Process of Planning for Differentiation Strategies Discussion
Process of Planning for Differentiation Strategies Discussion
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Please see attached requirements for the reflection. Must be 250-500 words and must include two scholarly sources. Please see attached class profile and use that to complete the reflection. I will also include my completed lesson plan that you should use as well. ELM 570 Process of Planning for Differentiation Strategies Discussion
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Science Unit Plan
Grade: 2
Unit Theme: Earth and Space
| Week 1 | Monday | Tuesday | Wednesday | Thursday | Friday |
| Lesson Title, Brief Summary, and Rationale(fill in during Topic 1) | Our Solar SystemStudents will learn about the solar system, celestial bodies, and the movement of these bodies. This lesson allows students to make observations and identify patterns. | The Sun and Its PatternsStudents will learn about the sun and how it is positioned in the universe. This lessons will allows students to identify patterns and understand the concept of motion in the solar system. It connects to natural science by presenting students with scientific knowledge based on order and consistency. | The Patterns of Sunrise and SunsetStudents will learn about the difference between a sunrise and a sunset. It connects to natural science by presenting students with scientific knowledge based on order and consistency. | The Moon and Its PatternsStudents will learn about how the moon rises, sets, moves, and changes in appearance. It connects to natural science by presenting students with scientific knowledge based on order and consistency. | The Stars and Their PatternsStudents will learn about stars, constellations, and why they seem to move in the sky. It connects to natural science by presenting students with scientific knowledge based on order and consistency. |
| State-Specific Standards(fill in during Topic 1) | – Making observations and identifications– Understanding patterns of motion– Understanding and applying scientific concepts (Siegel, p. 7, 1996) | – Making observations and identifications– Understanding patterns of motion– Understanding and applying scientific concepts– Apply knowledge and thinking skills (Siegel, p. 7, 1996) | – Making observations and identifications– Understanding patterns of motion– Planning and carrying out investigations– Understanding and applying scientific concepts– Apply knowledge and thinking skills (Siegel, p. 7, 1996) | – Making observations and identifications– Understanding patterns of motion– Analyzing and interpreting data using first-handed observations– Describe and classify different properties through observations– Understanding and applying scientific concepts (Siegel, p. 7, 1996) | – Making observations and identifications– Understanding patterns of motion– Understanding and applying scientific concepts (Siegel, p. 7, 1996) |
| Learning Objectives (fill in during Topic 1) | Students will be able to successfully identify plants, the sun, the moon, stars, and satellites. They will be able to identify the movements of each | Students will be able to successfully why the sun looks as if it is moving through the sky, know the sun’s patterns and where is will appear during different times of the day, and predict where the sun is while it is nighttime. | Students will be able to successfully define sunrise and sunset and identify why it is still dark in the morning, bright in the afternoon, and light at night. | Students will be able to provide an overview of how the moon appears to move in the sky. | Students will be able to provide an explanation as to why stars seem to move in the sky. |
| Vocabulary(fill in during Topic 1) | Stars; planets; satellites; rotation; revolution | Daytime; nighttime; moon; sky; star; sun | Sunrise; sunset | Bright; east; visible; west | Constellation; pattern; predictable; star |
| Instructional Strategy(fill in during Topic 2) | – Inquiry-based instruction– Visualization– Differentiation | – Inquiry-based instruction– Visualization– Differentiation | – Inquiry-based instruction– Technology-based instruction– Student observation– Differentiation | – Visualization– Collaborative Learning– Discussion– Demonstration– Differentiation | – Inquiry-based instruction– Technology-based instruction– Demonstration– Differentiation |
| Summary of Instruction and Activities for the Lesson(fill in during Topic 2) | – Ask students to name objects they see in the sly at night and during the day. Make a list on the board.– Separate moving and static objects– Explain what stars are.– Explain how planets move.– Explain how satellites move.– Explain rotation and revolution.– Instruct students to make a tree graph of the universe with three branches for stars, planets and satellites | – Go for a walk with the students to show how the sun give enough light to see in the daytime.– Ask the student questions about the sky, the sun, and what happens at night.– In the classroom, as two volunteers to provide a demonstration for the class. Using a flashlight and a globe, show what happens to the different areas of the Earth when the sun is shining on it. | – Ask students questions about what they know about sunrise and sunset.– Explain when daytime and nighttime begin. Show the students pictures to clarify. Show a time-lapse video of a sunrise and sunset for further visualization.– Prepare an investigation for the students to record the sunset and sunrise at home for the next few days. Give them a chart to fill out. They are to record the time and the conditions.– Give students a letter with instructions to give to their parents. | – Ask students about the sunset they recorded the night before and if they stayed to look at the sky at night.