Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Cooperative Learning Lesson Plan (10 pts) Lesson Background:

Your Name: Megan Glass and Jacob Schmudlach Subject: Science Lesson Title: Planets of our Solar System Materials Needed: Text Books Computer Paper/Poster Board for visual aid Any drawing materials, colored pencils, markers, etc. Glue Scissors Prerequisite Skills: The students will have already learned the order of the planets and basic facts about our solar system. Students will have the skills to be able to research information using their text books and computer. They will already have the knowledge on how to create a visual aid. Lesson Objective(s): a. After the fourth grade students are presented information on how to research their planet as a group, they will successfully present all of the required information to the class using a visual aid within 90% accuracy per rubric guidelines. b. Social Goals for your lesson After fourth students have completed their research project they will be able to successfully take turns with each other, be able to stay on task throughout the entire project, and consistently share ideas with each other. Cooperative Learning Grouping Structure: Students will work in a co-op environment. Cooperative groups will be formed, and students will explore and investigate their assigned planet. After the students have researched and created a visual with the information on their planets we will then come together as a class and the groups will share out what they have learned. Grade Level: 4th

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 5 min Today we are going to learn more about each planet in our solar system. I am going to assign each of you into groups of four, and together you will be gathering information on a specific planet. Once you have researched your planet, as a group you will be creating a visual aid and presenting this information to the class. When I put you into your groups I really want you to focus on taking turns, keeping focused and on task within our groups, and contributing ideas to the project.

2. Present information for the academic goal: (What are procedures for the academic goal?) Time:15 minutes As I said we will be forming into groups of four. Each group will research a particular planet and you will need to find certain facts about your planet. Once you have researched your planet you will need to come up with a way to present this to the class. Some ideas that students have done in the past have included power point presentations, posters, brochures or handouts which I can make copies of, or any other idea you choose. The only expectation for the visual aid is that you have a visual to share with the class to present the information on your planet. We have both our textbooks and a list of websites I will provide you in order for you to find information about your planet. I am going to give you all a handout here on what information is required for you to share with us about your planet. Some of the things I want you to research are, what is the size of your planet and how does this compare with earth, does you planet have any rings, any moons, what is its rotation, what is the atmosphere like and why do you think life would or would not be able to live on your planet. Each group will have a list of what is required to research for your planet. I have also listed some good websites that you could use to find out the information on your planet. Remember you want to make your presentation informative and interesting to the class so it always good to find some interesting facts on your planet. There are other things you will need to teach the class about your planet, and again those are all listed on the handout. I will also be passing out a copy of the rubric to each group so you all know what you will be graded on. I have made a poster her with some facts on planet earth. Please notice that I used a lot of colors and words to make my poster interesting and fun to look at! Earth is 92,956,050 miles around. To put that in perspective for you that would be over 163 million football fields! That is a long way to run. We all know that Earth does not have any rings. It has one moon and is made up of Oxygen and Nitrogen. Because of the atmosphere here on earth it makes it easy for us all to live here. Many other planets have atmospheres that do not allow sustainable living, or their temperature makes it too hot or too cold for anything to be able to live there. Next I am going to talk about what expectations I have for what I want your cooperative group learning to look like. 3. Organize students into learning teams: Time: 10 min a. Explain how theyll practice the social goal? Students as we get into groups I really want you to focus on taking turns, keeping focused and on task within our groups, and contributing ideas to the project. Can some of you give me ideas of what that would look like? As we are working on the projects I want you to keep focused on the task at hand. I know it easy sometimes for us people to get distracted and off task. We are really going to work on staying focused on our research and working on our visual aids. I also want to remind you that we need to stay in the groups assigned to you. I dont want to see students wandering around the classroom outside of their groups and distracting other students. When we work together on projects like this it is also important that we all do our role and share our ideas. I know all of you have tons of great ideas in those brains of yours so dont be afraid to share those with your group. You guys do need to come to a decision on how you will present the information and what information you share but remember to listen to everyone! b. How will you organize the groups? I will assign four students to a group. The groups will be based on their differentiation level. This will allow students to that may have a higher learning ability to create a more challenging visual to present to the class. Students at a lower academic level will still be able to complete the task within the parameters of the specified criteria and work on having a great project to present.

c. What group roles will you have? Each group will be assigned these four roles for the students: Computer Guru Recorder Task Master Contribution Captain Once we get into groups I want you as group to decide who will be assigned each of the following roles. The first one is the Computer Guru. This person will be in charge of navigating the computer in search of the information you will need for your project. There will also need to be a Recorder who is taking down notes on the information you want to present to the class. Remember we are really working on staying on task in our groups and that we are all equally sharing our ideas. The Task Master will make sure that the group stays on task and if someone starts to get distracted or is going outside of the group the Task Master will remind them on what they need to do. The last role will be the Contribution Captain. This person will be in charge of making sure everyone in the group is taking part and sharing their ideas. I want everyone to be collaborating on this project and to have their input and ideas shared. Those of you that are the Contribution Captains if you see someone is not sharing their ideas just ask if they have anything they want to add or if they can think of anything else to put into the project. Remember that some of your peers may be shyer than others and need a little help sharing their ideas. After you all have completed the research on your planet I want you to work together to come up with your visual aid and how you are going to present this to the class. After lunch we will have a little bit of time to finish your projects and then will be sharing them with the class. When we have finished our group work each of you will be evaluating not only your peers but yourself on how well you think the group work went. This is another reason to make sure you are contributing your ideas to the group and staying on task. 4. Assist team work and study: Time: 1 hour (as students are working on project) a. How will you monitor academic progress? As I walk around, I will listen to student conversation and observe their work and progress. I will make sure students are finding the needed information on their planet and are on the right track with creating their visual. I will be open to students with any questions they may have on the project. b. How will you monitor the social goals? Again I will be constantly be walking around, making sure they are staying within their assigned and not talking to other students outside of their groups. I will make sure students are taking turns and are all equally contributing their ideas to the project. I will also remind the Contribution Captains and Task Masters of their roles if I do not see them helping the other students with what they are supposed to be doing. 5. Provide recognition: Time: 1 hour (as students are working on project) (How will students know they have met both academic and social goals?). I will be providing verbal feedback to the students as they are doing the research and working in their groups. I will let them know when they are on the right track and provide them with prompts for their visual aids if I see suggestions that can be made of if they are missing certain content that is required. I will also let the students know if I see them working well together as a group and make sure they are all taking turns and assisting with the project.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)

