Earth, Sun and Moon Relationships

Title: Earth, Sun and Moon Relationships

Author: Teresa McCain (co-authors B. Moore, K. Doan, and J. Holmes)

Grade Level: 4th grade

Timeframe: While the unit of study will take several days, this lesson may take between 1 hour if students spend less time at each station or between 2-3 hours for more in-depth exploration at stations. Because several contents areas are integrated into this unit, it may cover more than one class period.

Students will learn about Earth, sun and moon relationships. How does each celestial body impact the other to cause night and day; seasons; Earth’s climate, moon phases?

Standards:
English Standard 1- Vocabulary and Concept Development
4.1.7 Use context to determine the meaning of unknown words.

English Standard 2- Comprehension and Analysis of Nonfiction and Informational Text
4.2.8 Identify informational text written in narrative form.

English Standard 2 - Computation
4.2.1 Understand and use standard algorithms* for addition and subtraction.
4.2.2 Represent as multiplication any situation involving repeated addition.

Science Standard 3 – The Physical Setting
4.3.1 Observe and report that the moon can be seen sometimes at night and sometimes during the day.
4.3.8 Explain that the rotation of the Earth on its axis every 24 hours produces the night and day effect.

ISTE Technology Foundation Standards for Students
1. Basic operations and concepts
· Students demonstrate a sound understanding of the nature and operation of technology systems.
· Students are proficient in the use of technology.

3. Technology productivity tools
· Students use technology tools to enhance learning, increase productivity, and promote creativity.
· Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Assessment
Formative assessments for this lesson will take place through student science journals. As students explore each science station, they will respond to questions or ideas at each station. After completing the web-based activity at the computer station, students will take the online quiz. Students are provided with immediate feedback of correct and incorrect responses so that they gain a clear understanding of the concept. Student journals will be assessed for complete and concise responses.
Summative assessments for this unit of study will occur after another day of science experiences and homework related to the unit. This summative assessment will be a paper and pencil test, consisting of multiple choice, short answer and essay questions. By providing questions in various formats students have several formats in which to what they know.

Objectives: (observable/measurable aim or goal for students)
Through the use of science circus the students will go through various stations including a technology station, basal/text station, and an art station while investigating different prompts at each station. The students will work alone, and in pairs at various points to discover important science concepts about Earth, Sun, and Moon relationships such as the vocabulary associated with this unit as well as important numbers and times that go along with this topic.

Curricular Knowledge or Skills: Prior to conducting the “science circus” students will share what they know about Earth, sun and moon and how these celestial bodies work together. Students will pull this information from their “backpacks of prior knowledge” as a way to build concept knowledge. Responses will be compiled in a digital KLW chart with the use of a Smartboard.

Technology Knowledge: Students must be able to access the internet, use basic keyboarding skills, mouse and read website instructions. Students must also be able to operate cd player to listen to books on tape/cd.

Internet Resources:
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml

Hardware:
Class set of desktop computers or computer laptop carrels
Printer
Smartboard
Cd/cassette player
Software:
Web explorer (internet explorer or Mozilla)
Materials:
Computers
Internet access - BBC website
Science journals
Children’s Non Fiction Trade books (books on tape/cd; cd/tape player with headphones)
Digitally produced pictures of Earth, sun and moon
Various Art Supplies
Smartboard
Science Text Books

Procedures:

1. Load classroom computers with BBC website.
2. Setup science stations with appropriate materials.
3. Introduce the science circus stations and explain the procedures for each station; also break the students up into their groups.
4. The classroom teacher, student teachers, and/or classroom helpers, aides, or parents will assist groups or individual students to navigate science stations. Groups will spend approximately 20 minutes at each station.
5. Computer Station: Students visiting the computer stations will answer questions in their science journals (using complete sentences and proper punctuation) after viewing streaming video clips at the following BBC website: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
   This interactive website asks students to input the number of days, months or hours to see how much the earth has rotated and revolved around the sun.
6. After completing the BBC activity, students will take the online quiz featuring multiple choice questions.
7. Basal/text station: This station will include students’ science textbooks, science nonfiction literature, and internet articles related to Earth, sun and moon relationships. Books available will be at various reading levels to accommodate all learners. Students will research to make discoveries about Earth, sun and moon relationships. A cd/tape player with headphones will be available to play books on tape. This will benefit the students who read at lower level than the texts available or students who process informational texts better by listening to them (auditory learners).
8. Students are asked to respond to math questions (posted at the station)in their science journals like : “The Earth makes ¼ of a revolution around the sun after how many months?” or “How many days does it take for the Earth to make one complete revolution around the Sun?”
9. Art Station: Student visiting art stations will create 3-dimensional models of Earth, sun and moon using materials like clay, string and toothpicks. They will also use art materials to create pictures of the Earth, sun and moon with characteristics seen in computer generated pictures, magazine photographs, and digital images located at the art station. Students have the option of creating books reflecting what they have learned at the various science stations.
10. Leave time for clean up at the end for whatever students are at a given station so that the teacher/ interns do not end up doing all of this.
11. Close with a whole group discussion about what they learned.

