Differentiated Learning Plan Project Template

Transcription

1 Differentiated Learning Plan Project Template Name: Natasha Torno Grade Level: Fourth Unit Topic/Theme: Life Science Unit Plan Sketch Part One: Develop KUDo s for your unit. Use correct format and be comprehensive in content. Unit: The World of Living Things Grade: Fourth Standards: SC a Compare and contrast characteristics of living and nonliving things SC5.3.3.c Recognize the living and nonliving factors that impact the survival of organisms in an ecosystem SC g Share information, procedures, and results with peers and/or adults SC b Identify the life cycle of an organism SC b Identify how parts of plants and animals function to meet basic needs SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations. SC a Describe adaptations made by plants or animals to survive environmental changes Materials: Scott Foresman: Science Grade 4 Teachers Edition Volume 1 Know: Chapter 1 Chapter 2 Cell Genus Chlorophyll Stamen Nucleus Species Sepal Ovary Cytoplasm Vertebrates Pistil Fertilization Chloroplast Invertebrates Photosynthesis Dormant

2 Understand: Students will understand that organisms are living things. Students will understand structures and reproduction of plants. Students will understand that living things are classified by both similarities and differences. Students will understand characteristics of living things (plants, animals) Do: Compare and contrast plant and animal cells. Create a graphic organizer that summarize the main ideas of this section. Identify the parts of a plant. Reflect on the similarities and differences between plant and animal cells. Reproduce the stages of the life cycle for plants. Identify the basic needs of living things. Explore parts of plants. Explore parts of a flower. 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: Ch. 1 Lesson 1 & 2 Building Blocks of Life/ How Living Things are grouped Students go to assigned groups (these are based on readiness). In each group student s will scan lessons 1 & 2 for highlighted vocab words. There is a total of 6 words. Students will create webs for each word. Below average students will give the definition, characteristics and an example of each word. Average students will give a definition, characteristics, examples and nonexamples for each word. Advanced (Gifted and high achieving) students will give the definition, the characteristics, examples and nonexamples as well as applying it to them to their own life and how they might affect them. Word webs will be made as a group. We will then come together as a class and discuss everyone s word webs. Next I will introduce the animal kingdom. I will have a list of animals on the board. As a class, we will place these animals into the correct kingdom. Students will have their own sheet to follow along with and fill out. An exit ticket will be given to assess how well students understood these first two sections.

3 Day Two: Ch. 1 Lesson 3 How Plants are Classified Have students draw a plant that they are familiar with. Then have them describe some of the structures scientists would use to classify the plant that they drew. On the backside, have students list 3 Vascular and 3 nonvascular plants. Then have them list 3 Flowering plants and 3 cone-bearing plants. Students can use their ipads and books to research these. Day Three: Ch. 1 Lesson 4 & 5 How are animals classified and how do they adapt As a class discuss different animals and their characteristics/traits. Encourage students to think of characteristics beside what they can see on the outside. Compare similar and different traits of the different types of animal s students come up with. Next have students explore Lesson 4 in the book. Then have them find the highlighted vocab and write it in their science journals. Then have them define it in whatever way they will remember it. Now have students come up with 2 invertebrates and 2 vertebrate animals. Name the characteristics that classify them as such. Then have them describe how those adapt to the environment around them. Day Four: Ch. 2 Lesson 1 & 2/ Review Ch. 1 What are plants characteristics and the parts of pants Have students scan through lesson 1 and 2 and create a list of words that they do not know or don t understand. Then have them turn to a partner and have them discuss what those words could mean. Then come back together as a class and discuss those words. Have students write these words in their science journals so that they can define them as the class goes on. Put a picture of a plant up on the projector and discuss its different characteristics and parts. Activity time: each student will be given a different type of fruit (apple, Kiwi, pear, strawberry, i.e.) Each student will look at their fruit and list its characteristics (smooth, rough, fuzzy). Then students will cut their fruit in half and label the parts of their fruit (stem, seeds) as well as naming the characteristics they see on the inside of the fruit. If students have any questions they can look in books, ask a friend or they can look it up on their ipads. For homework, students will need to draw a picture of a plant and label its parts. As a preview for the next day, also have students draw a picture of a flower and label its parts. Day Five: Ch. 2 Lesson 3 & 4 How do plants reproduce and what is the life cycle of a plant At the beginning of the lesson hand out a KWL chart with the 6 vocab words for lesson 3 and 4. Have students fill out what the know and what they want to know. Then have them turn it in for me to review. I will return it to students tomorrow so that they can fill out the what they learned part. Have students refer to their drawing of a flower that was assigned the day before. Have a picture on the board of a flower and as a class discuss its different parts and how they play a role in the flowers reproduction. Now have students create a diagram of the life cycle of

4 a plant. This can be done however the students wants. They can draw it, they can cut out pictures from magazines, they can make a digital representation, however the students choose. Students will be given a prompt/set of guidelines to follow. Day Six: Review/Reteach As a class, we will look over the student s science journals. They will then reflect on all that they have learned through these lessons. I as the teacher will give them a writing prompt that has them reflect on all the information they have learned. The prompt will also have them reflect on what they feel they could learn more about or what they want to learn more in depth about. Then students will use their ipads to submit their work by taking a picture and uploading it to the classroom app. Students will be allowed to take this home and work on it as homework. Day Seven: Ch. 1 and 2 Assessment This will be an Independent summative assessment, project/presentation format. Students will be prompted to display their learning. They can create a poster, brochure, PowerPoint, Prezi, Blog, website, or whatever they come up with. Students can pick how they will demonstrate their learning. Then they must come and have it approved by me. Once I have approved students can then begin. They will have all class period to start their work. I will then give them an additional to finish their projects. On a set date, students will present their projects to their classmates. Whether that be reading their brochure or explaining their poster. This assessment is geared towards the student interest and their learning profile. Long Form Lesson Plan: Clearly define differentiated techniques for specific students in the righthand column of the lesson plan. Concordia University Long Form Lesson Plan Grade Level: Fourth Subject: Science State Standards: SC5.3.1.a Compare and contrast characteristics of living and nonliving things SC b Identify how parts of plants and animals function to meet basic needs Name of Lesson: What are Plants Characteristics and the Parts of Plants

5 I. Goal: Students will be able to identify plant characteristics and parts of a plant. II. Objectives: Students will be able to identify 3 characteristics of a plant with % accuracy. Students will be able to label the parts of a plant cell with % accuracy. III: Faith / Values Integration: None -This may vary based on the student readiness. Some students with IEPs may have a lower amount that they must achieve. -Students who are high achieving may have a more in depth/more detailed objective to reach. None IV. Integrated Technology: Students can use their ipads to research any information they -Students can have help from me or they can do not know or to come up with examples. use books instead of their ipad. V. Materials: Pencils/Pens/Paper Fruits (apples- enough for whole class) -Students may use ipads for writing. This will Science Journal Paper Plates ipad s depend on the student s needs. Or if it is Student Textbook Safety Knives written in the students IEP. Crayons/Colored pencils VI: Procedure: Set / Hook: Review vocab for the chapter. Students will create -Students can write these in their science a list of words that they do not know or don t understand. Transition: Now we are going to discuss different characteristics and parts of a plant. Main Lesson: Parts of a Plant -On the board, there will be a picture of a plant. As a class, we will discuss the different parts of a plant. Leaf, stem, roots, taproots. -Students will have a worksheet in front of them that they can fill out as we discuss. Activity journals. They can then go back and fill out the definitions as they learn then throughout the lesson. -If students need help, they can ask someone at their table or they can look at pgs in their student textbook. - Students can look back at this sheet or their book when they are working on their homework. Pg For parts of a plant and parts of a flower -If student is unable to cut their apple, I will - Each student will be given a piece of fruit. walk around and help them cut it. - First students will look at their fruits and write characteristics they notice about their fruit. Students will write this in their science journals. -High achieving students may draw a picture of the fruit. They may also create a list of characteristics that other fruits like kiwis or - Then students will cut their fruit in half. strawberries may have. - Students will then look at the inside of their fruit. -If students are unable to write, they may be - Students will then write down a list of characteristics that they see on the inside of their fruit. allowed to type what they see. This may be students with IEPs or students who are struggling with their writing skills.

6 - Next, as a class we will discuss the parts of their -For students who get done early (high fruit. The teacher will have a picture of an apple up achieving/gifted) Prompt them to think on the board so that all can see. outside of the box. As them what fruits have - We as a class will label the parts that we see and we will discuss the parts that we might not see or know. roots like plants do and what plants come from trees. Have them think of why certain plants come from the ground with roots but - Students may not eat their apples. Then throw away their trash. others don t. Ask students to apply what they have learned to their learning in the world. Or Transition: You have now learned how to identify characteristics and label parts of plants as well as this fruit. Just so I know where you are, I am going to give you an exit slip to complete. Conclusion: I will then hand out exit slips so that I can see where everyone stand after the lesson. where they could see themselves using this information in the future. -If students do not understand certain parts of have any questions about characteristics or parts, I will provide books or websites that they can reference too. -If students can t have apples, then we will find a fruit for them to dissect and then eat. I as the teacher will make appropriate worksheets for that fruit and help that student since theirs won t be the same as the rest of the class. VII. Assessment: Exit Slips: Students will be asked to summarize what they have -These will be based on the student s interest. learned. -Each slip will be the same size, with plenty of This may be done my drawing a picture, writing a story, bullet room for the students to summarize how they points, or a diagram. Students may write any areas they are struggling with or any areas they feel that they really have a grasp on. choose. -I will give students 10 minutes to complete this. If they need more time that we can work it out based on how much they have completed. Either complete by the end of day or they may take it to the next class with them or work on it during a free period. VIII. Assignment: Students will draw a picture of a plant and label its parts. Then they will need to identify 3 characteristics of this plant. Preview for tomorrow s lesson: Students will draw a picture of a flower and label its parts. -Students can use their book to label the parts of a plant. They can also go online and research different plants they can draw. -Students can use their book to find the parts of a flower. -If students cannot draw very well, they can print off a picture of a plant and a flower and then label it and name some characteristics. -High achieving students may also give a brief explanation of how those parts are used/what they do for the plant.

7 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. Create the Assessments: Copy/Paste/Create two forms of assessment below. The assessments can come from any day in your unit plan sketch. Exit Ticket: There will be five questions on the exit ticket. (Informal Formative Assessment) 1. What is the largest classification group? 2. Where does a monkey fall on the Animal Kingdom chart? 3. Name 3 parts of a cell. 4. What do you feel you need to learn more about? 5. What topic do you feel like you strongly know? Explain why. KWL Chart: Students fill out Know and want to know for the vocab words Sepal, Pistil, Stamen, Ovary, Fertilization, and dormant. Once they fill it out they will bring it to be too look over. I will give it back to them at the beginning of class the next day to fill out. Informal Pre-assessment.