In my class, on the second day of school, we learn what a scientist is, and then we apply this to all subjects. A scientist explores, makes decisions, asks questions, makes mistakes, keeps trying, and so forth. It only seems appropriate to start with the classification of all living things, and then apply it to other subjects. However, I am going to use two science lessons in this blog.
Classification of All Living Things
1. This lesson will come after we have learned about the six characteristics and six needs of all living things, and a review of classification (they usually have learned this in previous grades and it is just a review). First, I will have a slide show showing many different living things (different plants, animals - including caterpillars but not butterflies, and frogs but not tadpoles - and microorganisms, including bacteria, protists, and fungi). As a class, we will brainstorm several ideas about how to classify them. In pairs or threes, the students will decide how they want to classify the organisms. They will make their own graphic organizer. The students will have access to the slide show on their iPads (not sure how to do this yet, but I will figure it out before school starts) so they can scrutinize it. BUT they won't get their iPads until after we have brainstormed as a class.
2. After they have put them into categories, they will present them to the class and explain why they chose to classify that way. We will discuss the similarities and differences between each organism.
3. I will then suggest including tadpoles and butterflies. How does that change the categories?
4. After the discussion about where to put tadpoles and butterflies, we will then closely scrutinize the organisms and I will guide them to make five categories: bacteria, protists, fungi, plants, and animals.
Decomposition
1. This lesson will take several months to complete. I will show several different items (orange, lettuce, paper, tissue, bark, nail, and so forth) and have the students, in pairs, list them into as many categories as they can.
2. We will discuss as a class (after they sorted) the similarities and differences.
3. I will ask how they would categorize them if I told them they could only have two groups. What would change?
4. After the discussion, I will guide them to make the categories of decomposable and non-decomposable. Then we will put them in bags of dirt, throw them in the cupboard under the sink, and check them every few weeks until the end of the school year, discussing if we made the correct decisions. The students will write a paragraph each time in their online journal of their observations.
Parts of speech (verb, noun, pronoun, adjective)
Using answergarden, the students will describe what a verb, noun, pronoun, and adjective are. I will leave that alone until the next day.
The next day:
1. I will have a display of several words and the students, in pairs or threes, will sort the words into categories, remembering what a scientist is. I will not mention yesterday's answergarden at this point.
2. After they have made their categories, we will discuss as a class the similarities and differences between the words.
3. We will discuss how the categories might change if "ing" is added to several words. Would the categories stay the same? What might change?
4. I will guide them to make the categories: things, actions, describing. Then we will break them up further to self, things, actions, and describing. I will guide them to realize these are pronouns, nouns, verbs, and adjectives. We will then do another answergarden to assess what they have learned.
Wednesday, July 8, 2015
Monday, July 6, 2015
The Inductive Model
We actually do something very similar to this Greek Pillars (columns) lesson in our school. So, I have adapted it to fit the model, plus I added the Application step from the book, Teaching Models; Designing Learning for 21st Century Learners. We usually just draw them.
1. Lesson Intro - Show students the different types of columns - Doric, Ionic, and Corinth. Tell the students we will be learning about Greek columns.
2. Divergent - Have students look for similarities and differences between the three types. I will ask questions such as, "What do you notice about these columns? In what ways are they similar? In what ways are they different? Which types of buildings might each of these be found on?"
3. Convergent - Ask students, "Which type of column is the most plain? Which is the most decorative? What does the capital look like? Does each column have a base?"
4. Closure - Have students look up various building with the different types of columns on them, naming the columns.
5. Application - Have students name a place or two in Pleasant Grove where they have seen these columns (there are several buildings "downtown" with these columns). The students will need to take pictures of them and email them to me. I will show them to the class.
Finally, have students make a model of each column. They may use any medium, such as salt dough, paper-mache, drawing either with pencil or using an online tool, or whatever they want.
