| rockpowerpoint1.pptx |
| scientist_journal_rubric1.doc |
| powerpoint_checklist_final.doc |
| wordle_-_rocks.htm |
RITTI E2T2 Project Woonsocket Session 1, July 2010
Rhode Island Unit of Study Title: Pebbles, Sand and Silt
Overall days: 28 days (Approx. 6 weeks)
Discipline/Content Area Focus: Science (Earth and Space Science)
Grade Level: Grade 2 ESL (English as a Second Language)
Discipline Content:
Students will learn that the earth and earth materials as we know it today have developed over long periods of time, through continual change and processes. (Statement of Enduring Knowledge - ESS1)
Processes:
Students will use Scientific Inquiry to:
· Observe
· Predict
· Question and hypothesize
· Collect data
· Represent, analyze, & interpret data
· Communicate understanding & ideas
· Use evidence to draw conclusions
Essential Questions:
- Why do scientists study rocks?
- Why do people collect rocks?
- What is the importance of rocks in our everyday lives?
Earth and Space Science
Domain/Statement of Enduring Knowledge:
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
Assessment Target:
SS1 (KE-4) INQ –1
Given certain earth materials (soils, rocks or minerals) use physical properties to sort, classify, and describe them.
Grade Span Expectations:
ESS1 (K-2)–1
Students demonstrate an understanding of earth materials by …
1a describing, comparing, and sorting rocks and soils by similar or different physical properties (e.g., size, shape, color, texture, smell, weight).
1b recording observations/data about physical properties.
1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny).
Notes, clarifications, and prerequisites regarding standards:
There are no Life Science GSE’s that come before this “grade level span” K-2.
In the Life Science GSE’s that come after K-2 (Grades 3-4), the assessment target continues to be the “use of physical properties to sort, classify and describe earth materials (soils, rocks, or minerals).
The Grade Span Expectation strand adds minerals, temperature, hardness, and composition, analyzing within a group and citing evidence, such as prior knowledge or data, to support why earth materials are classified or not classified together (including minerals).
ESS1 (3-4) –1
Students demonstrate an understanding of earth materials by …
1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition).
1b recording and analyzing observations/data about physical properties (e.g., within a grouping, which characteristics are the same and which are different).
1c citing evidence (e.g., prior knowledge, data) to support why rocks, soils, or minerals are classified/not classified together
Additional Learner Outcomes (not necessarily assessed):
The following Grade Span Expectations in Engineering and Technology will be embedded in the unit,
through children’s collaborative use of Wordle.com and PowerPoint creations and presentations.
ET2 - Effective design through engineering and technology is the outcome of a problem solving process involving the application of content knowledge, acquired skills, and creativity. (ITEA STL 8-13)
· ET2.1 (K-4) Explore and recognize the attributes of the design process.
1c. completing tasks cooperatively in a group setting.
ET2 -Effective design through engineering and technology is the outcome of a problem solving process involving the application of content knowledge, acquired skills, and creativity. (ITEA STL 8-13) ET2.2 (K-4)
· ET2.2 (K-4)Explore and recognize basic technological products and systems, as well as their tools
2a. identifying and safely using the required tools for a specific task.
The following Grade Level Expectations in Written and Oral Communication will be embedded in the
unit, through children’s engagement in scientific investigations and discussions and in the
creation, writing and delivery of their oral PowerPoint presentations.