Time: 10 min

Wow! You guys did a great job presenting all of that information and I know I learned a lot! All of your visuals look really great! Students as I mentioned earlier I want each of you to evaluate not only your peers but also yourself on how you think the group work went. Please be honest with me and just to let you know your other group members will not see this evaluation.

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? I can provide extra assistance to the students to make sure they understand what exactly should be included on the visual and provide them with some ideas of where to go with their project. b. Extension for students of high ability? (Remember, gifted students need challenge). By grouping the students in ability groups the gifted students can get more in depth with the information presented but still using the required criteria. They may also be able to use their artistic skills in creating a more intriguing visual. TOTAL LESSON TIME:__1 hour 30 minutes____ 8. References Consulted: We used the se websites that the students could use to find facts about the planets. http://www.planetfacts.net/ http://solarsystem.nasa.gov/planets/index.cfm http://science.nationalgeographic.com/science/space/planets/ The social goal rubric came from the information you had put on blackboard and the other rubric was created using http://rubistar.4teachers.org/. For the lesson we used prior knowledge of what cooperative group learning should look like and how has been implemented in our practicum experiences.

TEAM, SELF, and GROUP Member Evaluation

Success comes before work, only in the dictionary. Anonymous Students I want you to evaluate yourself, as well as the other members of your group, on how well you worked on this project. Remember to be honest and fair with your other group members and that they will not see what you have written to me. My name:____________________ Course Name:______________________ Date:__________

(To completed privately be each group member). I. TEAM Evaluation: Usually __________ __________ __________ __________ __________ __________ Sometimes __________ __________ __________ __________ __________ __________ Never __________ __________ __________ __________ __________ __________ You may use + and

1. Members of our group shared the work equally 2. Everyone in our group did his or her best job 3. Group members helped one another with tasks 4. Group members shared materials and resources 5. Together, we made decisions as a group 6. Our group used time wisely most of the time

The GRADE I would give our group work a grade of _______ A, B, C, D, F -

II.

SELF Evaluation and INDIVIDUAL GROUP MEMBER Evaluation: 1-5 (with 5 as best)
1. Carried his/her share of the work load 2. Did his/her best job in group tasks 3. Helped others with work or tasks 4. Shared materials or resources 5. Made decisions together 6. Used time wisely TOTAL range of 5-30 pts

All Team Membe rs

Include your own name on this list.

1. (self) 2. 3. 4. 5. Assign individual SCORES of 1-5 (with 5 as best) to yourself AND each group member above.

5 = Excellent work; Went above and beyond expectations to complete work with quality and expediency. 4 = Above average work; Participated in a highly beneficial manner to get the work done successfully. 3 = Average; Nothing spectacular, but kept a steady pace with work and participation within the group. 2 = Below average; Less than helpful contributions to group tasks, compromised quality work of group. 1 = Didnt contribute; Didnt do much at all, let others do the work, distracted from the group efforts.

Planet Presentation Rubric

Student Name: ________________________________________

CATEGORY Content Accuracy

2
%!"%#$ of the facts in the visual aid are accurate

1
&e'er than %#$ of the facts in the visual aid are accurate

All facts in the visual !!"!#$ of the facts aid are accurate in the visual aid are accurate

Attractiveness & Organization

The visual aid has e(ce)tionall* attractive formattin+ and 'ell"or+ani,ed information

The visual aid has The visual aid has attractive formattin+ 'ell"or+ani,ed and 'ell"or+ani,ed information information

The visual aid formattin+ and or+ani,ation of material are confusin+ to the reader Several re-uired elements 'ere missin+

Required Elements

The visual aid All re-uired elements includes all re-uired are included on the elements as 'ell as visual aid additional information

All but . of the re-uired elements are included on the visual aid

Gra !ics"#ictures Gra)hics +o 'ell

'ith the te(t and there is a +ood mi( of te(t and +ra)hics

Gra)hics +o 'ell 'ith the te(t/ but there are so man* that the* distract from the te(t

Gra)hics +o 'ell 'ith the te(t/ but there are too fe' and the brochure seems 01te(t"heav*01

Gra)hics do not +o 'ith the accom)an*in+ te(t or a))ear to be randoml* chosen

#resentation Content

Sho's a full Sho's a +ood Sho's a +ood understandin+ of the understandin+ of the understandin+ of to)ic to)ic )arts of the to)ic

2oes not seem to understand the to)ic ver* 'ell