## PortfolioSheena Hawker

### 101 Presentation-Educ.7554

The link is the same as the picture below. I included both because the picture is easier to read.

#### 'H' Template

Teacher(s) Name ____Sheena Hawker________ Position _______Teacher_______________________

School/District ____Terreton Elementary/West Jefferson____ Grade Level(s) ____5th______________

Lesson Title _______Understand Whole-Number Place Value______ Subject ___Math_____________

Essential Questions (What are some questions to get students thinking about the topic or generate interest about the topic? What essential question or learning are you addressing? What questions can you ask students to help them focus on important aspects of the topic?) You should have no more then 2 or 3 essential questions and your essential question should tie into or address one or more of your content standards)

How are whole numbers and decimals written, compared, and ordered? How can we understand place-value relationships?

Content Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain?) Be sure it related to your essential question/learning. You must include state and/or common core standards in this section.

Math.5.NBT.1- Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Math.5.NBT.2- Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Math.5.NBT.3- Read, write, and compare decimals to thousandths.

Math.5.NBT.3a- Read and write decimals to thousandths using bas-ten numerals. Number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).

Math.5.NBT.3b- Compare two decimals to thousandths based on meaning of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Math.5.NBT.4- Use place value understanding to round decimals to any place.

Overview or Project Instructional Plan (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work.) This is a clear summary of what you plan to teach. It should be concise and yet thoroughly communicate the components of your lesson.

Lesson Introduction, Lesson, Guided Practice including videos clips and then Independent Learning will be done in the computer lab on Pearsonrealize.com we will be doing the ‘Practice Buddy’ assignment that is associated with this lesson instead of working in our workbooks.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do?) Your assessment should be specific and tie to your standards. If you are grading on a rubric include what aspects will be graded on the rubric.

The formative assessment for the lesson will be the completion of the ‘Practice Buddy’ assignment that is given today. On this assignment there are certain questions that are checked for lesson understanding and will determine differentiation for homework assignments. There is no rubric for this assignment. The computer will grade this math assignment and the students will know their scores right away.

Resources (What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) List or explain what technology tools will help your students learn their content standards. What technology knowledge or skills will they need to be successful in your lesson or project.

Computer lab, pencil. Paper, workbooks, website: Pearsonrealize.com

Students will need to have basic computer skills; know how to turn the computer on and use the mouse and keyboard as I give directions. I will show them the different online tools that are available in the assignment. There are things like an online pencil for writing out problems; there are online manipulatives that look just like the physical ones in our classroom so they can manipulate to figure out the problem. There is a measuring tape. They can change the colors of their tools, and have things read to them.

Technology Preparation (What technology skills would you expect students to have to complete this assignment? How can you find out if students have this foundation? What difficulties might students have?)

Students should have basic computer skills; know how to turn the computer on and use the mouse and keyboard as I give directions. Most (if not all) students will know how to do this. Some computers are different so I may need to walk around and show them where certain things are on this computer or operating system. I am not concerned but having a student who has never worked on a computer before. It is always possible but very unlikely. Since I plan this to be the first computer lab experience of the year we are really taking our time and I will know who needs what as we go.

Management (How and where will your students work? Classroom, lab, groups, etc? How are you managing student devices and technology? What digital citizenship skills will students need to be safe?) You should be specific in what management or digital citizenship skills you will teach in order for your students to be successful.

For procedures, today I will be teaching that when I say “We are going to the lab and working on our assignments in Pearsonrealize today. Please line up.” They know exactly what I am talking about and what I want them to do. I always start with an area clean up. They need to put things on their desks away and throw away any garbage they have. Next, they will need to get some scratch paper and a pencil. When they have these items they will need to line up alphabetically (which will also correspond with their classroom groups at the beginning of the year and will primarily be their lab groups for the year). When they are ready with their needed items and are quietly waiting for my instruction we will walk down to the computer lab. I will start on the left and since I will have 4 groups and there are 4 tables it will be pretty easy to seat them. I will explain that this is where they should be every time they come to the computer lab. Today’s experience will be all about following directions. I will give them a little freedom on the last couple of problems in ‘Practice Buddy’ on Pearsonrealize.com.