Written and Oral Communication
Structures of Language: Applying Understandingof Sentences, Paragraphs, Text Structures (W-1)
W–2–1 Students demonstrate command of the structures of sentences, paragraphs, and text by…
W–2–1.1 Writing short sentences (Local)
Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies (W-8)
W–2–8 In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strategies by … W–2–8.1 Including details/information relevant to topic and/or focus (Local
Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics (W-9.1 to 9.3)
· W–2–9.2 Using capital letters for the beginning of sentences and names (Local)
W–2–9 In independent writing, students demonstrate command of appropriate English conventions by…
· W–2–9.4 Using correct end punctuation in simple sentences (e.g., period) (Local)
· W–2–9.5a. Correctly spelling grade-appropriate, high-frequency words (Local)
Oral Communication Strategies: Interactive Listening (OC-1)
OC–2–1 In oral communication, students demonstrate interactive listening by …
· OC-2-1.1 Following multi-step verbal instructions and directions to answer questions or perform tasks (Local)
· OC–2–1.2 Conversing, and asking questions about content (e.g., stories, songs or poems) (Local)
· OC–2–1.4 Participating in large group discussions to show understanding (Local)
Oral Communication Strategies: Make Oral Presentations (OC-2)
OC–2–2 In oral communication, students make oral presentations by…
· OC–2–-2.1 Orally ordering ideas in a sequence, carrying on a conversation, asking and answering questions (Local)
· OC–2–2.5 Using strategies to engage audience (e.g., using eye-contact and adjustment of rate and volume) (Local)
Taught Curriculum Instructional Sequence:
Investigation 1: First Rocks
Day 1 - Three Rocks
- How are rocks different?
- What happens when rocks rub together?
- What happens when rocks are washed?
- How are some rocks the same?
- How many ways can rocks be sorted?
- What rocks can we find around us?
Investigation 2: River Rocks
Day 6– Screening River Rocks
- How can rocks be sorted by size?
- How else can rocks be sorted by size?
Technology For Students by the Students…
Children will take a cup with an assortment of river rocks and sort them by identifying one of its properties (e.g. size, shape, color, luster). Next, with the help of a magnifying glass and a sorting matt (chart/graphic) they will classify the selection of rocks by their corresponding attributes (e.g. small, medium, large; round, oval, triangular; red, gray, speckled; shiny, dull, etc.). Children will record their observations in their scientist journals. Once completed, the partners will go the computers to use http://www.wordle.net to type and create a display of their selected properties and attributes of rocks. Children who complete the task quickly, can create more than one wordle display, by repeating the sorting activity with a different set of properties and attributes.
Day 8 & 9 – Sand and Silt
- Is there an earth material smaller than sand?
Is there an earth material smaller than silt?
Investigation 3: Using Rocks
Day 12 – Rocks in Use
- How do people use earth materials?
- What does sand do for sandpaper?
- How else can sand be used?
- What else can be made with clay?
- How are bricks made?
Day 19, 20 & 21 – Homemade Soil
- What’s in dirt?
- Are all soils the same?
- How do soils differ?
- Work on PowerPoint slide creations with a partner.
Technology For Students by the Students…
Teacher will guide children on how to make a PowerPoint presentation on the classroom computers with the aid of an Elmo/projector. Some time will be spent on showing children how to search for images http://www.googleimages.com to add to their slide. Some editing and publishing techniques will be demonstrated (font size, color). Students will work in pairs to create a PowerPoint slide to contribute to a whole class project/presentation that will demonstrate different things the students learned about rocks and other earth materials. Slide needs to incorporate, in writing, four important discoveries made throughout unit, one key point from each of the four areas of investigations (First Rocks, River Rocks, Using Rocks, and Soil Explorations). There must also be a written response to one of the Essential Questions listed for the unit. Once completed, pairs will revise/edit and practice presenting “orally” in preparation for Class Presentation (Refer to criteria checklist).
Day 28 Present PowerPoint Presentations to Class (Parents may be invited!)
Resources and Materials:
Need:
Complete Foss Kit on Pebbles, Sand and Silt
Includes Teacher Resource Binder/Investigations, Blackline Masters, all of materials needed to use with students (rocks, magnifying glasses, sandpaper, sand, soil, etc.); scientist notebooks; and student Science Stories – Pebbles, Sand and Silt (individual copies and big book) - Foss Science stories Published and distributed by Delta Education; Peter and the Rocks (science storybook included w/ Kit).
The following are a list of Foss links that are directly related to the unit of study. The various links direct you to a Foss Site with resources for Teachers, Parents and Students (teacher preparation videos for each investigation, blackline masters in English and Spanish, vocabulary lists for unit (English & Spanish), interactives for the students).
