Task 2: Collaborative Lesson

Stage 1: Analyze

Goals:

6th Grade Science

L6-8RST2: Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
L6-8RST9: Compare and contrast the information gained from experiments,
simulations, video or multimedia sources with that gained from reading a text on the
same topic.
6th Grade ELA
ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others.
ELAGSE6W7: Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
Standards for the 21st Century Learner:
1.1 Follow an inquiry- based process in seeking knowledge in curricular
subjects, and make the real- world connection for using this process in own life.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
3.1.2 Participate and collaborate as members of a social and intellectual network of
learners.
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
4.1.5 Connect ideas to own interests and previous knowledge and experience.

Learners:
 These students are 6th graders at East Laurens Middle School. Overall, they are
average middle school children who have problems concentrating on school work since
they are much more social at this age. They are very active so they work much better
when they are allowed to collaborate and work on projects together. As most students,
they learn better when they are taught using a variety of learning styles and
consideration for differences will have to be put into this lesson. Since they are a social
group, they will need to be reminded that they are to work together with inside voices.
The content area science teacher and I met to discuss the areas in which her
students needed the most help when using literacy skills. She stated that on
standardized tests they often scored average or below on the skill of
comparison/contrast. They could certainly use some additional practice when
comparing and contrasting ideas. She also said that these students copy from
resources instead of paraphrasing. She does not think they mean to plagiarize but they
just have poor note taking skills that need to improve. We both agreed that we would
remind them about plagiarism and explain how they could avoid it by paraphrasing
rather than copying. We both discussed that we needed to have a variety of activities
that would meet every student's learning style.

Stage 2: Design

Learning Objectives:

1. The students will collaboratively use various sources to locate and

organize needed information details and use them to present their knowledge.
2. The students will compare and contrast items using an online graphic
organizer.
3. The students will use sources ethically and responsibly by paraphrasing
rather than plagiarizing.

Outcomes:

The students will collaborate using Destiny and the Internet to locate needed sources
for their chosen topic.

The students will complete a T-chart of same/different paraphrased notes on their topic.

The students will use Ideament to complete a compare/contrast of their topic using an
online graphic organizer.
Stage 3: Develop

Facilitation:

The content teacher and I decided that we would design a lesson where students
would work together to produce a project using technology. Using this activity design
should meet their social needs as well as keep them on task since they will have an end
goal in mind. In addition, working together should help to alleviate any anxiety that might
exist concerning the lesson. We decided that the media center would be the best place
to teach the lesson since there is more room to move about, it has a greater variety of
resources, the tables are great for a collaboration area, and more computers are
available for student use.
These students love to use technology and they are still at the age where they like to
see their work published for others to see. Therefore, this lesson will give them the
opportunity to do both of these so they should stay motivated throughout the process.
The science teacher and I decided that I would take on the role of "facilitator"
implementing the lesson where she would be more of an assistant helping in areas
where needed such as handing out materials, helping students during the research
phase, and publishing the finished webs to the media website.

Logistics:

Since this is a collaborative lesson where students will need to work together, the
library tables work great for this type of interaction. The library has rectangle tables with
chairs so as many as 8 students could gather at one table. For this lesson since
students will be working in pairs, there will most likely be one group on each side of the
table. They will have plenty of surface room to work.
The groups will be randomly selected by using numbers. My partner will assist by
letting the students choose a number. Students who have the same number will form a
group. I will explain that media center rules are still to be observed and that groups can
be adjusted by me. The lesson is to be completed in a structured and serious manner.
The students must stay on task since this lesson must be completed in one class
period. They will not be told this, but if slower students need additional time their
classroom teacher will allow them to return to the media center with a pass.

Stage 4: Implement

Lesson: Comparison/Contrast Research

Content Area: Science/Language Arts
Grade: 6th
Mrs. Griffin/Science Teacher

Introduction

Activity 1:

Hook:

I will project two pictures on the whiteboard and ask for students to identify
likenesses and differences. I will write their responses on the whiteboard underneath
the projected pictures using a T-chart divided into two columns labeled "Same" and
"Different". This will lead to the Review of Compare/ Contrast slide discussion:

Comparing:
when you identify things that are alike or are the same between two or more
things
Contrasting:
when you identify things that are not alike or that are different between two or
more things

REMEMBER

When you compare, you are stating similarities. (Same)

When you contrast, you are stating differences. (Different)

Group Students Randomly

After the discussion review using the slides, my assistant will let every student select
a number from a hat. Two tickets for each number have been placed in the hat. If you
have an odd number of students, you give the extra student a "Group Grabber" ticket
so the student may "grab" any group to join. Allow pairs to sit together at the library
tables so they can help each other as they conduct their research.

Activity 2:

Research Topic
 Each group will be given a topic list handout, a T-chart handout, and an explanation
about the resource link they may use to help with their project. My partner will assist
with the handouts.

Topic List:

Each group will be given a choice of two topics to use in their research. They will
choose either "Planets" or "Layers of the Earth". Students will use a variety of sources
to find their needed information.

T-Chart:

At the completion of their research, each group will organize facts into "Same" and
"Different" using the divisions listed on their topic handout. The listed divisions are used
to limit the topic due to time constraint.

YouTube Video:

The students will be shown a short video called "4 Steps to Paraphrasing". This
video explains and gives examples of how to paraphrase. After the video and any
questions answered, the groups will begin their research.

Activity 3:

Project Completion:

The group will use their completed T-Chart to complete their comparison/contrast
web using Ideament, a 2.0 free graphic organizer web tool. The app will be linked on
the resources page. Since the students have used this resource before, my assistant
and I will facilitate when needed. One student will build the "Same" web side while the
second student will build the "Different" side. At the completion of the web, it will be
saved so my partner can publish it on the center site.

Stage 5: Evaluate

Overall Impression:

The students seemed to really enjoy this lesson. There were many students asking if
we could do another web lesson. Most students did a great job of staying on task, but of
course, as an instructor I knew there would be a few problems due mostly to the
immaturity of the students.
 Time or lack of it is always a problem for some students. In this lesson this problem
also occurred for a couple of groups. Of course, their teacher and I had already planned
for this.
The students said their favorite part of the lesson was building the web. The science
teacher and I already knew that this would be the case. Students love using technology
especially when it is fun.

Formative Assessment:

Informal Observation
Teacher Formative Research Rubric
Self-Evaluation Team Rubric

Summative Assessment:

Summative Ideament Collaborative Rubric

Lesson Adjustments:
Lack of time and poor student behavior are the two areas that need to be addressed
before this lesson is taught again. Too many groups overall did not have enough time to
complete their webs. Most lessons where students use technology to complete an
assignment take more time to complete than others. This could be from lack of
technology at home. Students who have technology at home seem to finish at a quicker
rate. Next time, I will divide this lesson into two days with an extended activity for the
students who finish early.
Poor student behavior is a more difficult problem to address. Being instructors in a
public school with numerous low socioeconomic students, we teach all students with a
range of great backgrounds to pitiful ones. Too many students lack guidance at home
resulting in the same bad behavior at school. Their content area and I have decided to
try some kind of reward system that would interest this type of student. She is preparing
a survey to be given in her classroom to help us identify some possible rewards. I hope
this helps but some of these students are already in the juvenile system in our county.