Elise Heiting
SIOP Lesson #1
2/29/12
Introduction
The classroom that this lesson plan is made for is a general education second grade classroom that contains English as a Second Language students. In this hypothetical situation, there is a classroom of 30 students, 15 that are ESL students whose first language is Spanish, and 15 that are native English speakers. The ESL students are at a Level 3 (developing) or at a level 4 (expanding) level of English language Proficiency according to WIDA. Because the students are from the same language background and there is an equal amount of Spanish speakers as English speakers, the teacher incorporates many resources in the L1. Books, picture dictionaries, and translations around the room are used for all lessons and units.
Lesson Plan
Grade Level: 2nd Grade
Content Domain: Science
Topic: Insects
Standards:
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
· Students will reach this standard by creating their insect and labeling the different components parts of the organism. They will have to write what the specific function of each component part is.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).
· Students will have to observe their classmate’s new insect, and write down observable features in their chart, such as size, color, shape, etc.
B. Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
· Students will have to come up with a certain environment or habitat and location in the world that their insect lives. They must make this decision based upon their background knowledge and the features chosen for their insect
12.B.1b Describe how living things depend on one another for survival.
· Students will have to decide on what their insect eats, and what animal eats them.
WIDA Standards:
For grades 1 and 2:
Level 3: Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts
· Students will create pictures and sentences about their new insect, and they will also create pictures and sentence in a chart about their classmates insects
Level 4: Compare living organisms according to their attributes using illustrated graphs or charts and text
· Students will use pictures and sentences to describe the similarities and differences between their insect and the insects created by their classmates. Students will also use pictures and sentences to describe how their insect is similar and different to some of the real insects we have studied.
Purpose of the Lesson: Teacher will say to the students: “We have been studying all different types of insects for the last few weeks. Today, we are going to review what we have learned about insects, and we will also get a chance to make our own insect using the information we now know about these really cool animals. At the end of the day, you and your group will get to present to the class your new insect and all of its special characteristics. We will compare and contrast all of our different insects on this chart.”
Language Objectives:
Language objectives will be written on the board for the students to see throughout the lesson. They will also be discussed before the lesson begins with the students.
1.) Write sentences about your new insect using vocabulary on the word wall.
2.) Talk to the class about you and your group’s new insect.
3.) Listen to classmates as they share about their insect so that you can fill out your insect chart.
Content Objectives:
Content objectives will be written on the board for the students to see throughout the lesson. They will also be discussed before the lesson begins with the students.
1.) Create your own insect.
2.) Decide what your insect needs to live.
3.) Compare and contrast your insect with the insects made by your classmates and with real insects that we have studied in class.
Key Vocabulary
Key vocabulary will be written on the word wall accompanied by a picture. They have been discussed and defined in previous lessons.
Insect
habitat
prey
predator
characteristics
environment
ecosystem
geographic location
legs
wings
eyes
abilities
larva
egg
Materials:
Graphic organizer (attached)
Insect chart (attached)
Insect sentence worksheet (attached)
Overhead projector
Model Magic (green, yellow, blue, red, white, black)
Map of the world
Resource table
· contains all books, pictures, models, and resources used throughout the unit
· contains pictures and vocabulary in both English and Spanish for reference
· contains a English/Spanish picture dictionary with information about insects
· terrarium with real insects
· Case of preserved insects
Strategies:
Think-Pair-Share
Collaboration/Group work
Total Physical Response
Scaffolding (information work sheets and guided resources)
Skills
Listening- Students will develop listening skills through listening to classmates describe their insects and transferring the aurally transmitted information to their chart.
Speaking-Students will develop their speaking skills through giving a presentation about their insect to the rest of the class that uses learned vocabulary
Reading- Students will develop their reading skills by reading through the insect encyclopedias and previous classroom resources and deciding what characteristics and features their insect will possess.
Writing- Students will develop their writing skills through completing the given worksheets and turning the information they collected into complete sentences.
Collaboration- Students will develop their collaboration skills through physically building their insect, making decisions together, organizing the information they collected into a presentation.
