!Differentiated!Learning!Plan!Project!Template!wp.cune.org/kaylasombke/files/2012/10/Learning-Plan.pdf ·...
Transcript of !Differentiated!Learning!Plan!Project!Template!wp.cune.org/kaylasombke/files/2012/10/Learning-Plan.pdf ·...
Differentiated Learning Plan Project Template Name: Kayla Sombke
Grade Level: Third Grade
Unit Topic/Theme: Science/ What is an Ecosystem?
Unit Plan Sketch – Part One: Develop KUDo’s for your unit. Use correct format and be comprehensive in content.
Know: Ecosystem Population Habitat
Community Interact Grasslands
Wetlands Deserts Tundra
Forests Oceans Cause
Effect Living Nonliving
Characteristics belonging to each ecosystem
Understand:
Students will understand how living things and nonliving interact in various ecosystems.
Students will understand that an ecosystem may contain various habitats.
Students will understand cause and effect and how ecosystems and habitats can change over time.
Do:
Explain ways in which living and nonliving things interact within an ecosystem.
Describe the different characteristics between ecosystems.
Identify living and nonliving things.
Problem Solve to figure out what is a cause and effect situation.
Unit Plan Sketch -‐ Part Two: Write a short paragraph that explains EVERY teaching day of your unit. Incorporate any of the differentiated strategies or techniques we have discussed in class or read about in your textbook as you see fit. You are NOT required to demonstrate differentiation on every day of your unit, but I should see multiple examples.
Day One: Students will begin the class by making a KWL chart for the chapter and vocabulary words. Today, we will be learning about Cause and Effect. Students will be introduced to the vocabulary. I will give the class some scenarios of things that might happen, and then the children must come up with some “effects” to the “cause” given. I will then have students open their science book and to the “Let’s Read Science” activity. I will have students in random partners. We will read the paragraph and fill in the graphic organizer with the proper cause and effects. Next, with their partner, students will cut out their Vocabulary Smart Cards and play the game suggested, and write a sentence about the vocabulary word on the back of the card. If they finish in time as an anchor activity, they can do the next suggested activity and do a Word Wheel with their vocabulary words and write up synonyms and related words for each of their vocabulary words.
Day Two: Today, we will read the lesson out loud as a whole group. I will be asking for different volunteers to read a paragraph, but choosing wisely by choosing a variety of students. When we come to a vocabulary word, I will write the word on the board. When we are finished reading the lesson, we will go over each of the vocabulary words and their definitions. I will show the class pictures of each of the vocabulary words (habitat, ecosystem, etc.). I will then have students divided up in to partners based on readiness: Sarah with one of the 5 unidentified students and the other 4 partnered, Scott and Emma, and the other 15 students partnered and one group of three. In their groups, they will re-‐read the lesson, and as they go through, they will answer the questions given throughout the lesson in their book.
Day Three: I will introduce each of the six ecosystems. I will show pictures of each of the ecosystems. I will have students describe to me what they see and what the characteristics of each ecosystem are. We will talk about what kind of animals and plants live there. We will do a KWL chart for all 6 ecosystems as a large group.
Day Four: Differentiation Day: At the beginning of class, I will do a formative assessment review from the day before. I will show a PowerPoint picture on the screen of an ecosystem, and the class will answer out loud what ecosystem it is. I will then explain how to navigate the centers. There will be six centers, one for each ecosystem: grasslands, deserts, forests, tundra, oceans, and wetlands. At each center there will be books on each ecosystem, National Geographic magazines or others about the specific ecosystem, iPads with app “EcosystemsHD”, iPads with a video about the ecosystem, and large pictures of the ecosystem. Students will be required to go around to three ecosystems in the time for today and fill out a graphic organizer about each ecosystem. However, there can only be a maximum of four people at each station. Tomorrow, they will be allowed to go to the next three that they didn’t get to today.
Day Five: Students will be given time to finish their centers and graphic organizers about each ecosystem. When each child has completed the graphic organizer, they will check in with me. They can do an anchor activity of playing with the “EcosystemsHD” app on an available iPad, look at available books or search for more information. When all students are finished, we will come back together and go over our KWL charts and what we have learned about each ecosystem. I will then introduce their projects. I have chosen to introduce the projects now because the students would be focused on
learning about their specific ecosystem for the project and not get a better basic understanding of each ecosystem. Their projects will be due in one week and then we will have a presentation/museum day in the class.
Long Form Lesson Plan: Clearly define differentiated techniques for specific students in the right hand column of the lesson plan.
Student Teacher: Kayla Sombke Grade Level: 3rd Date: Dec 4, 2014
State Standard: SC5.3.3, SC5.3.3.c Subject: Science
Name of Lesson: What is an Ecosystem? Period / Time: 45 minutes
I. Goal: Students will correctly identify the characteristics (weather, location, plants and animals) that belong to each ecosystem (forest, desert, wetlands, ocean, tundra, grasslands) by learning through a variety of mediums.
