Friday, August 28, 2009
Partner Blog II Proposal Discussion
Quick write a short proposal with rationale, area of focus you are considering and a few ideas of what you envision your outline to look like. Include ideas from readings. Share your quick write/overview with your Blog Partner and Seek Feedback. Partners will ask probing questions of each other and share resources and ideas.
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Hi Friends!! My unit will adapt the current math program to better integrate literacy. The topic I picked is fractions.
ReplyDeleteActivity 1: Students will recognize a fraction represents a part of a whole. Use the Math Matters read aloud book - Clean Sweep Campers to introduce the fraction concept then applicable math work.
Activity 2: Students will use concrete materials to compare fractional parts. Then explain their new learning in their math journal.
Activity 3: My Cyberlesson will introduce math language specific to fractions, and also introduce comparing fractions. The websites I have found are varied and I believe there will be a good amount of reading to correlate to literacy. Closure will be students journaling about their new learning.
Activity 4: Will utilize the vocabulary in the cyberlesson to compare more complex fractions. Math journal as closure.
Activity 5: Generate equivalent fractions using concrete materials, and once again journal on their new learning.
Activity 6: I plan on having parent volunteers come into the classroom to explain how they use fractions in their jobs. Then students will practice using fractions in this real world context, i.e. pretend they are contractors and need to measure using fractions to be exact. Students will be able to chose their profession from the guest speakers.
ReplyDeleteActivity 7: Students will create a "fraction book" that explains what fractions are and uses our math vocabulary.
Activity 8: Student will share this math book to a lower grade (k or 1). Along with this book share I will provide a recipe for us to make together that incorporates using fractions in measuring and portioning out the snack. (Cooking is my second career!!!)
I will be interested to hear your valuable input, I feel I have a good amount of literacy woven in - but let me know! Can't wait to read your wonderful units!!!!
MY RATIONALE: This unit builds off of a state-created experiment called “Soggy Paper” whose purpose is twofold: (1) to provide background knowledge of the scientific method and (2) to introduce students to matter through the “Changes” unit. It is expected that third graders will be able to use the knowledge they gained about the scientific process and inquiry science in fourth grade and especially in fifth grade when taking the science Connecticut Mastery Test. It has been my experience that although the students enjoy this experiment, it needs to be part of a bigger unit to teach the objectives, big ideas, and enduring understandings.
ReplyDeleteSo my area of focus will be on teaching the scientific method and scientific inquiry thorough the "Soggy Paper" experiment that I know you ladies are familiar with. I don't feel that I can outline it day by day yet, however, I know that I want to start by teaching students the scientific method first. Only after they have a strong knowledge of this will they be able to engage in scientific inquiry. I envision that the students will have to create their own valid and reliable experiment with the given materials and test their hypothesis. My cyber lesson will provide additional information to do so because it will allow students to critique other student experiments and determine if they are "fair" or not which is a major part of the fifth grade CMT. At the end of the unit, I will extend this knowledge to apply it to them as consumers...what else could they test to determine the better brand (besides paper towels...etc.). These ideas are based on an article called "LIteracy leraning and scientific inquiry: Children respond" which explains the importance of studetns who experiment, sovle probles, and discover how the world functions. This article also stresses the importance of building background knowledge before the students engage in inquiry science (asking questions, developing experiments to answer those questions)....I feel like I am all over the place...HELP LADIES!!!!
ReplyDeleteResponse to Molly-I can't believe that you could break it up into potential days...you are amazing! You have a nice "flow" of activities. I love the way that you added more literacy to our math unit on fractions....that is desperately needed for our students! Also, the activities at the end of your unit are not only engaging, but build a literacy community, have the students writing for a real purpose/audience, and connnect what they have learned to the real world! GO YOU!!!!!!!!!!!!
ReplyDeleteMolly-
ReplyDeleteQuestions to consider...or not :)
-I know you always differentiate, but don't forget to explicitely state how you would do this with your students. Maybe various instructional groupings?
-It seems that there should be something between day 1 and day 2 to scaffold their learning. I think day 1 is absolutely vital to begin your unit, however, comparing fractions (on day 2) might be a bit of a jump...possibly more creating/identifying fractions/also fractions of a set.
-I like the way you used concrete materials on day 2....using questions like what do you notice about 1/2 and 1/3 and 1/4....Maybe the cyber lesson can occur before day 2 to build background knowledge?
-On day four....what do you mean about "complex fractions"? Do you mean mixed fractions? I like the way your days build upon each other!