Differentiated Instruction
The lesson may be differentiated in many ways. Books at basal/text station may be available in other languages (Spanish for example). Instructions at each station may be written in that language as well. Provide ESL students to partner with English proficient students. Also, writing prompts may be written in simpler text.

Selecting “What Next” on the BBC website allows for greater exploration of Earth, Sun and Moon relationships. Students may respond to more challenging responses to reading or be provided with more challenging texts for research.

Web page may be changed to full screen mode. Click on the sound icon to hear on screen prompts. Sound may be adjusted for hearing impaired students. The “labels on/off” button (on the website) allows Earth, sun and moon to be clearly identified.

Computers in Learning Centers

Computers in Learning Centers
Author(s): Marsha Schoen

Grade Level: 1st Grade

Timeframe: Every day for 40 minutes during reading.

Lesson Description or Explanation: Students will visit the Starfall website as one of the learning centers. There will be four centers altogether; the computer area, listening area, partner reading and group reading with the teacher.

Indiana Curricular Standards
Standard 1: READING: Word Recognition, Fluency, and Vocabulary DevelopmentWord Recognition involves the understanding of the basic features of words: word parts, patterns, relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and other languages to determine the meaning of words and become fluent readers.Standard 2: READING: ComprehensionComprehension involves understanding grade-level-appropriate material. Students develop strategies such as asking questions; making predictions; and identifying and analyzing structure, organization, perspective, and purpose.

ISTE Standards:
Standard 1: Basic operations and concepts - Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology
Standard 3: Technology productivity tools - Students use technology tools to enhance learning, increase productivity, and promote creativity.

Assessments
Formative/Summative
Formative: Teacher will observe children to assess technology skills. Teacher will use miscue analysis to assess students’ reading fluency.
Summative: Students will take a weekly reading test as well as future miscue analyses. Teacher will assess students’ technology skills by observation every three weeks.

Prior Knowledge
Curricular Knowledge or Skills: Teacher will base prior reading fluency on previous miscue analyses.
Technology Knowledge: Teacher will observe students use of computer technology the first week they use the computer area to determine prior knowledge.

Technology
Internet Resources: (please list URLs) www.starfall .com
Hardware: computers with internet access, headphones (adaptive keyboard if needed)
Software:

Procedure
Students will be placed in groups for reading. During reading time each day, the groups will rotate among the different centers (10 minutes at each center). At the computer area, students will choose to work with phonics or reading fluency on the Starfall website. Although this will be student directed the teacher may need to redirect the student to a different level. They will use headphones to listen to the sounds and words. Initially each child will work alone. The teacher may decide at a later date to pair students. Each group will visit all the centers. The centers time may be extended or the teacher might change the rotation so that each group will only visit two centers a day.

Differentiated Instruction
ESL
Students whose first language is not English can benefit from using the phonics part of this website. It includes the alphabet as well as short and long vowel sounds along with the written letter.

Challenge/Extend
Students who need more of a challenge have three reading levels to choose from. Starfall also has activities in which read the directions and make a picture, find words, learn about holidays, etc.

Special Needs
Starfall has a sign language alphabet in which the text letter is shown, a character says the letter and sound (so that it can be lipread) and the letter is shown in sign language. Students could use the phonics part of the website. An adaptive keyboard could be used. The color, type of font and font size can be changed on Starfall as well as the size of the window. The volume can also be changed to louder or softer.

Plant Life Cycle

Authors: Kari Bennett, Danika Harris, Crystal Stoner

Grade Level: 4

Time frame:

• Centers-3 days / 1 hour each day
• Class bean experiment- 10 consecutive days
• Website interactive-1 hour

Lesson Description or Explanation

This lesson plan involves using centers as a way of introducing the students to new science topics, as some children learn best with hands-on, interactive exploration. During the lesson the children will learn in a social setting, in small groups, discussing their new findings and making connections to other's responses. The curriculum will be parceled into 6 separate centers in which students will attend 2 centers each day for 30 minutes each. Students will observe, explore, infer, and predict, and they will learn through exploration. The big ideas to be addressed during this lesson are viewing plant cells through microscopes, identifying cell parts and deeper cell investigation, identifying parts of flowers through flower dissection, further exploration of the scientific method, discover baby plants in a seed through dissection, and deepen scientific knowledge through music and songwriting. Students will leave each center with a new awareness of each subject. Each student will have the opportunity to discuss their prior knowledge about each subject and then will obtain new understandings through exploration and participation and talking with peers.