Sometimes we will be the first ones in the lab for the day so I will teach them how to turn the computers on and login. I will explain that we don’t lean back in our chair because they will break. We don’t write on the desks because it is hard to get off and they will get to use their lunch recess to do the work. We don’t kick each other under the tables, it hurts and they will spend their lunch recess writing an apology letter. We don’t talk to other people unless the assignment requires us to. Talking can get very noisy as the room echoes and people need to be able to concentrate on the assignment. I will also explain that our lab time is limited and we don’t have enough of it for them to play around and get the work done. They are to be on the assignment the entire time. (Later I will different assignments they can work on and they can choose which one they want to start with and then they move on to another one. This way there is choice and they are always working on an assignment during lab time.)

We will rarely if ever the last class in the lab so I will instruct them on how to log out successfully, leaving the computer on and ready for the next class to sign in and use the computers. We will make sure that our tables are clean, the chairs are pushed in and then we will line up with the items that we brought with us in hand. We will shut off the lights on our way out.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role as a teacher? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)

Classroom instruction will be structured as a ‘I do, we do” the ‘you do’ portion will be taken to the lab. In the lab, especially for this lesson, it will be teacher directed. The students will be following directions and putting in the input I tell them to. They are learning about Pearsonrealize.com today. How to log in, find their assignments, work with the online tools, save work and sign out. Later in the year they will be able to do most of these themselves, without me even being in the room. Technology can be more interesting to students and a nice alternative for this assignment to give variation to my lessons. After we understand the ‘Practice Buddy’ assignments we will look at the ‘Homework” assignments and the additional help videos and games they can access at home for more help with the lessons. This website could make the workbook obsolete but not everyone has access to computers outside of school so I rarely assign the homework this way. I also only have the lab 1-2 days a week so my ability to work the Independent Practice the way I am today is also very limited.

I am hopeful that we will have the needed time to actually work through the assignment but really it will be a lot of procedures work today.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

I haven’t had a student yet that couldn’t learn the procedures so every student will follow today’s instruction. Now, when it comes to choosing the assignments later, for IEP students, I will chose assignments from the same concept but lower grade or basic math skill games they can play while the class is busy with the other assignments. For my ELL students the entire program is also available in Spanish. Depending on their level of language acquisition I can choose to have the help videos in Spanish and keep the assignment in English or if they are new to the language I may start them out completely in Spanish. If they are new to the language I would have already paired them with a translator and those two would be allowed to talk as they follow my instructions.

Closure/Reflection/Celebration (Will there be a closing event? Will students “celebrate” their learning? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing?

• What went well and why?

• What did not go well and why?

For closure/reflection I will ask the students the last two questions you listed, What went well and why? And What did not go well and why? These will help me know if the procedural layout of my instruction was effective. If not, I can adjust for the next lesson when I teach them how to do the ‘Homework’ assignment in Pearsonrealize. The Celebration piece will be that we get as far as we did today and we all have a basic understanding of the assignments part of the Pearsonrealize website.

#### 'A' Template

This template or process is for more open-ended classroom instruction where the teacher is doing less designing of specific activities and more facilitating of student learning. (Template with guiding questions.)

Teacher(s) Name ___Sheena Hawker_________ Position ______ Teacher___________________

Lesson Title __Decimals to Thousandths______________ Subject _____Math______________

Essential Questions (What are some questions to get students thinking about the topic or generate interest about the topic? What essential question or learning are you addressing? What questions can you ask students to help them focus on important aspects of the topic?) You should have no more then 2 or 3 essential questions and your essential question should tie into or address one or more of your content standards)

How are whole numbers and decimals written, compared, and ordered?

How are decimals written to the thousandths place?

Content Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain?) Be sure it related to your essential question/learning. You must include state and/or common core standards in this section.

Math.5.NBT.1- Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Math.5.NBT.3- Read, write, and compare decimals to thousandths.

Math.5.NBT.3a- Read and write decimals to thousandths using bas-ten numerals. Number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).

Mathematical Practices

MP.2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others.

