ELL Tech Tools Lesson Plan

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    Lesson Plan for Implementing NETSS

    (More Directed Learning Activities)

    Teacher(s)

    Name Ruth St-Arre

    Position 2nd Grade Teacher

    School/District Dunleith Elementary School/Marietta City Schools

    E-mail rstarre954@gmail.com

    Phone 954-394-6426

    Grade

    Level(s) 2nd Grade

    Content Area Science

    Time line 1 Week

    Standards:

    Content Standards

    S2E1. Students will understand that stars have different sizes, brightness, and patterns.a. Describe the physical attributes of starssize, brightness, and patterns.

    S2E2. Students will investigate the position of sun and moon to show patterns throughout

    theyear.a. Investigate the position of the sun in relation to a fixed object on earth at various

    times of the day.b. Determine how the shadows change through the day by making a shadow stick or

    using a sundial.c. Relate the length of the day and night to the change in seasons (for example: Daysare longer than the night in the summer.).d. Use observations and charts to record the shape of the moon for a period of time.

    ELA2R The student demonstrates the ability to read orally with speed, accuracy, and

    expression. The student d. Reads second-grade texts at a target rate of 90 words correct perminute

    NETS*SStandards:

    1. Creativity and innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative

    products and processes using technology. a. Apply existing knowledge to generate new

    ideas, products, or processes, b. Create original works as a means of personal or group

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    expression, c. Use models and simulations to explore complex systems and issues

    2. Communication and collaboration:Students use digital media and environments to communicate and work collaboratively,

    including at a distance, to support individual learning and contribute to the learning ofothers. a. Interact, collaborate, and publish with peers, experts, or others employing a

    variety of digital environments and media

    3. Research and information fluency:Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to

    guide inquiry, d. Process data and report results.

    4. Critical thinking, problem solving, and decision makingStudents use critical thinking skills to plan and conduct research, manage projects, solve

    problems, and make informed decisions using appropriate digital tools and resources. a.Identify and define authentic problems and significant questions for investigation, c.Collect and analyze data to identify solutions

    5. Digital citizenship:Students understand human, cultural, and societal issues related to technology and practicelegal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of

    information and technology, b. Exhibit a positive attitude toward using technology that

    supports collaboration, learning, and productivity, c. Demonstrate personal responsibilityfor lifelong learning d. Exhibit leadership for digital citizenship and/or make informed

    decisions

    6. Technology operations and concepts:Students demonstrate a sound understanding of technology concepts, systems, andoperations .a. Understand and use technology systems, b. Select and use applicationseffectively and productively, c. Troubleshoot systems and applications, d. Transfer current

    knowledge to learning of new technologies

    Overview

    Students will be able to understand the patterns in the night sky, what causes day and night, and what causes the

    seasons. There will be a total of four lessons. The teacher will begin each lesson by introducing the vocabulary.Each student will be provided with a vocabulary sheet which will have all the words related to the daily lesson.Chants will be created to assist with understanding vocabulary and remembering definition. Lesson 1-

    introduction to patterns in the sky, Lesson 2- earth's rotation, Lesson 3- what causes the seasons. Students will alist of activities to choose from to demonstrate their understanding of the standards. The activities will come from

    the Georgia framework and the assessment will be completing the culminating task but I will add additionaloptions that integrate Web 2.0 tools.

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    Essential Questions

    What are stars?

    What causes day and night?

    Why does the moon seem to change?

    Why does the sun shine during the day, but is not there at night?How does a sundial work?

    Why do some stars look brighter than the sun?

    What are some of the differences and/or similarities between the seasons?

    Why are there four seasons?

    Assessment

    The students summative assessment is to complete at least 2-3 activities from the list of options in theculminating task. Activities are differentiated and each group is pre-assigned activities to complete. There will

    also be informal and formative assessments which will include student observation, group conversations, and bi-weekly assessment. One of the goals for my students is to get them to verbally communicate more between

    student to student and student to teacher. Students have a guide to assist with responding to content relatedquestions by supporting responses through using evidence and sentence starters. Earth Science Assessment

    Here are the options for the 4 stations from the Science Framework and I added one.

    Scenario:The head astronomer at the local planetarium has been picked by NASA to go to the moon on a rock

    collecting adventure. Your class has a planned field trip to the planetarium. The astronomer has contacted yourteacher to inform him/her that there will be no guides at the planetarium. Your teacher has assured him that you

    can take a self guided tour of the facilities and do it on time using a sundial.. Four stations have been set up foryou to complete. Remember to record your findings in your Science Journals at each station.Product: You will need to divide your class into four teams. Using your journals and research notes, visit each of

    the four stations and complete the tasks at each location. Record your findings in your journals.

    Station OneYou are to construct a sundial to show the time you left the sundial station. Draw your sundial inyour journal.

    Station TwoYou are to use the sun to position a compass. Draw the compass rose showing true North and theposition of the sun. Use this compass rose to guide you to your next station. Write directions using your compass

    (North, South, East, and West) to direct your group to the next station in your journal. Follow your directionswhen you move.

    Station Three-- Using a local newspaper weather page or a weather website, www.weather.com , construct achart telling sunrise and sunset this week. You plan to get up to go to the planetarium when the sun rises the day

    of your trip and you plan to stay until the sun sets. What time do you arrive and what time do you leave?

    Station FourDemonstrate the phases of the moon using a flashlight, small ball (tennis size) and a globe.Illustrate the phases of the moon and label new, full, half, and crescent

    http://goo.gl/forms/D5RnoFz5a8http://goo.gl/forms/D5RnoFz5a8http://goo.gl/forms/D5RnoFz5a8
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    Station Five: Using either AdobeVoice, iMovie, Explain Everything, or Prezi. Record a news forecast on the

    Night Sky- include information on Shadows, What causes Day and Night, sky patterns, moon phases

    Resources

    All students in Marietta City Schools have aDiscovery Education account. This is our Science textbook andcenter for resources. Discovery Education is was purchased by the district and its a requirement to for students

    and teachers to use the online tool. The teacher will use videos as part of the warm up activities and videos andvideos will be assigned to students as review and follow-up activities. Students will log in to complete theassigned activities inside their individual folders. The videos are listed below. The students will usePadlet torespond to daily exit ticket questions and to also respond to their peers who make have wondering questions.They can also record a video response to respond to questions.Google Formwill be used to check understanding

    of content. Teacher will useFlubaroo extension to automatically grade assessments. Students will have theoption of using Adobe Voice to record their presentations for the culminating task. Students can add their own

    pictures or use the ones located in the picture bank. Teacher will also incorporatePlickersas a tool for warm-upsand to check students understanding pre and post lesson and lab completion.

    Instructional Plan Preparation

    In first grade, much of the content from Earth Science unit isnt previewed but the students do learn about theseasons and weather. I believe the information from first grade will hopefully assist my students with

    understanding the cause for changes in the seasons. I can find out if the students have former knowledge of theinformation by having students complete the first section of a KWL chart. Students might have difficulty withusing content vocabulary in their responses and day to day conversations.

    Management

    I have a smaller class size with 13 E.L.L. students out of 16. My students are actually too quiet which is one ofthe reasons I started implementing chants for learning vocabulary and other content information. This has helped

    the students to be more comfortable around their peer