The second part of the lesson comes after an in class experiment in which each student actually grows their own plant from a bean. More information about this activity can be found on the websites listed below. The interactive website allows students to explore and assess their own plant progress at their own pace.

Indiana Curricular Standards
Science: 4.2.7, 4.4.1, 4.4.3, 4.4.5, 4.4.6, 4.6.1
Music: 4.1.3, 4.5.1, 4.5.2
Math: 4.5.1, 4.7.6

ISTE Standards
1. Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems
• Students are proficient in the use of technology

3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works

5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources
• Students use technology tools to process data and report results
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks

Assessments Formative / Summative

• Each center has its own rubric to which the students will be assessed. Assessments will also be made by observations that teachers make of students work and discussion with others.

Prior Knowledge

• Curricular Knowledge or Skills: To assess the student's knowledge of the content, we will devise a list of questions to address the student's current knowledge of the plant life cycle in order to determine the point where we need to begin.
• Technology Knowledge: The students will have the opportunity to visit multiple websites to explore and navigate the content.

Technology
Internet Resources:

• http://www.sln.org.uk/science/lifecycle/
• http://mgonline.com/experimentsforkids.html
• http://infowest.com/life/plants/htm
• http://compostcss.cornell.edu/plantgrowth.html
• http://www.urbanext.uiuc.edu/gpe/index.html
• htp://ed-web3.educ.msu.edu.rothk/doplants.htm
• http://www.learner.org/channel/workshops/nextmove/beanview/view1/php3

Materials:

• Center 1: Rubric, microscope and labeled diagram of microscope, reference books with large color photos of plant cells, labeled Jello model, prepared slides with onion plant cell, worksheet with diagram of cell for students to label
• Center 2: Rubric, cell parts/function poster, student's science books, matching worksheet, cell diagram, labeling worksheet
• Center 3: Rubric, flower, paper plate, plastic knife, tape, dissected flower parts diagram and labeling worksheet, student science book, other books showing flower diagrams
• Center 4: Rubric, book, What is a Scientist?, computer with streaming video loaded (video provided by teacher through her school account), poster of the steps of the scientific method, reference books
• Center 5: Rubric, lima bean-dry, observations sheet, magnifying glass, soaked lima bean, paper towel, bean dissection worksheet
• Center 6: CD Of scientific method song and CD player, lyrics to "Twinkle, Twinkle, Little Star", paper and pencils, various instrument that IUPUI interns created in Block II music
• Computers (two students per computer)
• Worksheet to be used in conjunction with overhead
• Elmo and flower diagram

Procedure
Center 1: Cells and Microscope

• Step 1: Demonstrate microscope use and safety rules
• Step 2: Introduce parts of the microscope and discuss the proper way to use and carry. Fill out diagram of microscope parts for future reference
• Step 3: Review parts of cell and definitions. Look especially at the cell wall, nucleus, cytoplasm, cell shape, and pattern
• Step 4: Observe Jell-O model and discuss parts of cell that are visible: Cell wall, cytoplasm and nucleus
• Step 5: Look at cell model and plant cell under microscope. Student will draw a picture of a cell as viewed from their microscope. Student will use the information sheet provided to leable the parts of the cell that are visible

Center 2: Cell Structure and Function Center

• Step 1: Prior knowledge questions: What do students know about cells? Follow questions
• Step 2: Identify and discuss: Identify and discuss 8 main parts of a plant cell in depth
• Step 3: Quick overview: Go ove rparts again-name structure and function of 8 main parts
• Step 4: Evaluation: Matching worksheet and label cell diagram
• Step 5: Color cell: IF time allows, let the kids color their cell to look like the one on the poster/in their book

Center 3: Flower Dissection Center

• Step 1: Discuss safety rules for touching plants. No eating them and must was hands immediately
• Step 2: Demonstrate how to carefully dissect a flower, one piece at a time
• Step 3: Students dissect their flowers, carefully pulling off the petals, stamen, and place on diagram
• Step 4: Demonstrate how to cut open the pistil
• Step 5: Students cut open their pistil and observe the ovary and ovules inside and place on diagram
• Step 6: Complete diagram with correct names of lower parts and discuss observations with peers in group
• Step 7: Discuss as a group the names of each part and its function

Center 4: Scientific Method Center

• Step 1: Students will listen and respond as teacher reads the story, What is a Scientist? The book covers all aspects of the scientific method. Students will interact with peers and teacher throughout the reading of the book by providing answers and forming hypothesis about each step in the scientific method
• Step 2: Students will view a streaming video of child performing a science experiment utilizing the scientific method
• Step 3: Students will review the 5 main steps of the scientific method and give examples of each
• Step 4: Students will fill out an information sheet journaling about what they believe a scientist is and does, also naming the 5 main parts of the scientific method

