided as a prompt in later lessons to review the three different types of plate movements that cause earthquakes. Based on the pre‐assessment and information observation, students like to make text‐to‐world or text‐to‐self connections. They are curious see these movements on Earth take place everyday and in different regions in the world. In the CBS News Video, we watched it twice because students were fascinated in the destruction an earthquake can cause in a matter of seconds. The incorporation of technology and videos really actively engages Mrs. Gill’s students and was used throughout my unit plan. For my visual and auditory students, I read Earthquakes about the San Francisco earthquake in 1906. Again, based on assessment, Mrs. Gill’s students LOVE read alouds and being read to. In this lesson, I demonstrated a mini‐earthquake model with an aluminum pan and string. For my visual learners and those students who are unable to connect an abstract concept like plate movements, I demonstrated a mini earthquake using household materials students were familiar with. This allowed students to make the connection that what they were seeing in the classroom was similar to the action of an earthquake. Students were then prompted to think critically to make comparisons between the two. For assessment, students were given a choice between five items to complete on earthquakes. Each consisted of different activities, but required students to apply and think critically about earthquakes. Students could either choose to write a newspaper article about the San Francisco earthquake in 1906, develop a safety plan to protect their family, create a rap/poem about earthquakes, draw the type of destruction they might see from an earthquake with a certain magnitude, and write their own Native American Legend about an earthquake. Every student was given a Choice Board sheet and an accompanying rubric based on the item they choose to complete. Students were able to underline and highlight their own copy instead of looking upon the board. This helped my students who have little attention spans or visual impairments. Resources Provided to Students • Earthquake Terms worksheet • Moving Plates worksheet • Choice Board worksheet • Newspaper Article rubric UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 23
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Rap/Poem checklist Earthquake Legend rubric Formative Assessment For this lesson, students were given the choice to complete a Newspaper Article on the San Francisco Earthquake from the perspective of a 10 year old, create a rap or a poem about Earthquakes, develop a safety plan, draw a picture of a magnitude 8.2 earthquake or write a Native American legend to describe earthquakes. Students loved this activity and kept asking to complete more after finishing with their first. There are many different learning styles in Mrs. Gill’s classroom and students love to express their creativity. Once again I distributed either a checklist or rubric for each assignment. This time I closely reviewed how to read a rubric and the expectations I had for the students. Based on this data, I noticed that students were able to accurately apply the facts of an earthquake to different types of assignments. For instance, M create a poem on earthquakes. She included all the items on the checklist and made it creative. R I noticed had a hard time identifying the parts of an earthquake and the three different earthquake movements. D is a very creative student. He goes to art camp each summer and his drawings are often displayed in the hallway. He decided to write an earthquake legend. His story provided details that how earthquakes happen. As for my Moving Plates worksheet, students were able to accurately identify the three different types of plate movements that cause earthquakes. A pattern I noticed was on one particular question it says “Earthquakes can accompany these types of plate movements.” Some students only selected one type of plate movement whereas earthquakes occur by the pulling apart, colliding and sliding away of plates. Before handing back these worksheets, I reviewed once again with students the three types of plate movements that cause an earthquake. Students seemed to respond positively by demonstrating the plate movements with their hands. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 24
M Choice Board Activity UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 25
M Moving Plates Worksheet UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 26
D Moving Plates Worksheet UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 27
R Moving Plates Worksheet UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 28
D Choice Board Activity UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 29
D Choice Board Activity Rubric UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 30
R Choice Board Activity UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 31
R Choice Board Activity Rubric UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 32
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Lesson Plan #4 Content Area: Science Lesson Title: Earthquake and Volcano Stations Timeframe: 70 minute period/2 days Overview: By constructing a model, students will reinforce the vocabulary and terms used in previous lessons, learn new terms and develop a greater appreciation for the relationship between the internal structure of the volcano and its exterior shape and features. Through the use of these models, students will develop a deeper understanding of how volcanic eruptions form volcanic mountains. Standards (NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. MD.4.4 Represent and interpret data, make a line plot to display a data set of measurements. Math 6 Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. W.4.9 Draw evidence from literary or information texts to support analysis, reflection and research. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. W.4.2 Write informative/explanatory texts to examine a topic Vocabulary: Mantle, Crust, Magma, Lava, Ring of Fire, Earthquake, Volcano, Seismograph Lesson Components Interdisciplinary Connections: Visual Arts, Reading Comprehension, Mathematics, Writing Integration of Technology: SMARTNotebook, www.symbaloo.com/mix/constructive‐destructive Equipment needed: Computer with Internet Access, Paper Mache, shoe box, paper cups, aluminum tin, baking soda, vinegar, red food coloring, colored bins Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence •
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rate and justify the magnitude of earthquakes through a series of pictures. 1. Bring attention to the essential question for this particular unit and the purpose in learning about Earth. Discuss what is meant by the question. •
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Earthquake & Volcano Packet Creation and Destruction Rubric Informal Observation UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 34
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demonstrate and explain how a volcano erupts through a model. Illustrate and identify the parts of a volcano. assess in an 2 paragraph essay how earthquakes and volcanoes can create and destroy. locate earthquakes and volcanoes around the world on a plot map. interpret the pattern of earthquakes and volcanoes as the Ring of Fire. construct a seismograph to show how earthquake waves are recorded. •
2. Review key vocabulary words. Review expectations for lesson. Explain each station and what should be completed. 3. Students will be given colored cards representing what station they will go to first. Students are given between 10‐12 minutes to complete each station. At the appropriate time, students will be prompted to transition to the next activity. There will be 5 stations set up: a. Earthquake Destruction – Explain to students that they will be predicting the magnitude of various pictures of Earthquakes. Ask students what we use to measure an earthquake. Ask students what causes earthquakes and the three types of earthquake movements. Go to symbaloo.com webmix created by teacher and select earthquake picture number 1. Students have to study the image and explain the magnitude they selected using supporting details. Students write response on Name that Magnitude Worksheet b. Volcano Model – Ask students what causes a volcano to erupt. Explain the difference between magma and lava. Demonstrate how a volcano erupts by adding vinegar, baking soda, red food coloring and detergent. Students draw and label a volcano using Debriefing at the end of the lesson UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 35
the Volcano Eruption Worksheet. They also have to explain the difference between lava and magma. c. Reading Station (Independent) – Students read When Plates Shift passage silently at desk. Encourage students to take “gist notes” where they write several words to summarize a paragraph. Using these notes, students write a 2 paragraph essay on the creation and destruction that both earthquakes and volcanoes cause. A rubric is given to follow. Students must include supporting details to justify their reasoning. d. Earthquakes and Volcano Plot Lab – Students have to plot on a grid where earthquakes and volcanoes are located. They have to look at the coordinates give and put an X using two different colored pencils to distinguish an earthquake and a volcano. Ask students what they notice about the points on the map. Are the coordinates scattered at random or are they concentrated in zones? Students write answer on Investigating the Earth’s Crustal Plates Worksheet. Ask students if earthquakes and volcanoes are at the edge of continents or near the middle. Since the location of the earthquakes UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 36
and volcanoes are on the edges of continents, ask students what this area is called (The Ring of Fire) e. Seismograph Activity – Create homemade seismograph using a shoe box, string, paper cups and a pencil. Ask students what a seismograph is. How does it help us measure an earthquake? Explain to students that a seismograph helps scientists measure the magnitude of an earthquake and also they are able to detect one. Place a sheet of paper underneath the paper cup. Shake box lightly and feed paper through. Explain to students that small earthquakes produce small seismic waves. Shake box again, but this time with more force. Explain to students that large earthquakes produce long seismic waves. Have students answer the question on the Build your own Seismograph Worksheet. 4. At the end of 70 minutes, students are told to stop working. Call on students to explain one thing they learned today. Call organized groups to hand in worksheets in the completed work bin, including any rubrics. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 37
Differentiation/Accommodation This lesson tailored many different learning styles and inquiry‐based learning. Students were required to work both collaboratively and independently at different stations. The integration of technology, visual arts, reading comprehension and mathematics were all included during this lesson. It is important for when teaching science it is not only science, I believe good instruction writes across different content areas. I included 5 groups because that would allow for small groups and close instruction. Some of my students strive in small group settings compared to whole group instruction with 30 students. This accommodates all students because during teacher demonstration, 30 students aren’t crowding and blocking other’s line of vision. In each of the station, inquiry‐based learning was apparent. Students have to predict and justify the magnitude of earthquakes through a series of pictures, explain how a volcano erupts, interpret patterns of earthquakes and volcanoes as the Ring of Fire and model how a seismograph graphs seismic waves. Students are not simply given the answer, they are required to think on their own and discuss possible reasoning in each station. I believe this provides for higher level of cognitive learning because students are figuring it out on their own and better able to internalize the information. During most stations, students are working collaboratively. Students have to discuss together how a volcano erupts and what different size seismic waves indicate. Students, also, work independently while writing how earthquakes and volcanoes create and destroy and plotting earthquakes on a map to show where the Ring of Fire is located. There is a balance between working