Prior Knowledge:
Students have been learning about the lives of insects for the past few weeks. They have learned about insect life cycles, characteristics of different insects, where different insects live, abilities of different insects, and insects’ relationship to other animals and plants. They have studied several different insects by reading, conducting experiments with real insects, and investigating information about the lives of different insects. Students have had experience with real insects, models of insects, preserved insects, and many pictures of different insects.
Background Knowledge:
In the beginning of the unit, the teacher facilitated a discussion about the students’ background knowledge about insects through a think-pair-share activity. In this activity, students “thought” about their own knowledge and experience with insects. Then they “paired” with a partner to discuss the information they thought about. Then they shared as a class. The teacher used this information to decide what insects the class was going to study. This built on background knowledge because the teacher used insects that students were familiar with from their personal and cultural experiences. This moves away from studying about insects that are only familiar to the area that is teaching, and incorporates insects that are common to their home cultures. These different insects will be represented at the resource table.
Presentation:
This summative lesson will be broken into three days. We will give brief information about Day 1 and 3, and more detailed information regarding lesson 2.
Day One- Guided and Interactive Review
Teacher will begin by stating the purpose of the lesson (written above).
Teacher will facilitate a guided and interactive review of the material learned throughout the unit. The resource table will be introduced and used as an additional teaching tool that will aid in the students’ understanding of the unit based upon books, L1 materials, realia, and pictures.
The word wall will be referenced in the review as another resource for the students.
Teacher will break up resources from the resource table into stations. The class will be broken up and will spend time visiting each station. Books will have post-it-notes on pages that students can directly go to, so that reading will be scaffolded and students will not have to read and research the entire book. Students will write observations, questions, and newly learned information in their science journals about the resources at each station. For a list of resources used, consult the above materials section of the lesson plan.
After students have been to each station, teacher will bring class back together and reflect on the stations activity. The teacher will ask what new information students learned, questions they still have, and observations they made.
This activity will allow students to have hands on experience with realia of insects, exposure to resources in the L1, and exposure to labeled pictures in both English and Spanish.
Day Two- Creating Insect
Lesson will begin by the teacher discussing the content and language objectives. Teacher will describe how each language and content objective will be implemented in the lesson:
· Content Objectives
1.) Create your own insect.
“Today, you will use all of the information you have been learning about insects to create your very own new insect! You will be working in groups of 3 to create a model of your new insect! You will be creating your new insect out of different colored model magic clay. Teamwork and collaboration is very important.”
2.) Decide what your insect needs to live.
“Before you and your group can start creating your insect of the clay, you will first need to decide together the characteristics and features your new insect will have. Can somebody give me an example of features of insects? (Write on the board) You and your group will fill out a graphic organizer together about your new insect before you create your insect with the clay. I will now show you on the overhead what is expected of you and your group while filling out the graphic organizer. I want you to be very creative! Your insect can be as crazy looking and have superhero abilities!” Have an overhead projection of the graphic organizer with a picture of a bee on display. With the help of students, fill out the graphic organizer about the bee. While filling it out, use the picture as a reference while teaching. While discovering the different physical characteristics about the bee, have students point to their own arms/legs/eyes etc., and discuss the differences between human characteristics and insect characteristics. Incorporate the total physical response strategy as well as referencing realia and pictures while filling out the graphic organizer as a class. When discussing habitats, draw upon students prior knowledge of habitats that have previously been discussed (i.e. forests, water, desert, rainforest, arctic, etc) and write them on the board for future reference. For geographic location, explain what it is and reference the drop-down map in the room, so that the students can choose an area for their insect to live. When discussing relationships with other animals, have students define what a prey and predator are and give examples of these relationships. Use pictures of each to demonstrate the relationship with arrows (i.e. animal=fish, predator=dolphin, prey=plankton). After the class fills out the chart together, break class up into 10 groups of 3. Have names of students in each group displayed on an overhead to ignore further confusion. Before having the class separate into groups, discuss expectations of working in groups. Demonstrate using three students. “Let’s say that you three are in a group. What would be something that you would say to share your opinion if you didn’t like something? What would be something that you should not say to your group members if you disagree with what they are saying?” Model a few more examples and write down expectations of good team work on the board. Have these groups all ready assigned based upon English proficiency level to ensure that all skills are used during the creation of the insect. One student will be a higher proficiency level, one student will be at an intermediate proficiency level, and the other student will be at a lower proficiency level. Pass out graphic organizers to the class before the model magic is passed out. Students must have graphic organizer completed before they can begin to physically create the insect with the model magic. As students are creating the insect, monitor individual participation in the group. Make sure each individual is contributing to the creation of the insect. Encourage good team work, collaboration, and creativity.