Center 5: Bean Dissection Center

• Step 1: Go over rubric and pass out all materials Have students observe a hard lima bean (one that has not been soaked). Students need to fill out the DRY side of the observation sheet
• Step 2: Now show the group the soaked batch of butter beans and students should notice how different these beans look from the ones not soaked. Students need to fill out the WET side of the observation sheet
• Step 3: ASK: How can we find out what is in the inside of the bean? Students should say that we need to pen up the bean
• Step 4: Pass out a paper towel and magnifying glass to each student. Have students complete diagram of seed as they carefully pull apart the two halves of the seed. Examine each piece carefully with a hand lens and make a quick sketch of the seed parts you observed
• Step 5: Show kids a diagram of the labeled parts of the bean in science book

Center 6: Music Center

• Step 1: Students will listen to a song about the scientific method to help give them ideas
• Step 2: Students will select an instrument and play it for one minute this will help the students to be able to focus on the writing of the song instead of the desire to play the instrument
• Step 3: Students will practice singing "Twinkle, Twinkle, Little Star"
• Step 4: Students will create a piggy-back song together in a small group about the main parts of the scientific method, with the music, "Twinkle, Twinkle, Little Star"
• Step 5: Students will play instrument while singing their newly created song

Website Interactive:

• http://www.sln.org.uk/science/lifecycle/
• Make sure that students beging at the same time
• Emphasize the importance of not rushing through the website
• Invite students to study both the human and plant life cycles, plant their cyber-bean and then measure and label their cyber-bean's daily growth
• If two students are sharing, make sure students are taking turns controlling the computer, unless they are "really" working together to label the different parts
  
• Labeling worksheet/talk about plant lifecycle
• Allow students to have any other papers used in previous lessons as a reference
• Review bean life cycle on Elmo
• Review additional resource books on plant life cycles
• Get student familiar with the cycle in the books, books will be handy in the art lesson
• Allow time for students to log off computers and place them back into the cow (computers on wheels) if applicable

Differentiated Instruction

ESL:

• Allow partner work so that ESL students can receive additional support
• Translate websites
• Use pictures to help with instructions

Challenge/Extend:

• To challenge students, extend the experiment by making more variables and having them keep track of those as well

Special Needs:

• Work with partners for additional support
• Make screen larger for visual impairments
• Have computer screen read to students with visual impairments or reading disabilities
• Enable the feature on the computer where the words on the screen are read aloud through the speakers
• Allow extra work time

Microscopic Life

Microscopic Life

Author(s): Patrick Frepan and Robert Boehler

Grade Level:

Fourth Grade

Timeframe: This will be a 7 or 8 day long investigation, with a possibility of going longer depending on student noticings, generated questions, and interest.

Lesson Description or Explanation

Students will collect water samples from different sources, such as toilets, the downtown canal, a neighborhood creek, and a community lake. These samples will be contained on slides, clearly labeled, and observed under several different types of microscopes. Students will be asked to document “noticings”, such as color, shape, movement, and size. They will write down, draw, and/or capture the images on a computer microscope. They will then identify the different specimens, and classify them as living and non-living, as well as try to identify the organisms using books and the internet. Students will collaborate with others, and present findings in medium of their choice, for example PowerPoint presentation, flip book, iMovie, or photography collage. All forms of presentation will conclude with questions for furthering their exploration and understanding of microscopic organisms.

Indiana Curricular Standards

Science Standard 4 --- The Living Environment

4.4.1 Investigate, such as by using microscopes, to see that living things are made mostly of cells.

4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that work properly.

ISTE Standards

1) Students use technology to locate, evaluate, and collect information from a variety of sources.

2) Students use technology tools to process data and report results.

Assessments

Formative/

Summative

Formative: This will be an ongoing assessment on how students collaborate and conduct the investigation. Throughout the entire process, students will record their data and observations in a science notebook. In the notebook, we will expect to see observations, questions, drawings, and other relevant information. The science notebooks will be checked daily, and collected upon completion of the study, to be returned prior to the next investigation.

Summative: As a result of this investigation, students will be able to present findings about microscopic pond life in a variety of ways, including but not limited to PowerPoint presentations, flip books, iMovie, and collages. The presentations should include data, pictures, and questions for further investigation. The presentations should address the guiding questions posed by the students at the beginning of the investigation, whether they found concrete answers or not.

Prior Knowledge

Curricular Knowledge or Skills: Students should know that microscopic living things exist. Students should know that these organisms live in various bodies of water. Students should know how to classify specimens as living or non-living.