I love this lesson about plagiarism. I've always wondered how to help the students understand the problem with plagiarizing. After talking to them about it, about half of them still "copy and paste" and think I don't know. It's always funny when I have them read "their" writing to me and then explain to me what it means. They have no idea. Some of them even tell me their mom or dad "wrote that part." They are usually upset when I make them redo it. So, again, I am going to adapt the lesson from the book. In 6th grade, they simply have to say in the paper, "So and so says..." or something to that affect.
1. Intro - Show students example and nonexamples of plagiarized work. Tell the students we are going to learn about the correct way to use someone else's work.
2. Divergent - Have the students look at the different examples and talk with their group about them. Ask them to notice what is similar and what is different about each example, and make a list of those in a T chart. Discuss as a class.
3. Convergent - Ask more specific questions, such as, "Did the author say in his paper who he got the material/ideas from?"
4. Closure - With a partner, have the students write a paragraph about what plagiarism is and how they can avoid it. Share paragraphs.
5. Application - Have the students make an online poster about an article I give them, using text bubbles, citing it correctly.
When learning about lines in geometry, the students sometimes forget the difference between a line, a ray, and a line segment. This lesson would be perfect for starting this unit!
1. Intro - Show the students pictures of a line, line segment, and a ray. Tell them we are going to begin learning geometry.
2. Divergent - Have students look at the different pictures and list the similarities and differences in each picture. Also hypothesize about what each picture is trying to tell you. Discuss as a class.
3. Convergent - Ask more specific questions, such as, "What does each picture have in common?What does each have specifically?" List these on the board.
4. Closure - With a partner, draw each picture and label with an explanation. Present to the class.
5. Application - Have students make an infographic using the correct information.
Problem-Based Model
I chose these questions from the book, since they are topics we already use in our 6th grade curriculum.
Consider the Japanese internment camps during WWII. When, if ever, should the Bill of Rights be violated? This is a question we talk about quite in depth when learning about WWII. But then we relate it to 9/11. We will have already learned about the Holocaust, as well as the ten internment camps in seven states. So, I will present the problem by showing a video of the bill signed by FDR, then we will develop a plan for what could be done if we have an act of terrorism or war again. I will put the students in groups of four to figure out how they would take care of the problem, and decide if it is a violation of the Bill of Rights, and if so, if it is justified. We will discuss their ideas and then they will implement them. After they are finished we will evaluate each others' ideas to see if they are appropriate, and give ideas of what they like, and what could have been done differently.
How does the size of an object affect its pitch? The text book has this as a music question, but I would use it in science. We already would have learned about waves, sound, and how the tightness of a string affects pitch before starting this. They would develop a plan with small groups to show how the size of the instrument makes a difference. We will have a Q and A period first then I will tell the students to come up with a plan. After they have all made a plan, they will clear it with me to help them clarify any bogus info. The next day they will bring their supplies and make an instrument. After they have made them, we will discuss any problems they have encountered and what they can do to fix it. When they are done they will make a Scratch video showing how the size affects the pitch.
What materials provide the most structural support for an egg dropped off the roof of the school?This is a project we do every year. But I can see how this one can be changed to fit the problem-based model. First, I would propose the question to the class. They can work in pairs or alone. They will watch a video online and then develop a plan. They may NOT copy any idea they find online. We will talk about what each person/group designed and discuss whether or not it might work. They must make it original (find one they like and change it up). They will build them at home and bring them to school on the specified due date. We will then drop them from the roof and give prizes for winners.
Consider the Japanese internment camps during WWII. When, if ever, should the Bill of Rights be violated? This is a question we talk about quite in depth when learning about WWII. But then we relate it to 9/11. We will have already learned about the Holocaust, as well as the ten internment camps in seven states. So, I will present the problem by showing a video of the bill signed by FDR, then we will develop a plan for what could be done if we have an act of terrorism or war again. I will put the students in groups of four to figure out how they would take care of the problem, and decide if it is a violation of the Bill of Rights, and if so, if it is justified. We will discuss their ideas and then they will implement them. After they are finished we will evaluate each others' ideas to see if they are appropriate, and give ideas of what they like, and what could have been done differently.