3.) Compare and contrast your insect with the insects made by your classmates and with real insects that we have studied in class.
This content objective will occur on Day 3 of the lesson when the students present their newly created insect to the class.
· Language Objectives
1.) Write sentences about your new insect using vocabulary on the word wall.
Once the students have created their insect as a group and are approved by the teacher, the teacher will give the students the insect worksheet. Before the students can begin working on the worksheet, describe the expectations and demonstrate a model on the board using the previous example about the bee and using the learned vocabulary. The worksheet is scaffolded for the students to allow for further organization of thoughts that can be referenced and used in the presentation. Also, tell the students that each one of them is to draw their interpretation of the insect on the back of the worksheet. All 3 group members will discuss their ideas for how the insect should look and come up with commonalities among the three drawings. After this is completed, have students’ worksheets checked by the teacher. Once students in the group have agreed upon a design and discussed the design with the teacher, hand out the model magic to use that is appropriate for the colors chosen by the groups.
Give directions on how to form different features of the insect by showing the students the model of the bee that you have already constructed. Be sure to incorporate every characteristic that is described in the graphic organizer. Once we have finished this, you will be done for the day and we will present these to your classmates tomorrow. Remember to have good teamwork and collaborate on each of your ideas to make the final product.
2.) Talk to the class about you and your group’s new insect.
This will be accomplished on day 3 in the presentations that each group will give about their new insect.
3.) Listen to classmates as they share about their insect, so that you can fill out your insect chart.
This will be accomplished on day 3. As the students are talking about their insect, the students will follow along and fill in the designated boxes of the insect chart.
Day Three-Presentations and final reflection
Students will come into the class and sit in their groups (written on the board). One of the group members will get their newly created insect and start to plan out their presentation.
The teacher will pass out the insect chart and will tell each group that they need to use their graphic organizer to fill out their section of the chart. Each group will be assigned a number. Then the teacher will instruct the groups to plan out a presentation of their insect to the rest of the class. Each group member needs to speak, so students should fill out the chart together, and then plan out what each group member is going to say.
Once students have had time to plan out their presentation, they will present. The rest of the students will practice their listening skills and write down the information in their insect chart as they listen to their classmates present.
After they fill out the chart, they will write in their scicence journals comparing and contrasting
Assessment:
Teacher will use this summative assessment rubric to assess the students’ reading, writing, listening and speaking skills in English, as well as demonstrated learned knowledge from the unit. This rubric will not be used to give students’ a grade, but rather for the teacher to use to monitor the students’ progress and knowledge in regards to English proficiency and content knowledge. This will be used as a tool to make future decisions about differentiated instruction or extensions for the students.
Insect Summative Assessment-Teacher Use
Student Name: ________________________________________
CATEGORY
Working with Others
4-Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
3-Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
2-Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
1-Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Understanding of insect life
4-Student demonstrates understanding of insect life through use of resources, completion of assignments.
3- Student demonstrates understanding of insect life through use of resources and completion of assignments with some
Compares and contrasts insects
4-Student demonstrates understanding how to compare and contrast through writing and effectively compares and contrasts their insect to other insects studied with at least 5 examples.
3-Student demonstrates some understanding of how to compare and contrast through writing and effectively compares and contrasts their insect to other insects studied with at least 4 examples.
2-Student demonstrates little understanding of how to compare and contrast through writing and has trouble comparing and contrasting their insect to other insects studied.
1-Student demonstrates no understanding of how to compare and contrast through writing and is unable to effectively compare and contrast their insect to other insects studied.
Use of Vocabulary in Writing
4-Student uses at least 10 vocabulary words from the word wall and uses all of them in the correct context.