Technology Knowledge: Students should know how to use the Internet, and how to rate a website as useful or valid. Students should know that microscopes can be used to magnify very small objects.

Pre-Assessment: The first two days of “messing around” with microscopes and forming KWL charts should assess the prior knowledge of students.

Differentiated Instruction

ESL For ESL Differentiation you could plan your student work groups to put ESL students with non ESL students. You could also use translation services for the websites/resources that are planned to use with the lesson. You could also use charts, graphs, and other graphic data presentation.

Challenge/Extend

For students that are in need of more of a challenge, you could have them collect water samples and test for levels of PH and other chemicals that would make up the content of water. They could also search for chemicals that are not supposed to be in drinking water and research and present on the finds of their effects on humans.

Special Needs

Students with special needs can still take part in this project they could assist their group by collecting the water samples. This would let them feel as if they are part of the group and the class.

Technology/

Materials

Internet Resources: (please list URLs): 1) http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/ponddip/index.html

2) http://ebiomedia.com/gall/drop/dropmain.html

3) http://www.cellsalive.com/toc.htm

4) Student’s will also be encouraged to find relevant websites based on previous investigations

Hardware: Several computers with internet access.

Digital PC Microscopes

Software: “A Closer Look at Pond Life” CD-Roms and Software (available at- http://www.educationalimages.com/it020008.htm)

Materials: Microscope slides, Collection Materials, Science Notebooks.

Procedure Day One- Discuss microscopic organisms and how living things to small to see may live in bodies of water, such as rivers and ponds. Make a KWL chart to document our knowledge and what we want to know. Discuss places to obtain water samples.

Day Two- “Mess Around” with microscopes and talk about how we can use them in our investigation. Look at things around the classroom, such as paper, dust, clothing, and hair. Record observations and drawings.

Day Three- From our list of possible water samples, we will go out into the school, and the neighborhood to collect water samples. Bring samples back, label, and prepare slides.

Day Four- Look at different samples under PC microscope, and regular microscopes. Record observations, drawings, and still images for comparison with others. Classify as living or non-living.

Day Five- Use books, software, and Internet websites to try to identify living organisms found in samples. Record data, including names, information, and location.

Day Six- Continue research, and decide how to present information. Begin forming presentation and questions.

Day Seven- Finish presentations

Day Eight- Present findings to classmates, including questions for furthering the inquiry. Allow questions from students, and allow students to share any findings that may answer each others questions.

I am a Poet and didn't Know It!

I Am A Poet And Didn't Know It!

Author(s):
Katie Baker


Grade Level:
1st Grade

Timeframe:
This particular study will be spread out over a three week period for about 30 minutes a day

Lesson Description or Explanation
To begin the study of Poetry I will read at least one knock-your-socks off text each day for a week. This will bring discussion of their history of reading or writing poetry. Since we will be working with such young students they probably will have little to no experience with poetry. I will set the stage by asking my students if they know any poetry or if they can explain what poetry is. I plan to give them copies of the text I will be reading to them in class, this way they can see poetry while listening. Students can also get their hands on Poetry text that will be available around the room in different containers and with assistance they can use computer technology. Since we do have such a young group it would be wise to have expectations rather then formal requirements. This way we can invite them to write poetry with great adult support.
Stack of Texts
Poetry fo Young People-Carl Sandburg Falling Up-Shel Silverstein
Light in the Attic-Shel Silverstein
A Pizza the size of the Sun-Jack Prelutsky It`s Raining Pigs and Noodles-Jack Prelutsky
Monday’s Troll-Jack Prelutsky The New Kid on the Block-Jack Prelutsky Something Big Has Been Here-Jack Prelutsky The Queen of Eene-Jack Prelutsky The Random House Book of Poetry for Children-Jack Prelutsky For Laughing Out Louder-Jack Prelutsky The Frogs Wore Red Suspenders-Jack Prelutsky Sing a Song of Piglets-Eve Bunting Oh, the Places You`ll Go!-Dr. Seuss
The Foot Book-Dr. Seuss I Wish that I had Duck Feet-Dr. Seuss Oh, The Places You’ll Go!-Dr. Seuss Dr. Seuss’s ABC-Dr. Seuss Oh Say Can You Seed?-Dr. Seuss My Many Colored Days-Dr. Seuss One Fish Two Fish, Red Fish Blue Fish-Dr. Seuss The Sneetches and other Stories-Dr. Seuss Yertle the Turtle and Other Stories-Dr. Seuss Horton Hears a Who!-Dr. Seuss Horton Hatches the Egg-Dr. Seuss If I Ran the Circus-Dr. Seuss The Cat in the Hat-Dr. Seuss Fox in Socks-Dr. Seuss The Lorax-Dr. Seuss Dr. Seuss’s Sleep Book-Dr. Seuss The Spook Matinee-George Ulrich Put Your Eyes Up Here- Kalli Dakos Grasshopper Pie and Other Poems-David Steinberg Big, Bad and a little bit Scary-Wade Zahares Dinosaur Dinner- Favorite Poems by Dennis Lee