collaboratively and independently, which tailors to all students whether they enjoy working interpersonally or intrapersonally. Formative Assessment For this lesson, I assessed students through their Earthquake and Volcano packet. This provided to be difficult because I gave students each worksheet as they rotated through the station. I did not have a stapled packet for them to travel with. Therefore, I do not have completed packets from most students. I changed my instruction the next time I did stations by providing students with a packet that they must bring to each station. That way students have each worksheet in one area and I do not have to file through worksheets to find all the materials to make the packet. For the information I do have, students did fairly well. A common error that I noticed was for the Earthquake and Volcano plot lab, students were unable to identify the Ring of Fire. I believe this is because The map of the world was not in a globe. Students saw that most volcanoes and earthquakes are located on the edge of continents, but did not see the connection between the location of the west coast of North American and Japan. Students were not able to identify this concept. Since my students are very visual and literal, this caused to be an issue when correctly identifying the Ring of Fire. Resources Provided to Students • Earthquake and Volcano Packet • When Plates Shift worksheet UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 38
M Earthquake and Volcano Stations UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 39
D Earthquake and Volcano Station UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 40
R Earthquake and Volcano Stations UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 41
Lesson Plan #5 Content Area: Science Lesson Title: All Fired Up (Igneous Rocks) Timeframe: 50 minute period/1 day Overview: Students stimulate how igneous rocks form when lava is quickly cooled. Standards (NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards): •
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Science 4.2 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Science 1.1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions. Vocabulary: Igneous rock, solidify, lava & magma Lesson Components Integration of Technology: SMARTNotebook, Visual Arts Equipment needed: plasticize clay, votive candle, 1 box of safety matches, pie pans, pot holder, crayon pieces, goggles Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence •
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compare the simulated formation to the actual formation of igneous rock. record observations of changes in the appearance of substances when they are heated and then cooled. 1. Bring attention to the essential unit question. Discuss the importance of learning about the Earth and the rock cycle. 2. Discuss what types of cycles we see in our daily lives. Some students may say the life cycle of a butterfly or the water cycle. 3. Explain to students one type of rock we have is igneous rocks that are formed from the cooling of lava from a volcano. As a result of the rapid cooling, no crystals or grains are visible. 4. Emphasize to students that this is a model of the formation of igneous rock. The candle represents the heat from the Earth’s interior and the process •
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All Fired Up Worksheet “Tweets” (Exit Slips) Informal Observation Thumbs up, Thumbs Down UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 42
takes many, many years to develop. 5. Break up a variety of crayons into small pieces. Show students and ask any observations of the properties of the pieces of crayons. Record the properties on All Fired Up worksheet. 6. Mold the clay around the base of the candle in the center of one of the pans to prevent the candle from tipping. In the second pan, place the crayon pieces. Students record on their All Fired Up worksheet what they think will happen to the crayons when they are heated. 7. Review models of safe practice. War goggles. Light candle and carefully hold the pan with the crayon pieces over the lit candle. 8. Students observe and record the properties of the crayons during heating. Allow crayons to cool for about 5 minutes. 9. Record the properties of the crayons after cooling. Discuss how this demonstration represents igneous rocks. 10. Students “tweet” to teacher the process of the formation of igneous rocks and post it on large piece of poster paper. Differentiation/Accommodations In this lesson, students have to work collaboratively in groups to examine four different types of igneous rocks. They must name each rock based on the All Fired Up worksheet. Again, students use inquiry‐based learning to discover the different types and properties of igneous rocks. Every student is given a copy of the worksheet to makes notes with. For visual learners, the teacher demonstration of the melting of crayons demonstrates how igneous rocks are formed. For bodily‐kinesthetic learners, students are able to touch the properties of the crayons after they have melted and cooled on the aluminum pan. They are also able to break the crayon matter apart of demonstrate a type of erosion. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 43
Formative Assessment As a form of assessment, I had students raise up the number of fingers for each igneous rock. This allowed me to quickly assess which groups struggled and which groups worked together to match the correct igneous rock to its name. I also had students “tweet” to me in the form of exit slips. I created a Twitter feed on large poster paper and students had to write how igneous rocks are formed on a post‐it note and post it on the feed. In looking at the assessment, I noticed that students all students were able to match the correct igneous rock to its name. They were able to look at the worksheet and through process of elimination find the correct name of the igneous rock in front of them. Students were very excited to “tweet” to make and students were able to identify how igneous rocks were formed. In order to improve my instruction, I asked students again to identify how igneous rocks were formed after learning about sedimentary and metamorphic rock. Students had difficulty identifying the difference between igneous and metamorphic rocks since they are made in a similar way. Before the unit test, I included this question on the Test Alert Study Guide and Who Wants to be a Geologist Review Game. R had great difficulty throughout this lesson identifying how igneous rocks were formed. While working on his formative assessment, I pulled him and a few students to the brown table in the back of the room. Here I explained once again how igneous rocks are formed in relation to my teacher demonstration. All students seemed to understand better when it was explain again in simpler terms. Resources Provided to Students • All Fired Up worksheet • 4 types of Igneous rock UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 44