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/frameset.php?page=teacher_videos.html
Foss Website w/ teacher preparation videos for each of the investigation pieces
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html for students… view questions…ask a scientist
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/activities/findearthmaterials.html Find Earth Materials (Activity involves finding objects in real world made from various earth materials. - Interactive Game for Kids… Also provides names, definitions and samples of earth materials.)
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html Pebbles, Sand and Silt Unit/Investigations Matrix (summary)
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html Module Summary
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html Home School Connection
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/frameset.php?page=teacher_videos.html
English Blackline Masters
http://www.fossweb.com/resources/vocab/Pebbles,_Sand_and_Silt_G.pdf Glossary English
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/frameset.php?page=teacher_videos.html
Spanish Blackline Masters
http://www.fossweb.com/resources/vocab/Pebbles,_Sand_and_Silt_G_Sp.pdf Glossary Spanish
The following are links to the GLE’s/GSE’s and WIDA Standards referred to in unit:
http://www.ride.ri.gov/assessment/DOCS/ELL/PreK-5_English_Language_Proficiency_Standards_.pdf
WIDA Standards PreK-5 for Second Language Learners
http://www.ride.ri.gov/assessment/DOCS/ELL/Understanding_WIDA_English_Language_Proficiency_Standards_Resource_Guide.pdf WIDA Resource Guide For Second Language Learners
http://www.ride.ri.gov/assessment/DOCS/ELL/Performance_Definitions_for_WIDA_Levels_of_English_Language_Proficiency.pdf Definitions of Levels of Proficiency for ELL’s
http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20science%20gses%204.0.pdf Earth and Space Science GSE’s
http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/Grades%20K-5%20Written%20and%20Oral%20Comm%20%20GLEs%20Final%20Version%202006.pdf Written and Oral Communication GLE’s
http://www.ride.ri.gov/Instruction/DOCS/gle/Eng%20and%20Tech%20GSEs/Microsoft%20Word%20-%20E%20%20T%20GSEs%20Draft%201%204-12-07%20v1%202.pdf Engineering and Technology GSE’s (Draft Form, November 1, 2006)
Instructional Considerations: Key Vocabulary:
The following links direct you to a Foss website that lists a complete list of vocabulary that should be taught throughout the unit on Pebbles, Sand and Silt.
http://www.fossweb.com/resources/vocab/Pebbles,_Sand_and_Silt_G.pdf Glossary English
http://www.fossweb.com/resources/vocab/Pebbles,_Sand_and_Silt_G_Sp.pdf Glossary Spanish
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html Vocabulary/Glossary
Differentiation Strategies (for all student learners):
To accommodate learners with different learning styles and/or various language abilities (English Language Learners – ELL’s)several strategies will be used throughout the unit:
· Activate prior knowledge/background
· Turn and Talk
· Vocabulary Development
· Illustrations/Photos
· Cooperative Learning
· Teacher Modeling
· Guided Practice
· Diagrams/Graphic Organizers/Charts (KWL, Venn, Etc.)
· Scientist Journals
· Manipulatives/Realia
· Whole group, Small Group and Pairs/Partnerships
· Technology (interactive on computer, as well as projects)
Also, Spanish Blackline Masters and Vocabulary word lists for the unit are available on the Foss website and can be used as resources for use with ELL students and their families. (especially for students at the lowest English Proficiency Levels).
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/frameset.php?page=teacher_videos.html
Spanish Blackline Masters
http://www.fossweb.com/resources/vocab/Pebbles,_Sand_and_Silt_G_Sp.pdf Glossary Spanish
http://www.ride.ri.gov/assessment/DOCS/ELL/PreK-5_English_Language_Proficiency_Standards_.pdf
WIDA Standards PreK-5
http://www.ride.ri.gov/assessment/DOCS/ELL/Understanding_WIDA_English_Language_Proficiency_Standards_Resource_Guide.pdf WIDA Resource Guide
http://www.ride.ri.gov/assessment/DOCS/ELL/Performance_Definitions_for_WIDA_Levels_of_English_Language_Proficiency.pdf Definitions of Levels of Proficiency
Depth of Knowledge:
Students will reach Depth of Knowledge Level 4 (DOK 4) by creating/designing a PowerPoint presentation slide. They will combine knowledge acquired from working with all of the different earth materials and list/explain facts learned and relatefindings to the real world and everyday life as they answer the essential questions listed in the unit.