Indiana Curricular Standards

Reading Standards
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words
with only one vowel sound).
1.1.7 Create and state a series of rhyming words

ISTE Standards
1.1 Students demonstrate a sound understanding of the nature and operation of technology systems.
3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity.
2.2 Students practice responsible use of technology systems, information, and software
Assessments

Formative/Summative
Formative Assessment would be the best way to evaluate 1st graders. This would be the first time (for most) students to write poetry. This lesson is targeted to help young children to build their knowledge of creative writing and understanding. Each student will process this activity at different levels, therefore a summative assessment would not be a constructive form of evaluating.

Prior Knowledge
These students have been introduced to poetry through read-alouds with parents and former teachers. Though they have experienced little to no poetry writing.
Goals
Students will recognize the difference between poetry and narrative writing.
Students will be able to write poetry of some form.
Students will be able to share poetry (if comfortable).

Technology

Internet Resources: (please list URLs) http://cceschool.org/hayes/Poetry%20Page-Home%20Page.htm
http://pbskids.org/rogers/songlist/
http://www.funbrain.com/cgi-bin/getskill_s.cgi?A1=selects&A2=la&A4=0&A7=0
http://www.seussville.com/lb/home.html
Hardware: Video Camera's, Digital Camera's
Software: Microsoft Word

Procedure
Writing: Processes and features
Discuss ideas and select a focus for group stories or other writing.
Use various organizational strategies to plan writing.
Revise writing for others to read.
Begin asking questions to guide topic selection and ask how and why questions
Writing: Applications
Write brief expository (informational) descriptions of a real object, person
Place, or event, using sensory details.
Write simple rhymes.
Use descriptive words when writing.
Listening and Speaking: Skills, Strategies, and Applications
Listen attentively.
Recite poems, rhymes, songs, and stories.
Differentiated Instruction

ESL
Educators and adults present during these activities will assist all students with the writing. This allows the ESL and lower leveled writers to create verbal and written poetry.

Challenge/Extend
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.

Special Needs
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.

Under the Deep Blue Sea

Under the Deep Blue Sea

Author(s): No author listed. Found at EDSITEment Website:
http://edsitement.neh.gov/view_lesson_plan.asp?id=2454
Edited by: Marie Gebhart and Jammi Wagner )Oct. 19, 2007

Grade Level: Grade 1

Class periods? 9 Number of hours? 5 & ½ total
Minutes? 35 minutes per day

Lesson Description or Explanation:
This unit consists of six different lessons which cover the concept of ocean life. Under the Deep Blue Sea will inspire students’ creativity and teach them about the ocean and the many life forms that make their homes in its’ mysterious depths. Students will learn about the ocean and the creatures that live there, listen to stories and poems with oceanic settings, conduct research about oceanic life forms, and write their own stories and poems about the sea.

This lesson gives students the opportunity to explore oceans and ocean life. After locating the earth’s major oceans on a world map, students will “dive underwater” to discover the plants and animals that live in the sea. Students will listen to stories and poems with oceanic settings and lean about the forms of sea life featured in each. They can add artwork and text about ocean animals and plants to a cut-away ocean display. Finally, students will engage in various forms of creative writing about the ocean and ocean life.

Indiana Curricular Standards


Language Arts
1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.7.5 Use descriptive words when speaking about people, places, things, and events
Science
1.1.2 Investigate and make observations to seek answers to questions about the world
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

ISTE Standards

Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Assessments:
Formative/Ongoing Assessment:
-portfolio
-observation
-discussion
-peer interaction
-asked what is being learned (part of KWL chart)
Summative/End of Lesson Assessment:
student presentation of completed assignment
portfolio
multiple choice vocabulary test written or computer based
Prior Knowledge
Curricular Knowledge or Skills: Students will be assessed during Lesson 1 and 2.
Technology Knowledge: Computer center will include appropriate websites.

Technology
Hardware: Computer, SmartBoard, Elmo, Transparency
Software: DragonNaturally Speaking, Translation
Internet Resources:
Selected EDSITEment Websites
 Treasures@Sea: Exploring the Ocean through Literature
 Aquatic Safari www.seaworld.org/VirtualAquarium/aquaticssafari.html
 Ocean Animals www.mbgnet.mobot.org/salt/animals
 National Geographic Society Xpeditions www.nationalgeographic.com/xpeditions
Online book making: CAST.org
Online Nursery Rhymes"Little Drops of Water, Little Grains of Sand, Make the Mighty Ocean and the Pleasant Land"http://www.mamalisa.com/house/drops.html, "My Bonnie Lies Over the Ocean" on HPD's Nursery Rhymes Page.

http://www.hendersonville-pd.org/nurserybonnie.html

"The Owl and the Pussycat." http://www.geocities.com/EnchantedForest/Fountain/5540/Owlandthepussycat.html

Procedure:

Prior to day 1:
Students will be given a technology survey assessment to see what their needs and interests are.