MP.4 Model with mathematics.

MP.6 Attend to precision.

MP.7. Look for and make use of structure.

Overview or Project Instructional Plan (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work.) This is a clear summary of what you plan to teach. It should be concise and yet thoroughly communicate the components of your lesson.

Lesson Introduction, Lesson, Guided Practice including videos clips, then Independent Learning will be done in the computer lab on Pearsonrealize.com. and finally student will complete a presentation to explain how to write decimals to the thousandths place, and compare them with whole numbers and other decimals.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do?) Your assessment should be specific and tie to your standards. If you are grading on a rubric include what aspects will be graded on the rubric.

The formative assessment for the lesson will be the completion of a presentation that they could use to explain to someone else how to write decimals to the thousandths place, and compare them with whole number and other decimals.

In order to receive full credit for the assignment students will need to incorporate in their presentations:

An introduction: What are we learning about today?

Step by step instructions to solve a specific problem.

Visuals: Photos, drawings, graphs or videos

Reflection: What did you learn today? What helped you the most in learning this concept? Do you have any suggestions for people who are learning this for the first time?

Students will also earn points by answering the question(s) and reading and writing the decimal(s) correctly.

Resources (What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) List or explain what technology tools will help your students learn their content standards. What technology knowledge or skills will they need to be successful in your lesson or project.

Decimal Place-Value Charts, online video clips, student’s workbooks, math notebooks, computers.

Students will need to have basic computer skills; know how to turn the computer on and use the mouse and keyboard as I give directions. I will have shown them the different online tools that are available in the different assignments. There are things like an online pencil for writing out problems; there are online manipulatives that look just like the physical ones in our classroom so they can manipulate to figure out the problem. There is a measuring tape. They can change the colors of their tools, and have things read to them.

Students will have the choice to do their presentations as a power point, prezi, Emaze or iMovie project. I am limiting their options on this project because it is the first time they are going to be given the option of choosing their format. I will have taught students how to use these programs beforehand so students are already able to work in any of these programs independently.

Technology Preparation (What technology skills would you expect students to have to complete this assignment? How can you find out if students have this foundation? What difficulties might students have?)

Students should have basic computer skills; know how to turn the computer on and use the mouse and keyboard as I give directions. Most (if not all) students will know how to do this. Some computers are different so I may need to walk around and show them where certain things are on this computer or operating system. I am not concerned about having a student who has never worked on a computer before. It is always possible but very unlikely. I will have worked with my students before on pearsonrealize.com. Students will have the choice to do their presentations as a power point, prezi, Emaze or iMovie project. I am limiting their options on this project because it is the first time they are going to be given the option of choosing their format. I will have taught students how to use these programs beforehand so students are already able to work in any of these programs independently.

Management (How and where will your students work? Classroom, lab, groups, etc? How are you managing student devices and technology? What digital citizenship skills will students need to be safe?) You should be specific in what management or digital citizenship skills you will teach in order for your students to be successful.

Previously I will have taught the following procedures:

When I say “We are going to the lab and working on our assignments in Pearsonrealize today. Please line up.” They know exactly what I am talking about and what I want them to do. I always start with an area clean up. They need to put things on their desks away and throw away any garbage they have. Next, they will need to get some scratch paper and a pencil. When they have these items they will need to line up alphabetically (which will also correspond with their classroom groups at the beginning of the year and will primarily be their lab groups for the year). When they are ready with their needed items and are quietly waiting for my instruction we will walk down to the computer lab. I will start on the left and since I will have 4 groups and there are 4 tables it will be pretty easy to seat them. I will explain that this is where they should be every time they come to the computer lab. Today’s experience will be all about following directions. I will give them a little freedom on the last couple of problems in ‘Practice Buddy’ on Pearsonrealize.com.