Required Adaptations/Modifications:
II. Objectives: Given books, magazines, pictures, and an iPad application, students will be able to correctly identify each ecosystem and give information about each ecosystem.
Required Adaptations/Modifications: Books, magazines, pictures, and an iPad application will be used to reach students of different learning preferences.
III: Faith / Values Integration: We will talk about how God has made each ecosystem different, and has allowed the perfect environment for each of the animals that lives in each ecosystem.
Required Adaptations/Modifications:
IV. Integrated Technology: During centers, students will be able to go online and watch a video about the ecosystem. Students will also be able to use the iPad app EcosystemsHD and learn about each ecosystem by listening, reading, pictures, videos, and a self-‐quiz.
Required Adaptations/Modifications: The app allows the text to be read aloud, which will be good for Sarah to be able to hear the text. The app also allows learning for a variety of learning preferences for the students.
V. Materials: Books for each ecosystem: Tundra: Tundras: Frost, Treeless Lands by Laure Purdie Salas 24 Hours on the Tundra by Virginia Schomp Life in the Tundra by Cherie Winner A Home on the Tundra by Katie Marsico Grasslands:
Required Adaptations/Modifications:
I will have some books on audio for Sarah.
Grasslands: Fields of Green and Gold by Laure Purdie Salas A Grassland Habitat by Kelley MacAulay Life in the Grasslands: by Catherine Chambers Life in a Grassland by Hayley Mitchell Haugen Oceans: First big Book of the Ocean by National Geographic Oceans: Dolphins, Sharks, Penguins, and More! By Johanna Rizzo -‐ National Geographic Oceans: A Journey from the surface to the seafloor by Jen Green Commotion in the Ocean by Giles Andreae Deserts: America's Deserts: Guide to plants and animals by Marianne D. Wallace I Live in the Desert by Gini Holland Looking Closely Across the Desert by Frank Serafini Why oh why are deserts dry? By Tish Rabe Wetlands: Wetlands: Soggy Habitat by Laure Purdie Salas About Habitats: Wetlands by Cathyrn sill Wetlands Journey by Jeanne Weaver What are Wetlands? By Bobbie Kalman, Amanda bishop Forests: Rain Forests (Magic Tree House Research Guide) by Mary Pope Osborne A Rainforest habitat by Molly Aloian America’s Forests: Guide to plants and animals by Marianne D. Wallace A Forest Habitat by Bobbie Kalman
At least 18 iPads – 3 at each center
Headphones
Magazines
Pictures of each Ecosystem
Books are at different reading levels for the variety of readiness levels.
Pictures of each ecosystem will be both easy as well as more challenging for students to figure out.
VI: Procedure:
A. Set / Hook: At the beginning of class, I will do a formative assessment review from the day before. I will show a PowerPoint picture on the screen of an ecosystem, and the class will answer out loud what ecosystem it is.
B. Transition: I will then explain how to navigate the
Required Adaptations/Modifications:
B) Centers: Centers will be based on learning preferences. There will be six centers, one for each ecosystem: grasslands, deserts, forests, tundra, oceans, and wetlands. At each center
centers
C. Main Lesson: Students will be required to go around to three ecosystems in the time for today and fill out a graphic organizer about each ecosystem. They must get enough information to begin thinking about a project.
D. Transition: Tell students they have two minutes left to work. When two minutes is up, they go back to their seats.
E. Conclusion: Ask students if they got to three ecosystems (To check on students I have not checked on). Ask students if they learned something interesting about one of their ecosystems. Ask students if they saw a picture of a new animal they have never seen before. Tell students they will be finishing their organizers tomorrow while visiting the other three ecosystem centers.
there will be books on each ecosystem at various reading levels, National Geographic magazines or others about the specific ecosystem for pictures and detailed information, iPads with app “EcosystemsHD” for visual, auditory, and written learning styles, iPads with a video about the ecosystem for audiovisual learners, and large pictures of the ecosystem for visuals.
VII. Assessment:
PowerPoint formative assessment at beginning of class to see if they remember the ecosystems learned from yesterday.
Do a thumbs-‐up/thumbs-‐down formative assessment of centers, as explained in “Conclusion.”
Required Adaptations/Modifications: PowerPoint assessment using pictures as visual reminders of ecosystems for the five students who struggle with prior knowledge.
VIII. Assignment:
Today’s activities will lead towards the Day 5 project assignment/assessment.
Required Adaptations/Modifications:
Students will be given a variety of projects to choose from for their summative assessment of the lesson. These projects are based on learning preferences and student-‐choice.