-Activity six sounds is really great! It will probably take at least two days. Think about how you will allow students to pick the occupations...this might be tricky! Will you have an assignment planned that goes with each occupation? Student choice will lead to lots of engagement...I like how you built this in!
-The fraction book could be set up so that they have to incorporate something that they learned each day...a rubric might help them and be useful for your grading!
Hope these were helpful!
Hi there! Hope everyone's weekend is going well. :) The focus of my unit is on carrying out simple tests as they relate to the properties of matter. I have chosen to construct this unit because I believe that while East Hartford has 7 clear and appropriate grade level expectations for the concept "Properties of Matter", there are several gaps in our current instruction and material base. Teachers are expected to adhere to the "Changes" unit and pacing guide, which, under more thorough inspection, lacks integration of literature and really only addresses one out of the seven standards for this unit. Furthermore, this unit will fit snugly as either a precursor or a follow-up to Kathleen's unit on teaching the scientific method (my unit involves students in carrying out simple tests by following written and oral directions independently, which might build up to more complex scientific inquiry processes; conversely, it can also be used to build on what students have already learned about the scientific method so that they can continue to design and conduct their own tests involving matter-however-I am leaning more toward this being a precursor to Kathleen's unit).
ReplyDeleteTo help me create a 6-8 day lesson sequence, I first analyzed the curriculum and listed the key vocabulary and verbs (things that students should be able to do by the end of this unit). Since Kathleen is addressing GLE #5 ("Design and conduct fair tests to investigate absorbency, etc."), and the "Changes" unit addresses GLE #2 ("Carry out simple tests to determine if materials dissolve, sink/float," etc.) I tried to put the remaining standards into groups that could be taught as mini-units within the larger unit.
ReplyDeleteDays #1-3: Focus on using simple tests to compare/contrast and classify the properties of solids, liquids, gases
Days #4-6 Focus on using simple tests to observe changes in the properties of matter (Cyberlesson would fall in this range; would probably focus specifically on heat's role in changing water from one state to another)
Days #7-8 Focus on using simple tests to evaluate effectiveness of materials for keeping a substance warm or cold
I am not so sure if this unit is too lofty as it stands. It may seem like a lot of material for 6-8 lessons...should I be more narrow in my focus and only pick one standard for this unit? On the other hand, I feel like if I am too specific, the pacing will be too slow. I guess I need to think more about this.
Kathleen:
ReplyDeleteThank you for your feedback about my unit, very helpful as always.
In response to your unit. I agree that the students need more information on scientific method and inquiry. Since this is, more than likely, their first explicit exposure to formal scientific experiments they will need a lot of hands on. Creating their own experiment might be helpful but have you considered having them design an experiment after they complete soggy paper with you. It may help them build on their new learning.
Kathleen:
ReplyDeleteMaybe your cyberlesson could interactively walk the students through an experiment?
Have you thought of the literacy component to the experiments. I am not sure what is out there but I will do some searching to see. Perhaps some would be helpful to use in building background knowledge.
Annie:
ReplyDeleteI believe we were asked to do 8-10 Activities, that can be one day each or more than one day. So I believe you would be able to do it if you chose (Realistically you are right about the pacing and I would keep them together). I like the sequence of days, beginning with comparing the states of matter will give students excellent background knowledge and common vocabulary to use throughout the unit!
It sounds like so far the unit will allow for discussions and questioning. All important for Kathleen's unit!
I am excited to see how your two units come together!
Here is a more specific breakdown of activities (I am not committed yet, just brainstorming.)