Institute for Learning (IFL) Strategies/Research Based Strategies:
· Throughout the course of the unit the children will engage in the following principles of learning as they: work in the grade specific GSE’s outlined for the lesson, and participate in the science inquiry process (observe, predict, question and hypothesize, collect data, represent, analyze, & interpret data, communicate understanding & ideas, use evidence to draw conclusions). A culminating “group” PowerPoint project will recognize the students’ efforts and celebrate their new learning, by way of sharing with each other and/or school community and parents (in form of PowerPoint/oral presentation and individual books that can be taken home and shared w/ families).
Organizing for Effort
· Curriculum geared towards standards
Clear Expectations
· Standards available and discussed
Recognition of Accomplishment
· Celebration with family and community
Academic Rigor in a Thinking Curriculum
Commitment to a Knowledge Core
· Curriculum and instruction organized around major concepts
High Thinking Demand
· Students expected to raise questions, solve problems, reason
Active Use of Knowledge
· Apply prior knowledge
Accountable Talk
Accountability to the Learning Community
· Actively participate in classroom talk
· Listen attentively
· Elaborate and build on each other’s ideas
Accountability to Knowledge
· Specific and accurate knowledge
· Appropriate evidence for claims and arguments
Teaching Strategies:
To accommodate learners with different learning styles and/or various language abilities (English Language Learners – ELL’s)several strategies will be used throughout the unit:
· Predict
· Categorize, Classify
· Observe/Report/(oral, written, illustrations)
· Summarize, Synthesize
· Activate prior knowledge/background
· Turn and Talk
· Vocabulary Development
· Illustrations/Photos
· Cooperative Learning
· Teacher Modeling
· Guided Practice
· Diagrams/Graphic Organizers/Charts (KWL, Venn, Etc.)
· Scientist Journals
· Manipulatives/Realia
· Whole group, Small Group and Pairs/Partnerships
· Scaffolding
· Technology (Computers, Projector & Elmo will be used to compile and present project)
· Technology (Foss Website Interactives for Students) http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html for students… view questions…ask a scientist
http://www.fossweb.com/modulesK-2/PebblesSandandSilt/activities/findearthmaterials.html
Find Earth Materials (Activity involves finding objects in real world made from various earth
materials. - Interactive Game for Kids… Also provides names, definitions and samples of earth
materials.)
Assessed Curriculum: Assessment Options
Embedded, Formative Assessments
Classroom observations based on active class participation and collaboration & scientist journal entries.
http://mrslacerda.wikispaces.com/E2T2+Project+LacerdaScientist Journal Checklist for Pebbles, Sand and Silt
http://mrslacerda.wikispaces.com/E2T2+Project+Lacerda Scientist Journal Rubric
http://mrslacerda.wikispaces.com/E2T2+Project+Lacerda ELL Writing Rubric (outlines/designates ELL Proficiency level)
http://mrslacerda.wikispaces.com/E2T2+Project+Lacerda Writing Rubric for ELL’s
http://www.ride.ri.gov/assessment/DOCS/ELL/Speaking_Writing_Rubrics_for_Classroom_Assessment.pdf WIDA Speaking and Writing Rubrics for English Language Learners
http://www.ride.ri.gov/assessment/DOCS/ELL/PreK-5_English_Language_Proficiency_Standards_.pdf
WIDA Standards PreK-5
http://www.ride.ri.gov/assessment/DOCS/ELL/Understanding_WIDA_English_Language_Proficiency_Standards_Resource_Guide.pdf WIDA Resource Guide
http://www.ride.ri.gov/assessment/DOCS/ELL/Performance_Definitions_for_WIDA_Levels_of_English_Language_Proficiency.pdf Definitions of Levels of Proficiency
Summative/Unit Assessments
Common Tasks
None
Benchmark Assessments
None