IX. Self-‐Evaluation:
X. Coop’s Comments:
Create the Teaching Tools: Copy/Paste/Create student teaching tools required for the long form lesson plan day.
Graphic Organizer (Can be adjusted for more room if needed)
!!!
Oceans
Wetlands
!
Ecosystems At a Glance
Ecosystem
Centers: Books for each ecosystem: Tundra: Tundras: Frost, Treeless Lands by Laure Purdie Salas 24 Hours on the Tundra by Virginia Schomp Life in the Tundra by Cherie Winner A Home on the Tundra by Katie Marsico Grasslands: Grasslands: Fields of Green and Gold by Laure Purdie Salas A Grassland Habitat by Kelley MacAulay Life in the Grasslands: by Catherine Chambers Life in a Grassland by Hayley Mitchell Haugen Oceans: First big Book of the Ocean by National Geographic Oceans: Dolphins, Sharks, Penguins, and More! By Johanna Rizzo -‐ National Geographic Oceans: A Journey from the surface to the seafloor by Jen Green Commotion in the Ocean by Giles Andreae Deserts: America's Deserts: Guide to plants and animals by Marianne D. Wallace I Live in the Desert by Gini Holland Looking Closely Across the Desert by Frank Serafini Why oh why are deserts dry? By Tish Rabe Wetlands: Wetlands: Soggy Habitat by Laure Purdie Salas About Habitats: Wetlands by Cathyrn sill Wetlands Journey by Jeanne Weaver What are Wetlands? By Bobbie Kalman, Amanda bishop Forests: Rain Forests (Magic Tree House Research Guide) by Mary Pope Osborne A Rainforest habitat by Molly Aloian America’s Forests: Guide to plants and animals by Marianne D. Wallace A Forest Habitat by Bobbie Kalman
At least 18 iPads – 3 at each center with app EcosystemsHD downloaded
Headphones available
Magazines
List of Websites:
studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm
eschooltoday.com/ecosystems/what-‐is-‐an-‐ecosystem.html
Videos:
Grasslands: www.youtube.com/watch?v=_4jqcw-‐1pYA
Desert: https://www.youtube.com/watch?v=sQ-‐w5I9XQyg
Forest: https://www.youtube.com/watch?v=grsx4gAOxlk
Wetlands: www.youtube.com/watch?v=BeUPbGWg2KU
Oceans: www.youtube.com/watch?v=3GRA7ilM708
Tundra: www.youtube.com/watch?v=4b91MGt-‐Bg4
Pictures of each Ecosystem printed for centers
Create the Assessments: Copy/Paste/Create two forms of assessment below. The assessments can come from any day in your unit plan sketch.
PowerPoint Slides for Formative Assessment.
12/8/14&
1&
Do you remember the ecosystems?
Project Options: Choose one project to due on Ecosystems. Choose the project that most interests you. Check in with Miss Sombke to confirm your assignment and the ecosystem(s) you have chosen. Each project will be worth 30 points.
Miss Sombke’s Signature
Make a diorama of an ecosystem of your choosing and include a map of one place this ecosystem is located.
Write a story about what it would be like to be an animal and how you would live in your ecosystem.
Create an Educreations video about an ecosystem and its characteristics.
Make a PowerPoint presentation about 2 ecosystems of your choosing and present it to the class.
Create a brochure about an ecosystem for someone who is visiting for the first time.
Make a lapbook foldable, writing information about your ecosystem and drawing pictures of animals.
Come up with your own project and present the idea to Miss Sombke before beginning.
Project Rubric Points Project includes a variety of plants. 6 Project includes a variety of animals. 6 Project includes the proper form of weather. 6 Project includes one location where this ecosystem is located. 6 Project includes a variety of pictures or drawings of ecosystem characteristics.
3
Writing/voice/print is clear, readable, and easily understood. 3
Differentiated Learning Plan Project Evaluation
(Keep this included in your final submission)
KUDo’s follow correct format, provide clear direction for the unit, and are comprehensive.
/10
The unit plan sketch offers a clear understanding of content, teaching strategies, and varied uses of differentiation. Brief paragraphs are included for each teaching day.
/10
The lesson plan includes all listed components with a clear connection from standard to objective to assessment. Instructional plans are age appropriate, strategic, and engaging.
/10
The lesson plan/unit sketch demonstrates differentiated techniques that addresses specific learning populations.
• The needs of the gifted and high achievers were addressed. • The needs of the students with IEPs were addressed. • The needs of the student with limited language were addressed. • The needs of the 5 low performing students were addressed.
/20
All teaching tools required to teach the long form lesson plan day are included and are professionally prepared/shared.
/10
Two assessments were created to address learner growth and/or proficiency. The evaluations include two different aspects of either pre-‐assessment, formative assessment, and/or summative assessment.
/10
Total Score: /70 Comments: