Liz Sanford
490TER
Dr. Sandy Levin
July 2000
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Goal 6 B, Goal 7A, Goal 10 B |
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Goal 12 A-B, Goal 13B |
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Goal 17A-B-C |
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Goal 3 A-C, Goal 4 B, Goal 5 A-C |
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6 b.2; 7A.2a; 7A.2b; 10B.2d |
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12A.2a; 12B.2a; 13B.2a; 13B.2c |
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17A.2b; 17B.2b; 17C.2a |
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3.A.2; 3.B.2b; 3.B.2d; 3.C.2a; 3.C.2b; 4B.2a; 4B.2b; 5A.2b; 5B.2b; 5C.2b |
| 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. |
6.B.2 Solve one- and two-step problems involving whole
numbers, fractions and decimals using addition, subtraction, multiplication and division. |
| 7
A. Measure and compare quantities using appropriate units, instruments and methods. |
7.A.2a Calculate,
compare and convert length, |
7.A.2b Solve addition, subtraction, multiplication and division
problems using currency. |
| 10B.
Formulate questions, design data collection methods, gather and analyze data and communicate findings. |
10.B.2d Interpret results or make relevant decisions based on the data gathered. |
| 12A. Know and apply concepts that explain how living things function, adapt and change. |
12.A.2a
Describe simple life cycles of plants and animals and the similarities and differences in their offspring. |
| 12B. Know and apply concepts that describe how living things interact with each other and with their environment. |
12.B.2a
Describe relationships among various organisms in their environments
(e.g., predator/prey, parasite/host, food chains and food webs). |
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13B. Know and
apply concepts that describe the interaction |
13.B.2a Explain how technology is used in science for a variety
of purposes (e.g., sample collection, storage and treatment;
measurement; data collection, storage and retrieval; communication of information). |
13.B.2c Identify and explain ways that science and technology influence the lives and careers of people. |
| 17A. Locate, describe and explain places, regions and features on the Earth. |
17.A.2b Use maps and other
geographic representations and instruments to gather information about people, places and environments. |
| 17. B. Analyze and explain characteristics and interactions on the Earth's physical systems. |
17.B.2b
Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra. |
| 17C. Understand relationships between geographic factors and society. |
17.C.2a Describe how natural events in the physical environment affect human activities. |
| 3A.
Use correct grammar, spelling, punctuation, capitalization and structure. |
3B.
Compose well-organized and coherent writing for specific purposes and audiences. |
3C.
Communicate ideas in writing to accomplish a variety of purposes. |
| 3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts and punctuation. | 3.B.2b Establish central idea, organization, elaboration
and unity in relation to purpose and audience. 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. |
3.C.2a Write
for a variety of purposes and for specified audiences in a variety
of forms 3.C.2b Produce
and format compositions for |
| 4B.
Speak effectively using language appropriate to the situation and audience. |
4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format. 4.B.2b Use speaking skills and procedures to participate in group discussions. |
| 5A. Locate, organize, and
use information from various sources to answer questions, solve problems and communicate ideas. |
5.A.2b Organize and integrate
information from a variety of sources (e.g., books, interviews,
library reference materials, web- sites, CD/ROMs). |
| 5B. Analyze and evaluate information acquired from various sources. |
5.B.2b Cite sources used. |
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5C. Apply acquired |
5.C.2b Prepare and deliver oral presentations based on inquiry or research. |
Technology: Students will need access to the internet and cd rom encyclopedias to research animals. They will also need some type of presentation software like Hyperstudio or Kid Pix slide shows to present their information to the class. Students will also have overhead projectors to display the spreadsheet of supplies purchased and will watch ocean related videos. I will have students using the classroom computer and their required computer lab times to research. I'm hoping that the six new multimedia computers will be set up for use to help in the creation of the presentations. Students will need to have a good understanding of how the software programs work. I did not include this instruction in the ocean unit daily plans. Students will practice different software programs before starting this unit using the tutorials found on my networking handbook and from teacher lectures and handouts. We will look at a Floor Plan from the internet using the LCD projector.
Teacher needs to have knowledge of:
spreadsheets
word processor
Hyperstudio and/or KidPix
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Accommodations: Most of the work within this unit will be cooperative group work. Students will be strategically grouped to assure multiple ability levels. Individual research will be monitored closely for those students with extra needs. Students who receive special education services will work with the special education teacher in the classroom setting. She will help me to assess their work-possibly using altered rubrics or work checklists.
I have had students in the past that don't have the social skills necessary to work in a group setting. I will place this type of student with two capable cooperative students and monitor the group daily. I will set up a reward system if needed to reward the student when working well within his/her group. If the student is still incapable of working within the group, I will assign him/her individual assignments similar to those in the unit.
I plan on meeting regularly with each group to discuss possible problems and work out solutions. I will meet with groups as needed in addition to regular conference times. One bulletin board will be have a "Conference Needed" signup board so that groups can sign up for a problem/solution conference. This type of meeting will start as a teacher -group conference and may develop into a class discussion for problem solving solutions.
I am hoping that exciting the students and keeping them active will eliminate most of the problem behavior associated with class lessons.
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All group activities are discussed in greater detail in the Ocean Unit Plans Page
Group Activities:
- Write a persuasive letter for funding
- Design underwater science facility using specific size requirements
- Describe your facility and its location on the ocean floor
- Create a model of the facility
- Present projects
Individual Activity:
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Parental and/or community Involvement: Parents will be informed of the unit and asked to participate by accumulating necessary materials. I will also count on parent volunteers to help with group activities like the creation of the building model. A guest speaker-engineer- will be available for questions and will teach students the floor plan and building design strategies. Parents will also be invited to watch the group presentations.
Additional Staff Support: I will need the special education teacher present during science. I may also need help from the librarian and cooperation from the computer teacher.
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School to Work: This unit will include career discussions about oceanology, scientific research, and engineering. Students will meet an engineer and learn some basic engineering terms. They will explore a link called: "Oceanography and your Career" And watch a video called, I Wanna Be a Ship Captain.
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