ReplyDeleteActivities to Accomplish Before the Unit:
-have students practice listening to simple directions to complete tasks, then reading simple directions to complete an experiment
-pre-assess content matter through List-Group-Label, key terms self-assessment, and classifying substances as solids, liquids, gases
Day One: "What is Matter?" -discussions will focus on difference between matter and non-matter, students will read and conduct simple tests with a partner to draw conclusions about matter vs. non-matter
Day Two: "Classifying Matter Based on Visible Properties"-formal definitions of "matter", "solid", "liquid", and "gas" are introduced; students pull items out of a mystery bag and use the formal definitions to explain whether that item is a solid liquid gas; from this students brainstorm properties of each state, and create a 3-way Venn Diagram
Day Three: "Pulling It All Together-THe OObleck Experiment"
Read-Aloud Tie-In:Dr. Bartholomew and the Oobleck (Dr. Seuss)
-students will read and follow steps to conduct simple tests to determine if a substance is a liquid or solid based on what they have learned about them
Day Four: "Predicting the Effect of Adding/Removing Heat on Water"
-I would like a literature tie-in for this, but don't have one yet
-lesson would focus on student's predictions about 4 teacher demonstrations involving water, and students would record observations/conclusions in a journalish way
Day Five:"Understanding Molecules"
-may involve use of Benchmarks texts, depending on what aligns with this lesson
-teacher demonstration/explanation of factors affecting molecular attraction using magnetic balls
-involve students in molecular dramatization, possible reader;s theater if obtainable
-needs more development, integral to understanding yesterday's and tomorrow's lessons in more depth
Day Six::Cyberlesson? Would most likely involve the text "Drip Drop: How Water Gets to Your Tap" and would focus on the relationship between heat and changing states of water
Day Seven: Here is where my unit is still undeveloped, as I would like to address GLE # 5 "Evaluate the effectiveness of different materials for keeping a substance warm or cold" but I am not really sure what this means?? Do either of you ladies have any ideas about how to teach this? My last few lessons would focus on this expectation.
I still have not thought about how to post-assess all this information cohesively. I would like to work on developing more performance-based assessments, but it seems like a lot of information to synthesize!! Any ideas?
SOrry I wrote a novel, it just helps me to see everything all laid out. I am open to any suggestions!
Kathleen! I am so excited about your unit, because I am starting to get a clearer picture of how it might tie in with what I am doing, and how we can work together to pull this all together!!
ReplyDeleteI feel like my unit may be a nice pre-cursor to yours. Your standard expects students to "design and conduct fair tests" while mine would first involve them in "carrying out simple tests". My unit would also expose students to the concept of "properties", so they would have some background knowledge about observing visible characteristics before conducting the absorbency experiment.
My unit might first teach students how to follow simple verbal directions, then simple steps to conducting an experiment independently. By the end of my unit, students should be ready to learn how to design their own experiments before conducting them, which would lead them into your unit!
You might begin your unit by exposing students to the language of the scientific method through some simple fair experiments. I have some excellent second grade level material that follows the scientific method process that students would hopefully be able to read and complete independently after having gone through my unit.
Have you been able to find any good literature related to your unit? I read in one of my articles that fiction is a great way to generate interest in a scientific concept, so I am working on finding a science text that might relate to inquiry and introduce students to fair tests. I will keep looking!!
Molly, I like your idea about having students do the soggy paper experiment first, and then conduct their own experiment. Nice scaffolding. I think the soggy paper experiment also leaves room at the end for an extension with different materials, so students could attempt to conduct their own experiment with familiar concepts before moving on to unfamiliar territory.
ReplyDeleteMolly! I will take a look at your unit too! I guess I got over-excited about the compatibility of Kathleen's topic with mine...but I didn't forget you! I will try to blog later this week. :)
ReplyDeleteDear Molly,
ReplyDeleteYou have got a plan! How is your proposal different from what you usually do? What areas in terms of your own PD do you want to grow and build? Find the holes to address.
Kathleen,
ReplyDeleteExcellent feedback to Molly. I am so excited that you work as a team because you all know your curriculum and can add and support each other's work!
Kathleen,
ReplyDeleteI am glad you decided on the scientific method and inquiry and are aligning with CMTs. Perhaps you can have kids read engaging books that include experiements and have them consider how these reflect the scientific method. Sort of "the anatomy of an experiment" idea- Does this sound feasible-useful? others?
Coaster girl,
ReplyDeleteI love how you are interfacing with Kathleen. If you two coordinate there will be real benefits for your learners and your science curriculum and teaching!
Dr. Kurkjian:
ReplyDeleteWith this lesson I was focusing on bringing the language arts into math. I do not typically do this because I am unfamiliar with how to link the two together and I hope this unit will increase my effectiveness in the classroom. I hope that this unit will allow me to meet the needs of a particularly diverse class that I have this year and allow a literacy connection to motivate my students. Also with this class I will need to design a lesson that not only meets my below grade level students but challenges my grade level students. This class came at a perfect time for me!
Annie:
ReplyDeleteDon't worry about not getting to me, you and Kathleen have some exciting planning going on! On your question about keeping a substance warm or cold....I believe it is expected that students would create simple experiments to determine what keeps ice frozen and hot water hot. I think they would brainstorm using coolers, their hands, the counter, or leaving something in the warm sun to see how long an ice cube lasts. I believe the focus would still be conducting an experiment and evaluating the data collected. Kathleen, does that make sense to you?