Lesson 1: Oceans and Ocean Life
-Student will gather at the carpet where the teacher will ask for volunteers to explain what an ocean is.
-Teacher will have students who have been to the ocean describe what they have experience there to the class.
-As students recall what they know about he ocean, teacher will write down their descriptive words and phrases next to the sensory heading on the chart which has been created prior to class. The chart will be hung at the easel and it will contain the headings: see, hear, touch, taste, smell.

Lesson 2: Exploring the Ocean
-Ask the students how many oceans they are, as a whole group. Write their guesses on the Smart board.
-Look at World Map through National Geographic Society Xpeditions on SmartBoard. See that there are four major oceans that actually make up one global ocean: the Pacific Ocean, the Atlantic Ocean, the Arctic Ocean, and the Indian Ocean.
-Give students a copy of the map to color the oceans blue and see that their writing utensil never has to come up from the paper, because they can stay inside the lines. Students can color the seven continents of land another color than blue.
-Ask students prior knowledge about the ocean. Make a (KWL) Know Want to know and Learn chart.
-Guide students to do their own research or use EDSITEment-reviewed Treasures@Sea Web site. (Select "Diving for Treasure." "Search for a Treasure Chest of Ocean Facts." And "Frequently Asked Questions")

Lesson 3: Introducing Rhymes with Ocean Literature
-Read on-line nursery rhymes on EDSITEment-reviewed Web site Internet Public Library www.ipl.org and act out rhymes.
-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259
-EDSITEMENT reviewed Treasures@Sea Web site. (Select "Book Activities" and “Web Resources”)

Poetry Collections:

In the Swim, by David Florian (Voyager Books, 1997):

My First Oxford Book of Poems, edited by J. Foster (Oxford University Press, 2000):

The Oxford Book of Animal Poems, edited by Michael Harrison and Christopher Stuart-Clark (Oxford University Press, 1992):

Poetry for Young People: Lewis Carroll, edited by Edward Mendelsohn (Sterling Publishing Company, 2000):

The Random House Book of Poetry for Children, edited by Jack Prelutsky (Random House, 1983):

Sailing Days: Stories and Poems about Sailors and the Sea, edited by A. McKay (ACC Children's Classics, 1998):

LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#)

-Children assist in compling a list of new vocabulary words from books.

-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259

Lesson 4: Writing Fiction about Ocean Life

-Talk about the difference between fiction and nonfiction. Fiction can have animals personified. Students can create their own stories after reading some stories. Teacher can read aloud some picture books.

EDSITEment-reviewed Web site Internet Public Library.

Picture Books

A Swim Through the Sea, written and illustrated by Kristin Joy Pratt (Dawn Publications, 1994)Very Last First Time, written by Jan Andrews, illustrated by Ian Wallace (Atheneum, 1985)Marina, written and illustrated by Ludwig Bemelmans (Harper & Row, 1962)

A House for Hermit Crab, written and illustrated by Eric Carle (Simon & Schuster, 1988)

One Lonely Seahorse, written by Saxton Freymann, illustrated by Joost Elffers (Arthur A. Levine Books, 2000)

Where Will You Swim Tonight?, written by Milly Jane Limmer, illustrated by Helena Clare Pittman (Albert Whitman & Company, 1991)

Sea Squares, written by Joy N. Hulme, illustrated by Carol Schwartz (Hyperion Books for Children, 1991)

Swimmy, written and illustrated by Leo Lionni (Random House, 1968)

The Rainbow Fish, written and illustrated by Marcus Pfister (North South Books, Inc., 1992)Into the A, B, Sea: An Ocean Alphabet, written by Deborah Lee Rose, illustrated by Steve Jenkins (Scholastic Press, 2000)

Across the Big Blue Sea: An Ocean Picture Book, written and illustrated by Jakki Wood (National Geographic Society, 1998)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)

-Discuss the main idea and moral of the story. What was the author's purpose? Students can create own literature books on CAST.org or on power point by using learned vocabulary and reading. Including reading conventions: setting, plot, characters.

Lesson 6: Reporting on the Sea
-Students take what they learned from eachother, books, the internet, and poems and orally report on a selected animal.

Sample questions a student can answer in paragraph form

LIST FROM:(http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)
What is your animal's name?
How big or small is it?
Does it live in the ocean or near the ocean?
In what part(s) of the world is your animal found?
What does your animal eat?
How deep under the water does it live?
What special things does your animal do to survive?