How does the size of an object affect its pitch? The text book has this as a music question, but I would use it in science. We already would have learned about waves, sound, and how the tightness of a string affects pitch before starting this. They would develop a plan with small groups to show how the size of the instrument makes a difference. We will have a Q and A period first then I will tell the students to come up with a plan. After they have all made a plan, they will clear it with me to help them clarify any bogus info. The next day they will bring their supplies and make an instrument. After they have made them, we will discuss any problems they have encountered and what they can do to fix it. When they are done they will make a Scratch video showing how the size affects the pitch.
What materials provide the most structural support for an egg dropped off the roof of the school?This is a project we do every year. But I can see how this one can be changed to fit the problem-based model. First, I would propose the question to the class. They can work in pairs or alone. They will watch a video online and then develop a plan. They may NOT copy any idea they find online. We will talk about what each person/group designed and discuss whether or not it might work. They must make it original (find one they like and change it up). They will build them at home and bring them to school on the specified due date. We will then drop them from the roof and give prizes for winners.
Inquiry Model
The first question I would use with this model is What is pi? This question is important to me because all through school, including undergrad, I had no idea why in the heck we used pi! When I started teaching school, we used Investigations math and THAT is when I figured out what is was and why we use it.
I would first ask the students what they know about pi. Most know it is a number that starts with 3 point something. I will provide students with various circular objects such as plates, lids, and canisters, and measuring tapes. In small groups the students will measure the distance around and across each object and put them on a graph. We will then talk about the relationship between the circumference and the diameter. What relationships can we find? Once we establish that the circumference is a little more than three times the diameter, they will come up with a formula for the relationship. We will discuss those and then talk about the actual number, 3.1415... and how it is used.
The second question I would use for this model is Why are myths important to civilization? Why do people have myths or legends? Students will then think of reasons why they feel its important to have myths with a partner. They will use the search engine I have created for them and hypothesize based on those web sites why the Greeks created myths. We will list them as a class and talk about them. What can we generalize about the Greek gods and myths?
The third (but not last) lesson I would use would be to discover the relative size and distance of the earth and moon. The students will use sports balls and string to show this. They will look at specific web sites that I will give them to discover the relative size and distance. After they hypothesize what it would look like, they will work with their partner to simulate it. We will look at their simulations and generalize their models. Explain why you put the moon and earth the distance that they are, and why you used those sizes of balls. Once we have discovered the correct size and distance, they will write a paragraph in their science journals describing what they have learned.
I would first ask the students what they know about pi. Most know it is a number that starts with 3 point something. I will provide students with various circular objects such as plates, lids, and canisters, and measuring tapes. In small groups the students will measure the distance around and across each object and put them on a graph. We will then talk about the relationship between the circumference and the diameter. What relationships can we find? Once we establish that the circumference is a little more than three times the diameter, they will come up with a formula for the relationship. We will discuss those and then talk about the actual number, 3.1415... and how it is used.
The second question I would use for this model is Why are myths important to civilization? Why do people have myths or legends? Students will then think of reasons why they feel its important to have myths with a partner. They will use the search engine I have created for them and hypothesize based on those web sites why the Greeks created myths. We will list them as a class and talk about them. What can we generalize about the Greek gods and myths?
-Beliefs are important for us as
humans, it guides us to make decisions
-Pass down to future generations
(ex: what beliefs or traditions do we have? Santa Claus)
-Makes people feel like they have
a reason and purpose in life
-Explained the unexplainable in
Ancient Greek Times
-Shows us how they thought, and how that can
be used as road maps to see how far we have come since then.
-Explained life; made it
make sense. It allowed them to make rules about right and wrong, and justify
reasons behind actions.
The third (but not last) lesson I would use would be to discover the relative size and distance of the earth and moon. The students will use sports balls and string to show this. They will look at specific web sites that I will give them to discover the relative size and distance. After they hypothesize what it would look like, they will work with their partner to simulate it. We will look at their simulations and generalize their models. Explain why you put the moon and earth the distance that they are, and why you used those sizes of balls. Once we have discovered the correct size and distance, they will write a paragraph in their science journals describing what they have learned.