3-Student uses at least 8 vocabulary words from the word wall and uses almost all of them in the correct context.
2-Student uses at least 5 vocabulary words from the word wall and uses some of them in the wrong context.
1-Student uses less than 5 vocabulary words from the word wall and uses most of them in the wrong context.
Presentation of Insect
4-Student demonstrates their speaking skills through effective presentation of their insect by speaking loudly and clearly, speaking in complete sentences, and using the vocabulary.
3-Student demonstrates their speaking skills through mostly effective presentation of their insect by speaking somewhat loud and clearly, speaking in mostly complete sentences, and using most of the vocabulary.
2-Student demonstrates some need for improvement in their speaking skills through the presentation of their insect. Student had troubled speaking loudly and clearly, speaking in complete sentences, and using the vocabulary.
1-Student did not speak during group presentation.
Listening Skills
4-Student demonstrates their listening skills through respectful listening to the presentations and using the information heard to fully and correctly fill out the insect chart.
3-Student demontrates their listening skills through respectful listening to the presentations and using most of the information heard fill out most of the insect chart.
2-Student demonstrates difficulty with their listening skills through difficulty of listening to the presentations and transferring limited amount of the information heard fill out most of the insect chart.
1
Student demontrates very limited listening skills through inability to to listen to the presentations and inability to transfer the information heard during the presentation to fill out most of the insect chart.
Assessment for a student grade will be based upon activity completion, effort, teamwork/collaboration, and demonstration of knowledge through the students’ science journal throughout the unit. Students will be given a grade of Excellent, Satisfactory, or Non-Satisfactory, but their level of English proficiency will not result in a lower grade. Teacher will be aware of each student’s English proficiency level and grade them according to their level and the above criteria.
Sample Pages
Sentence Worksheet
My name:_____________________________________________________________________
My insect name:________________________________________________________________
Directions: Use your completed graphic organizer to answer the following questions in complete sentences:
Write two sentences about the characteristics of your insect. (Use at least three different characteristics).
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Write a sentence about your insect’s habitat.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Write a sentence about the relationship with other insects.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Write a sentence about the abilities your insect has.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SIOP Lesson #1
2/29/12
Introduction
The classroom that this lesson plan is made for is a general education second grade classroom that contains English as a Second Language students. In this hypothetical situation, there is a classroom of 30 students, 15 that are ESL students whose first language is Spanish, and 15 that are native English speakers. The ESL students are at a Level 3 (developing) or at a level 4 (expanding) level of English language Proficiency according to WIDA. Because the students are from the same language background and there is an equal amount of Spanish speakers as English speakers, the teacher incorporates many resources in the L1. Books, picture dictionaries, and translations around the room are used for all lessons and units.
Lesson Plan
Grade Level: 2nd Grade
Content Domain: Science
Topic: Insects
Standards:
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
· Students will reach this standard by creating their insect and labeling the different components parts of the organism. They will have to write what the specific function of each component part is.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).
· Students will have to observe their classmate’s new insect, and write down observable features in their chart, such as size, color, shape, etc.
B. Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
· Students will have to come up with a certain environment or habitat and location in the world that their insect lives. They must make this decision based upon their background knowledge and the features chosen for their insect
12.B.1b Describe how living things depend on one another for survival.
· Students will have to decide on what their insect eats, and what animal eats them.
WIDA Standards:
For grades 1 and 2:
Level 3: Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts
· Students will create pictures and sentences about their new insect, and they will also create pictures and sentence in a chart about their classmates insects
Level 4: Compare living organisms according to their attributes using illustrated graphs or charts and text
· Students will use pictures and sentences to describe the similarities and differences between their insect and the insects created by their classmates. Students will also use pictures and sentences to describe how their insect is similar and different to some of the real insects we have studied.
Purpose of the Lesson: Teacher will say to the students: “We have been studying all different types of insects for the last few weeks. Today, we are going to review what we have learned about insects, and we will also get a chance to make our own insect using the information we now know about these really cool animals. At the end of the day, you and your group will get to present to the class your new insect and all of its special characteristics. We will compare and contrast all of our different insects on this chart.”
Language Objectives:
Language objectives will be written on the board for the students to see throughout the lesson. They will also be discussed before the lesson begins with the students.