Sometimes we will be the first ones in the lab for the day so I will teach them how to turn the computers on and login. I will explain that we don’t lean back in our chair because they will break. We don’t write on the desks because it is hard to get off and they will get to use their lunch recess to do the work. We don’t kick each other under the tables, it hurts and they will spend their lunch recess writing an apology letter. We don’t talk to other people unless the assignment requires us to. Talking can get very noisy as the room echoes and people need to be able to concentrate on the assignment. I will also explain that our lab time is limited and we don’t have enough of it for them to play around and get the work done. They are to be on the assignment the entire time. We will rarely if ever be the last class in the lab so I will instruct them on how to log out successfully, leaving the computer on and ready for the next class to sign in and use the computers. We will make sure that our tables are clean, the chairs are pushed in and then we will line up with the items that we brought with us in hand. We will shut off the lights on our way out.

Today the procedures I will be emphasizing are how to move between assignments, submitting more than one assignment, and moving between windows (doing work on Pearsonrealize.com and then moving outside the program to work on their presentations, if desired, and then back in again without losing progress.). I will have already laid the foundation for these things so this will not be new material but I do want to emphasize the importance of it.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role as a teacher? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)

Classroom instruction will be structured as a ‘I do, we do” the ‘you do’ portion will be taken to the lab. In the lab, the students will have already been taught how to get the assignments. From there they get to choose which assignments/activities they want to do first. My role as a teacher today is to just be a resource. If my students have technical or content questions I am there to help so they can continue with what they are working on. Students will be split into teams of 4. Each person must complete the ‘Today’s Challenge’ on Pearsonrealize.com and then come together to create a presentation that they will give to the class about their learning.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

For IEP students, I will chose assignments from the same concept but lower grade or basic math skill games they can play while the class is busy with the other assignments. For my ELL students the entire program is also available in Spanish. Depending on their level of language acquisition I can choose to have the help videos in Spanish and keep the assignment in English or if they are new to the language I may start them out completely in Spanish. If they are new to the language I would have already paired them with a translator and those two would be allowed to work together on the assignments. For my high achievers there will multiple assignments they can complete and they are all different so these students should be able to just keep learning without getting bored or finished too early. Today is the first time the students are given the freedom of which platform to use to complete a task.

Closure/Reflection/Celebration (Will there be a closing event? Will students “celebrate” their learning? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing?

• What went well and why?

• What did not go well and why?

At about 10 minutes before the end of the time period I will ask the students to write at the bottom of their notes the answer to these questions:

Did you enjoy having the ability to choose the platform you worked on today? Why or why not?

Did you learn from the different ways other groups presented their materials? If so, what?

The student responses to these questions will help me identify if this way of differentiation and giving choice is going to be successful for my class. I may need to give different or more choices.

#### 'C' Template

Teacher(s) Name ____Sheena Hawker______________ Position _______Teacher___________________

School/District ____Terreton Elementary/ West Jefferson_______ Grade Level(s) ________5th______

Lesson Title __The Human Body___________________ Subject ____Science__________________

Curriculum Connection

Integrated content areas What content areas will this instruction encompass? (i.e. Math, Science, English, History, etc.) You must include at least two content areas.

Science, English, Math and History.

Essential Questions (What are some questions to get students thinking about the topic or generate interest about the topic? What essential question or learning are you addressing? What questions can you ask students to help them focus on important aspects of the topic?) You should have no more then 2 or 3 essential questions and your essential question should tie into or address one or more of your content standards)

When did study on your assigned body system begin (approximate date is acceptable)? Using a decimal to represent a percent, how much has our understanding of that body system grown between that date and today (remember, we started by knowing nothing and now?)? What makes your given body system more important than another (trick question, but I want you to try and justify an answer.)?

Content Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain?) Be sure it related to your essential question/learning. You must include state and/or common core standards in this section.

Literacy.RI.5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Literacy.RI.5.7- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Literacy.W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to the opinion presented.

5.S.1.1.1 Compare and contrast different systems.

5.S.1.2.1 Use observations and data as evidence on which to base scientific explanations and predictions.

5.S.1.6.4 Use evidence to analyze descriptions, explanations, predictions, and models.

5.SS.1.1.2 Discuss significant individuals who have been responsible for bringing about cultural and social changes in the United States.

Math.5.NBT.3- Read, write and compare decimals to thousandths.

Overview or Project Instructional Plan (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work.) This is a clear summary of what you plan to teach. It should be concise and yet thoroughly communicate the components of your lesson.