Wednesday, July 1, 2015
Socratic Seminar Model
The great thing about this model is that it gets the students sharing their feelings about how they feel about social issues. I have found that when we share these types of feelings as a class, in a safe, non-judgmental environment, we grow closer together as a classroom community.
The first idea I had for using this model is the debate we usually have with our Greece unit - Sparta vs. Athens. The kids will do all the research they usually do, but when we do the debate we will use the Socratic Seminar model.
The second idea I would use this for is the differences between Rome and Greece, and which one would they rather have lived in. Rome stole a lot of ideas from Greece, but Rome also had some of its own ideologies that we use today.
And the last (and I think the most important) idea I had was for our classroom behaviors. I have most of the rules/habits I want them to know, do, and follow, and I want to discuss with them why I implement those specific ones. But I also want their input on how they feel about them; plus, I want the students to suggest some of their own.
The Socratic Seminar can be very beneficial, if used correctly, to bring a class closer together. Plus, it can open students' minds to new ideas.
The first idea I had for using this model is the debate we usually have with our Greece unit - Sparta vs. Athens. The kids will do all the research they usually do, but when we do the debate we will use the Socratic Seminar model.
The second idea I would use this for is the differences between Rome and Greece, and which one would they rather have lived in. Rome stole a lot of ideas from Greece, but Rome also had some of its own ideologies that we use today.
And the last (and I think the most important) idea I had was for our classroom behaviors. I have most of the rules/habits I want them to know, do, and follow, and I want to discuss with them why I implement those specific ones. But I also want their input on how they feel about them; plus, I want the students to suggest some of their own.
The Socratic Seminar can be very beneficial, if used correctly, to bring a class closer together. Plus, it can open students' minds to new ideas.
Cooperative Learning Groups Model
I taught this in class today:
Cooperative Learning
Model – General
I am going to put you into groups of 4. Each group will get
a paper with a Greek god or goddess and two or three facts about that
god/goddess. You will read it together as a group FIRST! Then, using your
laptop, iPad, or phone, each person in your group will look up information
about your particular god/goddess and find two new interesting facts. You
cannot use ones that I have already included, and each person has to contribute
two DIFFERENT facts from everyone else in the group. Using your fingers, not
your mouths, show me how many people are in each group: (FOUR!) Excellent. Now,
if you each contribute TWO new facts, how many new ones will there be? Show me
with your fingers: (EIGHT)
Any questions?
When you have all found and written two new facts on the
paper, as a group, write a few paragraphs using all the information, including the
info I provided, and the new info you found. Be creative! You will be sharing
these with the class.
Any questions so far?
While you are working in your groups, you will be working on
the cooperative social skill, assisting group members. What are some ways you
can assist your group members? (Have students give ideas. Accept all reasonable
ideas.)
Any questions about any of this?
When your group gets your paper, read it together first, and
then begin. You will have 10 minutes. (I would usually give about 30 min to my
class…)
After 10 minutes:
Have groups read their paragraph to the class.
Okay, on this paper I will pass out, this is where I want
you to rate yourself, as well as each member of your team. Be sure to be honest
about yourself, and about each team member. Grades depend on this. (Pass out
survey, then collect at the end.)
***I could use tech to gather this info, but with the iPads,
the students may see what each other is typing or marking. With paper and
pencil, they can keep it covered. This is something I do in my class a lot –
“Keep your papers covered!”***
Now I want you to log on to glogster...
This would also work
great with the JIGSAW model.
Monday, June 22, 2015
Let's Develop Some Concepts!
Concept Development is a great way to introduce a new topic, and do a pre-assessment to see how to guide my lesson planning.
1. Ancient Rome - What do you know about Ancient Rome?
Using answergarden.com, with a partner, have students brainstorm everything they know, or think they know, about Ancient Rome. Put those ideas into categories with my help. Label these categories. Now make a new padlet and regroup them, seeing if they can put them into better categories. They will need to turn in both. Synthesize what the big idea is, what we want to, and will, learn about Ancient Rome. Have them synthesize in one or two sentences on their padlet. Share with the class. Turn in. Look at their padlets to find out what kids already know, and what they really want to learn.