1.) Write sentences about your new insect using vocabulary on the word wall.
2.) Talk to the class about you and your group’s new insect.
3.) Listen to classmates as they share about their insect so that you can fill out your insect chart.
Content Objectives:
Content objectives will be written on the board for the students to see throughout the lesson. They will also be discussed before the lesson begins with the students.
1.) Create your own insect.
2.) Decide what your insect needs to live.
3.) Compare and contrast your insect with the insects made by your classmates and with real insects that we have studied in class.
Key Vocabulary
Key vocabulary will be written on the word wall accompanied by a picture. They have been discussed and defined in previous lessons.
Insect
habitat
prey
predator
characteristics
environment
ecosystem
geographic location
legs
wings
eyes
abilities
larva
egg
Materials:
Graphic organizer (attached)
Insect chart (attached)
Insect sentence worksheet (attached)
Overhead projector
Model Magic (green, yellow, blue, red, white, black)
Map of the world
Resource table
· contains all books, pictures, models, and resources used throughout the unit
· contains pictures and vocabulary in both English and Spanish for reference
· contains a English/Spanish picture dictionary with information about insects
· terrarium with real insects
· Case of preserved insects
Strategies:
Think-Pair-Share
Collaboration/Group work
Total Physical Response
Scaffolding (information work sheets and guided resources)
Skills
Listening- Students will develop listening skills through listening to classmates describe their insects and transferring the aurally transmitted information to their chart.
Speaking-Students will develop their speaking skills through giving a presentation about their insect to the rest of the class that uses learned vocabulary
Reading- Students will develop their reading skills by reading through the insect encyclopedias and previous classroom resources and deciding what characteristics and features their insect will possess.
Writing- Students will develop their writing skills through completing the given worksheets and turning the information they collected into complete sentences.
Collaboration- Students will develop their collaboration skills through physically building their insect, making decisions together, organizing the information they collected into a presentation.
Prior Knowledge:
Students have been learning about the lives of insects for the past few weeks. They have learned about insect life cycles, characteristics of different insects, where different insects live, abilities of different insects, and insects’ relationship to other animals and plants. They have studied several different insects by reading, conducting experiments with real insects, and investigating information about the lives of different insects. Students have had experience with real insects, models of insects, preserved insects, and many pictures of different insects.
Background Knowledge:
In the beginning of the unit, the teacher facilitated a discussion about the students’ background knowledge about insects through a think-pair-share activity. In this activity, students “thought” about their own knowledge and experience with insects. Then they “paired” with a partner to discuss the information they thought about. Then they shared as a class. The teacher used this information to decide what insects the class was going to study. This built on background knowledge because the teacher used insects that students were familiar with from their personal and cultural experiences. This moves away from studying about insects that are only familiar to the area that is teaching, and incorporates insects that are common to their home cultures. These different insects will be represented at the resource table.
Presentation:
This summative lesson will be broken into three days. We will give brief information about Day 1 and 3, and more detailed information regarding lesson 2.
Day One- Guided and Interactive Review
Teacher will begin by stating the purpose of the lesson (written above).
Teacher will facilitate a guided and interactive review of the material learned throughout the unit. The resource table will be introduced and used as an additional teaching tool that will aid in the students’ understanding of the unit based upon books, L1 materials, realia, and pictures.
The word wall will be referenced in the review as another resource for the students.
Teacher will break up resources from the resource table into stations. The class will be broken up and will spend time visiting each station. Books will have post-it-notes on pages that students can directly go to, so that reading will be scaffolded and students will not have to read and research the entire book. Students will write observations, questions, and newly learned information in their science journals about the resources at each station. For a list of resources used, consult the above materials section of the lesson plan.
After students have been to each station, teacher will bring class back together and reflect on the stations activity. The teacher will ask what new information students learned, questions they still have, and observations they made.
This activity will allow students to have hands on experience with realia of insects, exposure to resources in the L1, and exposure to labeled pictures in both English and Spanish.
Day Two- Creating Insect
Lesson will begin by the teacher discussing the content and language objectives. Teacher will describe how each language and content objective will be implemented in the lesson:
· Content Objectives
1.) Create your own insect.