There will be some background material taught prior to this assignment/lesson. This lesson/assignment will take 2 weeks to complete. Today’s lesson will start off with direct instruction addressing the following questions: What will we be doing today? Where will we be doing the work? What are my expectations of the final product and behavior? I will then show the students an example presentation that I created (I will add student examples as I continue to teach this so I can use them next year) and hand out a copy of the rubric. I will go over each component of the rubric and answer any questions. We will then go to the computer lab and start work on our projects/presentations. This format will continue, eventually leaving out the example presentation and rubric discussion to give more time for the work, until the end of the two weeks and then students will be required to present their projects/presentations to the whole class. Ideally these presentations would coincide with our yearly academic night so the presentation could be viewed by the whole community.

Students will be synthesizing information, analyzing and evaluating the importance of information to their objective and comparing the importance of their assigned body system to that of another body system.

Possible product or example result (What is a possible product students will do or produce to illustrate their learning? What can students do to generate new knowledge? How will you differentiate products? Note that you may not want to be too prescriptive about the final product to allow for student creativity.)

Students will create a presentation that will fulfill the requirements listed in the standards and rubric. This presentation can be created using any platform the group chooses. All students will be required to participate in the creating and presentation of the product. For those students who may be IEP or ELL and require additional aid their contribution could be anything from choosing pictures and graphs to reading part of the presentation. These students are still required to learn and participate with their groups.

Assessment (How will you assess how students are progressing—formative assessment? How will you assess what they produce or do?) You must assess “C” and “K” Outlines with a rubric. List specifically what you will assess on that rubric.

The actual rubric is at the end of this document.

Students must address the 3 essential questions in their product.

They must quote from two different sources, paraphrase from two others and citations must be present.

Presentations must be 5-10 minutes long.

Decimals must be written correctly.

The first person known to have studied this body system is named and approximate date of beginning of study is listed.

Opinion on importance of their given body system is clearly stated, evidence is given to back it up and a comparison to another body system is given.

There will be check points every third day so that there are 3 before the project is complete. These checkpoints will consist of 1) Bulk of the research is complete 2) Presentation has basic components put into place (title slides or movie clips etc… are being put into order) 3) all that is left is the sparkle, presentation is finished; students will just need to review, edit, and polish.

Prerequisites

Previous content knowledge for students to apply to this assignment (What prior knowledge would you expect students to have and how would you build upon this knowledge?)

Students should already know the 5 basic body systems, how to write a basic opinion paper, how to use a search engine on the internet to find information and how to use decimals to represent a percent and write them correctly.

These are all things that they will be currently learning. I will have to help them through the process of putting it all together into one coherent piece. The technical pieces of the project (putting it altogether) will be a learning experience for most students.

I will be building upon their prior knowledge by expecting students to access that prior knowledge and apply it not only cross-curricularly but by brining all subject areas into one cohesive product.

Previous technology knowledge for students to apply to this assignment (What technology skills would you expect students to have to complete this assignment?)

Students should have basic computer skills; know how to turn the computer on and use the mouse and keyboard as I give directions. Most (if not all) students will know how to do this. Some computers are different so I may need to walk around and show them where certain things are on this computer or operating system. I am not concerned about having a student who has never worked on a computer before. It is always possible but very unlikely. I would have worked with my students before on power point, prezi, Emaze ,iMovie and a number of other platforms. I would have taught my students how to use these programs beforehand so students are already able to work in any of these programs independently to complete the project.

How you would expect students to complete the assignment (Will students be expected to collaborate with each other and others? How will you facilitate the collaboration? What instructional strategies do you expect to use?)

Students will be broken up into groups of 3-4. They will be required to work together produce a product that satisfies all the requirements set forth by the Essential Questions, Standards and Rubric. The platform they choose to do this in is completely up to the students. My role as a teacher will just be as a facilitator. I am there to help when they need me, and encourage continued learning. My primary instructional strategy will be that of student based cooperative learning. This is all about the students and what they can accomplish.

Tools and Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? How can you differentiate content and process for students?)

