3C: Engaging Students in Learning: 6e Science Lessons
These Science lessons are all about space, ranging from the Earth's ozone layers To space junk and why it is important. These science lessons are better suited for students in grades third and fourth, and are created so students are able to complete the lessons in person and virtually. Students are able to use resources that they have at home such as YouTube and exploration websites that are completely free. Students are expected to find the importance of each of the layers in the earth's ozone layers and the importance of space junk, And how humans are impacting the only Earth, but Earth's orbit as well. Students would also be asked to go on a WebQuest so that they can research on their own, and then would share it with the class so that they are able to check for understanding, and can ask questions if they need support on a question that they might have been confused by. Students would be asked to turn in their WebQuest as a formative assessment so the teacher can make adjustments depending on the scores.
These lessons align with 3C: Engaging Students in Learning. Because this lesson was done during the pandemic, it was important to create a lesson that students could do virtually, but would also be engaged in because the teacher was not able to physically make sure that the students were on task. This allows for the students to be engaged because they are able to still physically complete the task instead of listening to the teacher during the entire lesson. These lessons also allow for the students to expand their learning outside of the classroom settings because the resources are free.
3E: Demonstrating Flexibility and Responsiveness- Literacy Center Groups
This lesson plan focuses on a 3-month plan for literacy centers created based on students' phonemic awareness levels. Students were asked to do deletion with words such as "snowman", where they would break down the word into two syllables and then would work on deleting either the first or second syllable. Higher level students would break down three-syllable words such as "basketball" and would be asked to delete the first or last syllable. Students would receive literacy small groups from Monday through Thursday and would be assessed on Friday, and then results would be communicated with other teachers to discuss their levels and to determine if the group needed adjustments. In order to help the students with the deletion of the words, concrete scaffolds would be used on Mondays Tuesdays, fleeting scaffolds on Wednesdays and Thursdays, and no scaffolds on Fridays to assess. If students were able to do the words with automaticity, scaffolds would be adjusted depending on their needs and would ultimately be taken away so students would just have to do the words auditory. Their data was collected and tracked for the span of January to the beginning of May, and students were able to move up several levels, and their phonemic awareness increased severely because of the targeted practice throughout the week.
This project aligns with Domain 3e: Demonstrating Flexibility and Responsiveness. While administering these literacy groups I had to be flexible with you on the time and support that students would be receiving in the small groups, and how to make adjustments depending on what scaffolds they needed in order to be successful. The groups were also adjusted multiple times, with an example being 7 minutes whole group, 7 minutes with one individual student, or the entire 15 minutes of students in the small group if I found that they were struggling with the words that were given on the previous assessment. Because students were moving up and their level so quickly, many adjustments had to be created to best support their needs.
Download Lesson Plans:
6E Science Lessons
Literacy Center Lesson Plan