– Read together a text on the moon and why is seems to move in the sky.– Provide students with pictures of the moon’s phases. Ask students to draw an image of what the moon looks like in each phase. For example, the crescent moon looks like a banana.– Provide students with clay to mold the phases of the moon for further demonstration. Provide a sheet with a box for each phase in order. Instruct students to place the correct molded phase into its box. | – Read aloud a text on stars and constellations.– Give a demonstration using a beach ball and different color stars cut from construction paper. Put green stars on one wall, red on another, and yellow on a third.– The beach ball in the sun and is in the middle of the room. The students stand around the sun, representing planets. Have the students move around the beach ball and ask if the stars moved. How the students explain why the stars did not move.– Show a video to solidify the lesson. |
| Differentiation and Accommodations(fill in during Topic 3) | Advanced students will be instructed to form sentences based on their tree chart. These sentences can be used to make stories.Students who are struggling may use drawings to express the vocabulary. | Advanced students can make multiple drawings of the sun hitting different sides of the Earth. They can also list the differences between nighttime and daytime on the sheet.Struggling students can make a list of their morning and night routines to concretize what they do when the sun is out and when it goes away. | Struggling students may not understand how to fill in the chart. For these students, provide an alternative way to record the information graphically.Advanced students can calculate the number of daytime hours vs. nighttime hours.Student can also write about which phenomenon they prefer and why. | For student who struggle with fine motor skills, have cut outs already made for them to use.Advanced students can make their models from memory.Students can also look up the gibbous phase and make a model of it. | Struggling students may understand the lesson with further visuals.Advanced students can make a paper model, drawing constellations on a piece of paper, adding a sun, and fastening a green circle to represent Earth onto the paper to be moved in a circular fashion around the sun.Students can also perform individual investigations into different constellations. |
| Materials, Resources, and Technology(fill in during Topic 4) | Paper; pencils; black construction paper; crayons | Globe; flashlight | Sunrise pictures; sunset pictures; time-lapse video of sunrise; time-lapse video of sunset | Text on moon; moon phases moon worksheet (2); clay; paper plates; plastic play dough knife | Beach ball; construction paper, scissors, tape, internet |
| Formative Assessment(fill in during Topic 5) | Heads down/ heads up assessment quiz asking true or false questions on the day’s subject | Give students an activity page on which they will draw what happens when the sun shines light on the Earth. Ask the students to identify daytime and nighttime on their drawings. | Ask questions about questions regarding the day’s lesson, such as: Does the sun rise in the morning or at night? What happens when the sun rises? | Review the models made by the students to see if they are correct and placed in the correct box. | Ask students questions in a true or false manner to assess their knowledge of the lesson. |
| Summative Assessment(fill in during Topic 5) | Students will be instructed to make their own solar systems individually. This will be a visual project in which they will have to include the sun, planet, moon, stars, and satellites. They will be required to show how each moveable object moves in space and the consequences of those movements, such as in the case of daytime and nighttime. They will present their projects to the class during class time. |
| Reflection Topic 1:In creating this plan, I found it important to start at the end and work backward. It is difficult to design a lesson plan that covers multiple topics while also maintaining content that builds on top of one another. By establishing the endpoint, I could more easily decide what should come when, and how. I think I did this well, and I consider it to be a key component of my plan. The content is hierarchical, giving context to the knowledge to be gained in later lessons. I decided to start at the largest scale possible, outlining the students what the solar system is, what elements are in the solar system, and how each moved. By providing my students with a whole picture of the solar system at the beginning of the week, it was easier to zoom in and focus on aspects of the solar system, including the sun, moon, and stars. These three topics share a common aspect: they do not move. This makes the lessons narrower while keeping the wider context that everything being studied is in the same universe. Process of Planning for Differentiation Strategies Discussion As I move into my professional practice, this process will be useful in creating meaningful lessons that students can retain. I think there is a major problem with overloading students with too much unconnected information, which makes the content forgettable. By creating hierarchical lessons combined with hands-on activities, students will be able to build knowledge in an active way while also build confidence in their ability to learn based on their own observations and connections. |
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Reference
Siegel, S. (1996). Learning Standards for Mathematics, Science, and Technology. http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/mststa1_2.pdf.
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