Annie:
ReplyDeleteNow I may be wrong, but I believe in a science lab a lot of the performance assessment goes on during the labs. However, if you wanted to do something separate at the end you could set up a small experiment and have the students complete it using all the steps they learned, i.e. observing properties and ensuring they have conducted a fair test - oh just a thought you could conduct and experiment in front of them and they could evaluate you in written form. Was your test fair? Did you observe the properties? How would they change it?
Annie,
ReplyDeleteI really enjoyed your justification for this unit and I think that our units will fit perfectly together. I agree that my unit should come after yours since it seems to build off of many of the objectives that you will address...what great background knowledge that I plan to capitalize on!
Here are my comments to consider, again, take them or leave them!
Days 1-2: I like the way you are scaffolding student learning. Possibly preselecting the vocabulary words, putting them on index cards for each group, and having them sort/classify them in groups might be a good preassessment of background knowledge.
Day 3: The OObleck experiment sounnds interesting...is this with cornstarch? I love the literature connection.
Day 4: When I think of how water changes with adding/removing heat, I think of weather. Maybe a literature connection that explains water, snow...or the water cycle?
Day 7: For some reason, my first thought was having an icecube and having materials (plastic bags, paper bags, different fabrics, bowls...)that students would choose from to keep the ice cube from melting. This reminds me of "The Melting Race" in our unit...could you use this?
A general comment: Review your sequence of lessons to make sure that they build off of the previous one. Maybe sticking to only one major concept for each day...I think this will make it easier for you to plan and seem less daunting.
Assessment: I agree with Molly, most will be performance based, anecdotal notes...evidence of learning can be detected through questions/comments during discussions. Have you thought of using self assessment rubrics like how they would rate their participation, level of cooperation with their group...
Annie, I am very excited about this unit! GO YOU!
Responses to my comments:
ReplyDeleteMolly: You're right! Completing soggy paper together would be a great way to scaffold learning in this unit. I also liked your idea about the cyber lesson guiding them...I hadn't thought about that!
Annie: I would be interested in the second grade materials so that I could modify them...I like the idea of simple experiments to introduce the different parts of the scientific method...thanks!
Dr. K: I love your suggestion about incorporating literature on experiments and then relating that back to the scientific process...I have a few books that I am contemplating...do you have any others in mind?
TO ALL: HELP!!!!!!!!!!!!!!!!!
I don't feel like I have enough literature that supports my objectives...any suggestions? I have a book that talks about a class on egg drop day. I am thinking that I want a book that has students completing experiments incorrectly so that they aren't fair then the students could discuss and fix them. Or could I use a kids book of experiments where the students could pick an experiment to analyze....finding all of the parts?
Thankyou Molly, Kathleen, and Professor Blog for all of the very helpful comments. I will take a look at the logical sequencing of lessons again and try to create more of a flow to the lessons. I will definitely use Molly's and Kathleen's suggestions for materials that conduct heat. It would be nice to have the students continuing to practice following simple steps to design and conduct their own experiments to evaluate the effectiveness of different materials. I can't wait to use all of the suggestions!
ReplyDeleteKathleen,
ReplyDeleteI found this text online called "Bugged" that is a grade 1-3 early reader where the main character keeps getting bitten by mosquitoes and goes on a journey of scientific inquiry to problem solve his dilemma. He hypothesizes solutions with his family and friends. It seemed like a cute and accessible way to introduce students to the idea of the scientific method and inquiry!
The website was called "The Picnic Basket".
ReplyDeleteMolly,
ReplyDeleteYour lesson flow, literature integration, and community involvement/real world application are wonderful! It seems like you are going to capture all kinds of learners, from the analytic, to the practical, to the creative. I also like that you included a significant amount of writing! You may even want to try the RAFT strategy that we learned about as a nonfiction writing strategy...for instance, the students write from the role of a fraction or whole. It could be another really creative way for students to demonstrate their understanding of fractions. Way to go on a solid sounding unit!
Kathleen:
ReplyDeleteI just had a few suggestions for books, more literature based but still science applicable...the Franny K. Stein series by Jim Benton, or the students could read about scientists in general (biographies). Hope this is helpful!
Ladies,
ReplyDeleteI have explored all of your suggestions about texts...YOU ARE THE BEST!
Annie,
ReplyDeleteI have a perfect experiement for you! It is called Melt-a-thon...it is to prevent ice cubes from melting. I will bring it to class tomorrow.