“Today, you will use all of the information you have been learning about insects to create your very own new insect! You will be working in groups of 3 to create a model of your new insect! You will be creating your new insect out of different colored model magic clay. Teamwork and collaboration is very important.”
2.) Decide what your insect needs to live.
“Before you and your group can start creating your insect of the clay, you will first need to decide together the characteristics and features your new insect will have. Can somebody give me an example of features of insects? (Write on the board) You and your group will fill out a graphic organizer together about your new insect before you create your insect with the clay. I will now show you on the overhead what is expected of you and your group while filling out the graphic organizer. I want you to be very creative! Your insect can be as crazy looking and have superhero abilities!” Have an overhead projection of the graphic organizer with a picture of a bee on display. With the help of students, fill out the graphic organizer about the bee. While filling it out, use the picture as a reference while teaching. While discovering the different physical characteristics about the bee, have students point to their own arms/legs/eyes etc., and discuss the differences between human characteristics and insect characteristics. Incorporate the total physical response strategy as well as referencing realia and pictures while filling out the graphic organizer as a class. When discussing habitats, draw upon students prior knowledge of habitats that have previously been discussed (i.e. forests, water, desert, rainforest, arctic, etc) and write them on the board for future reference. For geographic location, explain what it is and reference the drop-down map in the room, so that the students can choose an area for their insect to live. When discussing relationships with other animals, have students define what a prey and predator are and give examples of these relationships. Use pictures of each to demonstrate the relationship with arrows (i.e. animal=fish, predator=dolphin, prey=plankton). After the class fills out the chart together, break class up into 10 groups of 3. Have names of students in each group displayed on an overhead to ignore further confusion. Before having the class separate into groups, discuss expectations of working in groups. Demonstrate using three students. “Let’s say that you three are in a group. What would be something that you would say to share your opinion if you didn’t like something? What would be something that you should not say to your group members if you disagree with what they are saying?” Model a few more examples and write down expectations of good team work on the board. Have these groups all ready assigned based upon English proficiency level to ensure that all skills are used during the creation of the insect. One student will be a higher proficiency level, one student will be at an intermediate proficiency level, and the other student will be at a lower proficiency level. Pass out graphic organizers to the class before the model magic is passed out. Students must have graphic organizer completed before they can begin to physically create the insect with the model magic. As students are creating the insect, monitor individual participation in the group. Make sure each individual is contributing to the creation of the insect. Encourage good team work, collaboration, and creativity.
3.) Compare and contrast your insect with the insects made by your classmates and with real insects that we have studied in class.
This content objective will occur on Day 3 of the lesson when the students present their newly created insect to the class.
· Language Objectives
1.) Write sentences about your new insect using vocabulary on the word wall.
Once the students have created their insect as a group and are approved by the teacher, the teacher will give the students the insect worksheet. Before the students can begin working on the worksheet, describe the expectations and demonstrate a model on the board using the previous example about the bee and using the learned vocabulary. The worksheet is scaffolded for the students to allow for further organization of thoughts that can be referenced and used in the presentation. Also, tell the students that each one of them is to draw their interpretation of the insect on the back of the worksheet. All 3 group members will discuss their ideas for how the insect should look and come up with commonalities among the three drawings. After this is completed, have students’ worksheets checked by the teacher. Once students in the group have agreed upon a design and discussed the design with the teacher, hand out the model magic to use that is appropriate for the colors chosen by the groups.
Give directions on how to form different features of the insect by showing the students the model of the bee that you have already constructed. Be sure to incorporate every characteristic that is described in the graphic organizer. Once we have finished this, you will be done for the day and we will present these to your classmates tomorrow. Remember to have good teamwork and collaborate on each of your ideas to make the final product.
2.) Talk to the class about you and your group’s new insect.
This will be accomplished on day 3 in the presentations that each group will give about their new insect.
3.) Listen to classmates as they share about their insect, so that you can fill out your insect chart.
This will be accomplished on day 3. As the students are talking about their insect, the students will follow along and fill in the designated boxes of the insect chart.