Tools provided to students

Students will feel more comfortable with this digital world assignment because most 21st century learners have been online since they were babies. They understand the digital world better than most adults. This is a place they can really shine.

Students will need to use the internet and computers to complete this assignment. They will need: Computers, pencil and paper, science books, a list of websites I have compiled to help them get started, example presentation, and rubric.

I will have already taught the students how to use a number of platforms on the computer so they will be able to succeed in any platform that they choose to use for the assignment.

For those students who may be IEP or ELL and require additional aid their contribution could be anything from choosing pictures and graphs to reading part of the presentation. These students are still required to learn and participate with their groups.

Depending on language acquisition I may allow ELL students to complete the assignments in their native language.

Resources provided to students

Computers, science books, a list of websites I have compiled to help them get started, example presentation, and a rubric.

Student Celebration (How will students “celebrate” their learning. How will students show or demonstrate their final product? Will students share their work with other students? Parents? Or the community? Will the students be able to display or share their learning with an authentic audience? On the web or in an on-line community?)

Students will do a series of presentations, first to their homeroom class where they will receive feedback and then a day to make adjustments then, the students will present to the other 5th grade class (who are also doing this assignment) where they will again receive feedback and a day to make adjustments. The next presentations will be to other classes both above and below in grade level. The grand finale will be our yearly academic night where students will be able to present to the community.

Resources/Tools to differentiate content or process for students

For those students who may be IEP or ELL and require additional aid their contribution could be anything from choosing pictures and graphs to reading part of the presentation. These students are still required to learn and participate with their groups.

Depending on language acquisition I may allow ELL students to complete the assignments in their native language.

Timeline – Provide a detailed time line (How many lessons or weeks will this project take? When will your check points occur?)

This project will take 10 days or two weeks to complete (whichever is longer). There will be check points every third day so that there are 3 before the project is complete. These checkpoints will consist of 1) Bulk of the research is complete 2) Presentation has basic components put into place (title slides or movie clips etc… are being put into order) 3) all that is left is the sparkle, presentation is finished; students will just need to review, edit, and polish.

Closure/Reflection (Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing?

• What went well and why?

• What did not go well and why?

• How would you teach this lesson differently?

For closure I will do what I call silent chalk talks. I made some slight changes from the version I had been taught. I use poster sized sticky notes, write a question on each one (usually 4-6) and place them around the room. I split the class up into that number of groups and each group starts at a different question. The class rotates every few minutes (2-3 minutes, I tell them when to rotate) silently reading and responding to the questions and other student posts. There is to be no talking during the exercise. Some of the questions I ask are:

Did you find the project more meaningful than our regular paperwork? Why or why not?

What went well? Why?

Would you do anything differently next time? Why or why not?

What was the one thing you learned during this project?

After every group has had a turn at every poster then I will let them do a gallery walk where they can read what everyone has written. This is still done silently! When they are finished they are to go sit down and wait patiently for their classmates. When everyone is done we will do a quick debrief and share what we have found through this activity and how they felt about the project. For the remaining of the hour we will have fun, maybe some ice cream and we’ll just talk about some other project ideas they are interested in.

List of online Resources

Live Science: http://www.livescience.com/37009-human-body.html

Comparing Body Systems: http://msnucleus.org/membership/html/k-6/lc/humanbio/5/lchb5_1a.html

Body Systems: http://www.factmonster.com/dk/science/encyclopedia/body-systems.html

Write to Done: http://writetodone.com/how-to-write-a-strong-opinion-piece-for-your-blog/

A history of the skeleton: http://web.stanford.edu/class/history13/earlysciencelab/body/skeletonpages/skeleton.html

Muscular system: http://www.factmonster.com/dk/science/encyclopedia/muscular-system.html

### Educ. 7557- Research

Credits:

Created with images by stevepb - "books student study" • mozlase__ - "still life school retro" • kevin dooley - "School bus" • jarmoluk - "apple education school" • AlexanderStein - "colored pencils pens crayons" • PublicDomainPictures - "artistic bright color" • Rafael Sato - "School" • geralt - "leave board hand"

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