Research BooksAnimals on the Seashore (Octopus Publishing Group, Ltd., 2001)

Draw 50 Sharks, Whales, and Other Sea Creatures, by Lee J. Ames (Doubleday, 1989)

The Magic School Bus on the Ocean Floor, by Joanna Cole (Scholastic, Inc., 1992)

The Aquarium Take-Along Book, by Sheldon L. Gerstenfeld (Penguin Putnam, 1994)

Exploring the Deep, Dark Sea, by Gail Gibbons (Little, Brown, & Co., 1999)

World Water Watch, by M. Koch (Greenwillow Books, 1993)

Beneath Blue Waters: Meetings with Remarkable Sea Creatures, by Deborah Kovacs and Kate Madin (Viking, 1996)

Sea Creatures Do Amazing Things, by Arthur Myers (Random House, 1981)

Shark in the Sea, by Joanne Ryder (Morrow Junior Books, 1997)

Night of Ghosts and Hermits: Nocturnal Life on the Seashore, by Mary Stolz (Harcourt Brace Jovanovich Publishers, 1985)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)


Differentiated Instruction/Assessment

ESL
Researching Ocean Life:
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students use more pictures and translations in their first language. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking and translating software. Peer tutor interactions. Share with families.

Challenge/Extend
Researching Ocean Life:
Consider the standards and work of the next grade. Students write about what they have studied. Students use a web to brainstorm what they are going to write about to answer the; who, what, where, when, and why. Design own book on power point or Cast.org, make a brochure, newsletter, share with families.

Special Needs
Researching Ocean Life:

Consider the IEP and standards below the grade.
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students can dictate or point to pictures to tell what they have learned. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking software and any other needed assistive technology. Peer tutor interactions. Share with families.

Jammi Wagner & Marie Gebhart IUPUI Elem. Edu. Majors

Student Writers

Author:
Meg Gustus

Grade Level:
4th and 5th grade

Timeframe:
Approximately 10 hours over a three week period.

Lesson Description or Explanation:
Students will use technology to create a literary piece of their choosing. After a literacy Unit the students will have a strong understanding of the various types of literacy. To showcase their understanding they will have the option of choosing what they want to write about and in what style they are most comfortable with or wish to explore. This allows students to work at their own pace

Indiana Curricular Standards:
Standard 4: WRITING: ProcessThe writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.
Standard 5: WRITING: ApplicationsThrough the exploration of different types of writing and the characteristics of each, students become proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

ISTE Standards:
1. Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
3. Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Assessments:
Formative:
The students will first complete a rough draft of the literary piece that they wish to complete on the computer, they will have a conference with me before they begin work on the computer. During this conference I will be able to see the development of ideas the student has and we will talk about how their piece can be done on the computer and what tools the individual will use.
While the students are working on their literary piece, I will be walking around and answering any questions the students might have and giving assistance when needed. In walking around the room it will give me a good idea as to how they are advancing in their piece (fluidly or with difficulty).
Summative:
Simply, I will have the students hand in their piece and it should be complete with no errors. They should have used the computer to create their piece in a way that shows their individuality.

Prior Knowledge:
Curricular Knowledge or Skills: The students must all have a basic understanding of how to write (spell, grammar etc.). They must an understanding of a broad range of types of literature and what each type of literature; how it is made and why.
Technology Knowledge: Students must know how to use the type of word-processing tool that they choose to create their literary piece.

Technology:
Internet Resources: http://www.m-w.com/home.htm, http://www.bham.wednet.edu/bio/biomaker.htm, http://www.kids-space.org, http://www.geocities.com/SoHo/Atrium/1437/index.html, http://www.freetranslation.com/

Hardware: Computers with internet access, color printer/scanner

Software: Microsoft Office Word, Microsoft Office Excel, Microsoft Office Publisher, clip art


Procedure:
Students will spend up to 5 hours over a week (at school and at home) deciding upon a piece of writing that they wish to pursue (i.e. poetry, autobiography, biography, comic strip, editorial, brochure, magazine article etc.). Once they have created a rough draft of the piece they choose to write they will begin creating it on the computer. They will spend up to 5 hours throughout two weeks creating their piece. Finally they will display their pieces for all of their peers to see.

Differentiated Instruction:
ESL:
Students who are ESL will be able to use various resources to help them translate what they choose to write.

Challenge/Extend:
Because this lesson allows students to choose their own type of literary piece students who need more of a challenge can choose to create something that allows them to develop something elaborate and complex.

Special Needs:
Because this lesson allows students to choose their own type of literary piece, students with special needs have the option of choosing a piece that will fit their abilities and strengths.