Day Three-Presentations and final reflection
Students will come into the class and sit in their groups (written on the board). One of the group members will get their newly created insect and start to plan out their presentation.
The teacher will pass out the insect chart and will tell each group that they need to use their graphic organizer to fill out their section of the chart. Each group will be assigned a number. Then the teacher will instruct the groups to plan out a presentation of their insect to the rest of the class. Each group member needs to speak, so students should fill out the chart together, and then plan out what each group member is going to say.
Once students have had time to plan out their presentation, they will present. The rest of the students will practice their listening skills and write down the information in their insect chart as they listen to their classmates present.
After they fill out the chart, they will write in their scicence journals comparing and contrasting
Assessment:
Teacher will use this summative assessment rubric to assess the students’ reading, writing, listening and speaking skills in English, as well as demonstrated learned knowledge from the unit. This rubric will not be used to give students’ a grade, but rather for the teacher to use to monitor the students’ progress and knowledge in regards to English proficiency and content knowledge. This will be used as a tool to make future decisions about differentiated instruction or extensions for the students.
Insect Summative Assessment-Teacher Use
Student Name: ________________________________________
CATEGORY
Working with Others
4-Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
3-Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
2-Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
1-Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Understanding of insect life
4-Student demonstrates understanding of insect life through use of resources, completion of assignments.
3- Student demonstrates understanding of insect life through use of resources and completion of assignments with some
Compares and contrasts insects
4-Student demonstrates understanding how to compare and contrast through writing and effectively compares and contrasts their insect to other insects studied with at least 5 examples.
3-Student demonstrates some understanding of how to compare and contrast through writing and effectively compares and contrasts their insect to other insects studied with at least 4 examples.
2-Student demonstrates little understanding of how to compare and contrast through writing and has trouble comparing and contrasting their insect to other insects studied.
1-Student demonstrates no understanding of how to compare and contrast through writing and is unable to effectively compare and contrast their insect to other insects studied.
Use of Vocabulary in Writing
4-Student uses at least 10 vocabulary words from the word wall and uses all of them in the correct context.
3-Student uses at least 8 vocabulary words from the word wall and uses almost all of them in the correct context.
2-Student uses at least 5 vocabulary words from the word wall and uses some of them in the wrong context.
1-Student uses less than 5 vocabulary words from the word wall and uses most of them in the wrong context.
Presentation of Insect
4-Student demonstrates their speaking skills through effective presentation of their insect by speaking loudly and clearly, speaking in complete sentences, and using the vocabulary.
3-Student demonstrates their speaking skills through mostly effective presentation of their insect by speaking somewhat loud and clearly, speaking in mostly complete sentences, and using most of the vocabulary.
2-Student demonstrates some need for improvement in their speaking skills through the presentation of their insect. Student had troubled speaking loudly and clearly, speaking in complete sentences, and using the vocabulary.
1-Student did not speak during group presentation.
Listening Skills
4-Student demonstrates their listening skills through respectful listening to the presentations and using the information heard to fully and correctly fill out the insect chart.
3-Student demontrates their listening skills through respectful listening to the presentations and using most of the information heard fill out most of the insect chart.
2-Student demonstrates difficulty with their listening skills through difficulty of listening to the presentations and transferring limited amount of the information heard fill out most of the insect chart.
1
Student demontrates very limited listening skills through inability to to listen to the presentations and inability to transfer the information heard during the presentation to fill out most of the insect chart.
Assessment for a student grade will be based upon activity completion, effort, teamwork/collaboration, and demonstration of knowledge through the students’ science journal throughout the unit. Students will be given a grade of Excellent, Satisfactory, or Non-Satisfactory, but their level of English proficiency will not result in a lower grade. Teacher will be aware of each student’s English proficiency level and grade them according to their level and the above criteria.
Sample Pages
Sentence Worksheet
My name:_____________________________________________________________________
My insect name:________________________________________________________________
Directions: Use your completed graphic organizer to answer the following questions in complete sentences:
Write two sentences about the characteristics of your insect. (Use at least three different characteristics).
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Write a sentence about your insect’s habitat.
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Write a sentence about the relationship with other insects.
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Write a sentence about the abilities your insect has.
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