Summative Assessment Content Area: Science Assessment: Unit Test Timeframe: 60 minute period For my summative assessment of the entire unit, I decided to give Mrs. Gill’s students a test covering the different topics through the course of seven weeks. The students grew immensely from my first pre‐
assessment. Students were able to answer how we know the Earth is constantly moving and describe what they learned at the end of this unit. I noticed a great pattern that students were unable to describe the difference between domed and volcanic mountains. I believe that this was because of the confusion in instruction between my cooperating teacher in eye. In completing the study guide, Mrs. Gill told students that mountains are formed by the movement of plates coming together. Even though this is correct, domed mountains actually get their shape from the cooling and hardening of magma inside the Earth’s crust. Many students only received partial credit because they were able to describe the movement of plates, but unable to take it a step further to describe how domed mountains got their shape. Instead of discussing how we can tell the Earth is moving by the clouds in the sky or the change from day to night, students are now able to describe the transformation of land formations over a period of time. They are able to discuss volcanoes, earthquakes and the three different types of rocks that we see in our own backyards. I believe that my instruction greatly effect my students’ learning. They were unable to name these forces that change and shape the Earth, but now they are bring in rocks they find to discuss in class. The students are actively engaged and enthusiastic for the material because they are excited to share any current events or where they see my instruction in their every day lives. It is very exciting to see these students, who were not very motivated to learn the first week I was there, grow and become excited about learning science. Also, in my assessment students did not only name or list content. They were required to apply the knowledge from the past seven weeks and think critically when answering questions. They had to apply certain concepts in order to reach abstract ideas. Students were given a Test Alert two prior to the test. This also allowed me to quickly assess which topics I need to review once more before the exam. We completed the test alert together. The following day, students played “Who Wants to be a Geologist?” once more but this time the questions covered content from the entire unit. Here I was again able to quickly assess which students and what topics need additional review. Students: M: In looking at my post assessment and formative assessments throughout the semester, I believe M learned more than the typical amount. She is bubbly student that is very, very excited to learn. She would take the material and concepts from the day and write witty responses. In her responses, she would write as if she was witnessing the earthquake or volcano at the time. She would listen intently throughout lessons and was always willing to participate. She absorbed the material like a sponge and through her formative assessments, you will see how excited she was to learn the material. I think that my instruction caused Mona to participate greatly in the subject matter because we developed a close relationship. I encourage students to express themselves while being actively engaged in the material. On the summative assessment, M received a 100. The only student to receive a 100! She displayed a great UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 45
knowledge of the course material and was able to apply concepts to abstract ideas. D is a student who learned the typical amount throughout the course of the unit. He demonstrated the ability to master the concept, but asked many questions throughout the unit. Similar to any students learning about constructive and destructive forces, this is a very abstract concept to grasp. D, however, was curious and motivated to learn more. He even went as far as finding rocks in his backyard that he could identify as igneous, sedimentary or metamorphic. On the summative assessment, he received a 88. He came across the same issues that many of the other students faced such as identifying the epicenter of an earthquake and the difference between Domed and Volcanic mountains. R: R is a student who struggled throughout the unit. He is one of the students who is in the process of being classified with ADHD. He is a student who has expressed difficulty to keep his hands and body still throughout lessons. He has a very hard time paying attention in all areas of school, not just science. Even though he has made some growth throughout the course of the unit, he is still one of the students who continues to struggle. This affected my whole group as well as small group instruction because R was unable to sustain attention. In order to try to accommodate R, I had him sit at a desk closest to the SMARTBoard that was away from everyone else or work along at the back table. This helped his attention slightly, but he still exhibited these behaviors of a student with ADHD. On his summative assessment, he received a 64. Most issues stemmed from identifying the layers of the Earth, our first lesson. It would make sense a student with ADHD might have trouble remembering a concept he learned over seven weeks ago. He also grew from failing most assignments to receiving a passing grade on the exam. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 46
Test Alert Page 1 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 47
