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Student: Margarita De La Rosa Course: EDU 521-03 Grade: Third Grade Topic: The Solar System: The Sun

Professor: Rickey Moroney Date: July 31, 2013 Content Area: Science

INSTRUCTIONAL OBJECTIVES After viewing a Brain Pop Jr. Video and an instructor created Weebly website about the sun, students will be able to use an iPad app, titled Drawing, to create a labeled diagram of the layers of the sun. They will complete this work with 75% accuracy according to the teacher created multimedia project rubric. Key Concept: Students will understand and be able to label the layers of the sun. STANDARDS AND INDICATORS Common Core State Standards Reading Informational Text (CCSS): ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. Integration of Knowledge and Ideas (CCSS) ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Indicator: These will be evident during the SMART Board lesson, using Brain Pop Jr., when the students discuss what they learned about the Sun and its layers. They will also be working in groups and pairs to complete the worksheets that are on Weebly. They will use the illustrations in the SmartBoard lesson to understand the layers of the sun and its characteristics. NETS for Students 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as means of personal or group expression.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students will: a. understand and use technology systems. b. select and use applications effectively and productively. Indicator: Students will build on their existing knowledge to create an original labeled drawing of the layers of the sun using an iPad and a drawing app.

MOTIVATION The students will be shown a YouTube video clip about the sun that will contain a song about the layers of the sun. MATERIALS SMART Board, computers with internet access, notebooks, pencils, worksheets, iPads, laptops, Weebly, SMART Notebook Lessons, sun websites, Paint app, and worksheets.

STRATEGIES Direct Instruction Independent Work Class Discussion Teacher Demonstration Cooperative Learning Whole Group Instruction

ADAPTATIONS The students who are English language learners will be provided with pertinent vocabulary and key words, containing illustrations, prior to the lesson. They will also be provided with an online translator. The student who has a hearing impairment will be placed in a sear located in front of the classroom, where the direct instruction is taking place. A set of amplification headphones will be provided not only to assist in the direct instruction, but for the class discussion as well.

DIFFERENTIATION OF INSTRUCTION English Language Learners and special education students will be allowed more time to complete assignments and have more assistance. To help complete the worksheets on the Weebly the teacher will provide the students with YouTube videos and websites. With assistance with the Paint app the instructor will provide these students (ELLs and special education students) with a folder of clip art of each one of the layers of the sun and some notes on each. This will provide them with some information that will assist them in identifying each layer. Students May complete an additional worksheet that defines vocabulary words in a teacher

created SMART board notebook activity. This will allow differentiation by pace and allow extra time for students to complete worksheets and the layers of the sun diagram on the iPad paint app.

DEVELOPMENTAL PROCEDURES The teacher will lead the class in a discussion. The teacher will go around the room and ask the students what they already know about the sun. What is the sun? Where is the sun? What is the sun made of? The Brain Pop Jr. video lesson will introduce the characteristics of the sun. The teacher will then go around and ask the students various questions about the sun. Why is the sun important to us? How many layers are in the sun? The teacher will then continue the lesson by showing the students how to access the Weebly, websites, video, games, and apps by doing a demonstration on the SMART Board. The students will then be grouped according to ability and will work together to navigate the Weebly and complete any assignments posted on it. The students will need to complete the worksheets provided. They may navigate around the Weebly website in order to answer each of the worksheets. After each group has completed each worksheet, as a class the students will go over the worksheets and interact with the SMART Board by coming up and answering the questions. What is a star? What are the layers of the sun and their characteristics? Why is the sun so important to the Earth?

ASSESSMENTS Students will use a Paint app on the iPad to create and label the layers of the sun and will be able to obtain an accuracy level of 75% or more. The rubric for the assignment is shown below:
Scientific Drawings: The Layers of the Sun Teacher Name: Ms. De La Rosa Student Name: ___________________________ CATEGORY 4 Labels Every item that needs to be identified has a label. It is clear which label goes with which structure. General Formatting Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date 3 Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure. Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date 2 Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure. Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner. 1 Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with item. Lined paper is used AND/OR the drawing is much too small or much too large.

Accuracy

are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate. 95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately. All words are spelled correctly in the title, labels and caption/description.

are in the lower left corner.

94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.

94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately. 75% of the words are spelled correctly in the title, labels, and description.

Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

Spelling

Drawing general

All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled. Lines are clear and not There are a few smudged. There are erasures, smudged lines almost no erasures or or stray marks on the stray marks on the paper, but they do not paper. Color is used greatly detract from the carefully to enhance the drawing. Color is used drawing. Stippling is carefully to enhance the used instead of shading. drawing. Overall, the Overall, the quality of drawing is good. the drawing is excellent.

Fewer than 80% of the words are spelled correctly in the title, labels, and description.

There are a few erasures, smudged lines or stray marks on the paper, which detract from the drawing OR color is not used carefully. Overall, the quality of the drawing is fair.

There are several erasures, smudged lines or stray marks on the paper, which detract from the drawing. Overall, the quality of the drawing is poor.

INDEPENDENT PRACTICE Following the lesson in the sun, students will be able to complete a take-home worksheet; where they are to define all the layers of the sun and compare and contrast to layers of the sun. FOLLOW-UP DIRECT TEACHER INTERVENTION: The student, under direct intervention with the teacher, will use a series of online and print activities to help reinforce knowledge of the sun and its layers.

ACADEMIC INTERVENTION: The student who has mastered the project will conduct further research about the sun, and be able to explain the effect of the sun on the Earth. This will then be presented in the students own Weebly presentation. TEACHER REFERENCES 4Teachers.org (2013) Rubistar.Retrieved from http://rubistar.4teachers.org/ Brainpop. (1999). Retrieved from http://www.brainpop.com/ De La Rosa, M., Lockwood, A., & McDermott, A. (2013, July). The Solar System. Retrieved from http://www.weebly.com/weebly/main.php Glogster EC, Inc. Glogster edu. Retrieved from http://edu.glogster.com/LLC, V. (2013, July 22). YouTube, Inc. (n.d.) The Layers of the Sun Song. Retrieved from http://youtu.be/GZC7mocf1Q4

Activities on Weebly

Activity #1 After watching this BrainPop video, http://www.brainpopjr.com/science/space/sun/ complete the following activity with a partner:

Activity #2 Explain why the Sun is so important to the Earth.

Activity #3 Click on the image below to learn the meaning of each vocabulary word. Write the vocabulary words with their meaning in your notebooks

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