2. Seasons
Using answergarden.com, with a partner, have student discuss what they know, or think they know, about why we have seasons. Give the students some categories. Have students put those ideas into the categories. Now make a new padlet and regroup them, seeing if they can put them into better categories, or just show a different way to group them. They will need to turn in both. Synthesize what the big idea is about why we have seasons. Have them synthesize in one or two sentences on their padlet. Turn in padlets to make sure they did both groupings. Look at their padlets to find any misconceptions I need to fix during the unit. Have the students make a one page ppt with their one or two sentences and share with the class.
3. Heat, Light, and Sound Waves
Brainstorm ideas about what heat, light, and sound all have in common. Have pairs list them on padlet. Have students put them into categories. Label the categories. Discuss these categories as a class. Have students make a new padlet and put them into new categories that might work better, or just show a different way to group them. Have them synthesize in a sentence or two on their padlet. Turn in padlets to make sure they did both groupings. Look at their padlets to find any misconceptions I need to fix during the unit. Have the pairs make a glog about their big idea and share with class.
Notes to self for future references
Steps:
Listing (brainstorming, prior knowledge)
grouping (identify characteristics)
labeling (can combine/switch steps 2 and 3)
regrouping (other ways to group) (have students turn in both, the original group and regroup)
synthesize (summarize the big idea)
Use for a pre-assessment, assessment; when something might have lots of parts to it.
Benefits include deeper understanding; learn students' background knowledge; see that there are many different ways to group things
Disadvantages - time, glitches with tech
Grouping students - put high and low level kids together; do on paper first then make one on padlet
***This also might be good for introducing Phases of the Moon***
1. Ancient Rome - What do you know about Ancient Rome?
Using answergarden.com, with a partner, have students brainstorm everything they know, or think they know, about Ancient Rome. Put those ideas into categories with my help. Label these categories. Now make a new padlet and regroup them, seeing if they can put them into better categories. They will need to turn in both. Synthesize what the big idea is, what we want to, and will, learn about Ancient Rome. Have them synthesize in one or two sentences on their padlet. Share with the class. Turn in. Look at their padlets to find out what kids already know, and what they really want to learn.
2. Seasons
Using answergarden.com, with a partner, have student discuss what they know, or think they know, about why we have seasons. Give the students some categories. Have students put those ideas into the categories. Now make a new padlet and regroup them, seeing if they can put them into better categories, or just show a different way to group them. They will need to turn in both. Synthesize what the big idea is about why we have seasons. Have them synthesize in one or two sentences on their padlet. Turn in padlets to make sure they did both groupings. Look at their padlets to find any misconceptions I need to fix during the unit. Have the students make a one page ppt with their one or two sentences and share with the class.
3. Heat, Light, and Sound Waves
Brainstorm ideas about what heat, light, and sound all have in common. Have pairs list them on padlet. Have students put them into categories. Label the categories. Discuss these categories as a class. Have students make a new padlet and put them into new categories that might work better, or just show a different way to group them. Have them synthesize in a sentence or two on their padlet. Turn in padlets to make sure they did both groupings. Look at their padlets to find any misconceptions I need to fix during the unit. Have the pairs make a glog about their big idea and share with class.
Notes to self for future references
Steps:
Listing (brainstorming, prior knowledge)
grouping (identify characteristics)
labeling (can combine/switch steps 2 and 3)
regrouping (other ways to group) (have students turn in both, the original group and regroup)
synthesize (summarize the big idea)
Use for a pre-assessment, assessment; when something might have lots of parts to it.
Benefits include deeper understanding; learn students' background knowledge; see that there are many different ways to group things
Disadvantages - time, glitches with tech
Grouping students - put high and low level kids together; do on paper first then make one on padlet
***This also might be good for introducing Phases of the Moon***
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