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Unit Test Page 1 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 50
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Unit Test Page 4 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 53
M Test Page 1 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 54
M Test Page 2 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 55
M Test Page 3 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 56
M Test Page 4 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 57
D Test Page 1 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 58
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D Test Page 3 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 61
D Test Page 4 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 62
R Test Page 1 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 63
R Test Page 2 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 64
R Test Page 3 UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 65
R Test Page 4
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Reflection Through the course of seven weeks, I have grown immensely as a teacher as well as a professional. During my first week at Violet Avenue Elementary, I was nervous to teach in front of thirty students. I was coming from my first placement where I worked greatly one‐on‐one with five students. I became comfortable working in small groups. As the semester progressed, I became more comfortable with whole group instruction. I was also better able to manage behavior of students to effectively instruct different subject areas. I very much enjoyed teaching students about constructive and destructive forces because much of the unit included teacher demonstrations of earthquakes and volcanoes, two things that the world is fascinated with. There were many aspects of my unit that went well. For instance, I was able to create many hands‐on learning opportunities for my students. Mrs. Gill told me the first week that students are very motivated by food and visual demonstrations. As you can see, teacher demonstrations were included in the majority of my lessons. Students are better able to connect to information when it is displayed in front of them. They are then able to connect something that they are familiar with to an abstract concept such as the eruption of a volcano. Students were very curious about the subject and asked many questions, which was a great application! This also provided for inquiry‐based learning because students were encouraged to make connects from the teacher demonstration to the assigned topic. Students are better able to internalize information when it is discovered on their own. Instead of teacher‐direction instruction, most of my lessons were student‐centered. I tried to incorporate as many learning styles as I could throughout the course of my unit. I integrated different types of technology such as the use of SMARTBoard, Symbaloo.com and BrainPOP to reiterate concepts to students. There were many modes of instruction that I used in different types of lessons. For my symbaloo.com webmix, I had students explore different kid‐friendly websites to gain information about the layers of Earth, earthquakes, volcanoes, and plate tectonics. Instead of students UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 67
researching on their own and reading complex texts, I was able to easily manipulate and monitor what students were reading. Improvements I need to continue to make are my ability to manage the different behaviors in my classroom. As stated before, Mrs. Gill’s students are very defiant and many are a discipline problem because they are unmotivated due to lack of parental support. At the beginning of the unit, I believe I lost some students due to inappropriate behavior. In the first two weeks of my unit, I spent more time managing behavior than actually teaching my science lesson. If I came off as strong and with the confidence to manage these behaviors as I do now, I believe that students would be better able to understand the layers of the Earth and the movement of plates. I have noticed that my students understand the concepts I have taught recently than at the beginning because I have a better way of managing behavior. Now these defiant behaviors no longer take away from academic engagement. With this confidence I gained from this placement, I will better be able to manage a classroom of thirty students and know what motivates students and what does not. I found keeping track of assessment data really drove my instruction throughout the course of the unit. I was better able to recognize which concepts I needed to review again before moving on to harder concepts. I believe if I did not have this data, I would have lost many of my students by moving too fast through the material. I spent much of my lessons activating prior knowledge and building upon concepts already mastered by my students. I was also easily able to identify which students were struggling and with what concept. This allowed me to work one‐on‐one with them during free periods to help them better understand the material. I will certainly keep using assessment data in my future endeavors because it provides a good measurement of your instruction and helps me reflect on my methods of instruction as I continue my career in education. UNIT PLAN: CONSTRUCTIVE AND DESTRUCTIVE FORCES 68
LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly Are challenging and require higher order thinking and problem solving skills X Allow for student choice X Provide scaffolding for acquiring targeted knowledge/skills X Integrate arts X Integrate 21st century skills X Provide opportunities for interdisciplinary connection and transfer of knowledge and skills X Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills X Are varied to address different student learning styles and X preferences Are differentiated based on student needs X Are student‐centered with teacher acting as a facilitator and co‐learner during the teaching and learning process X Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives X Provide opportunities for student reflection and self‐
assessment X Provide data to inform and adjust instruction to better meet the varying needs of learners X