Lesson+Plan

Collaborators: Tracy, Ashley and Together Link to Lesson Deconstruction Link to Lesson Deconstruction Discussion Link to Lesson Deconstruction Graphic Organizer Link to Assignment 3.3 Lesson Scenario and Collaboration Planning Pag

|| || Template for Collaborative Lesson Plan – A. 4.2 ** (9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding 13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (B) draw conclusions from the facts presented in text and support those assertions with textual evidence;  (25) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:  (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and  (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. || **Listening and speaking:**  31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others **Other content areas:** **SCIENCE:** (9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * **Planning**
 * **Reading Comprehension Strategy:** Activating or Building Background Knowledge
 * **Reading Development Level:** 3rd Grade Advancing
 * **Instructional Strategies:** Cues and Questions, Classifying and Comparing
 * **Lesson Length:** 45 minute lesson
 * **Purpose:** The purpose of this lesson is for students to gain knowledge in systems and apply that knowledge in their exploration of the rainforest.
 * **Objectives:**
 * Students will develop an understanding of the essential parts of a system.
 * Working in a small group, students will draw and label picture of their individual system based on the rubric.
 * After reading __If I Ran the Rainfores__t, students will be able to apply their background knowledge about systems and how the rainforest is a system.
 * Student will be able to create a fully developed KWLQ after motivation activity and shared reading is completed.
 * Resources, Materials, and Equipment:
 * Rubric to self assess their work product of systems.
 * Technology tools: Computer lab, projection camera or overhead projector.
 * Literacy Resources: __If I Ran the Rainforest__ by Bonnie Worth
 * Butcher paper to create initial KWLQ chart.
 * Teacher will produce a sample Prezi to help instruct students on how to create their own for extension activity.
 * Step by step worksheet on making a Prezi for students.
 * KWLQ charts for students to complete.
 * Copies of Rubrics for students to self assess their Prezi work product.
 * Copies of Rubrics for teachers to assess the students.
 * Objects such as toothbrush, computer mouse, belt, hanger, game controller, remote and flashlight
 * Children’s or Young Adult Literature (fiction and informational books):** __If I Ran the Rainfores__t by Bonnie Worth
 * Websites (including pathfinders)**
 * Graphic Organizers:** KWLQ chart
 * Materials**
 * Equipment:** Computer lab, document camera or overhead projector
 * **Collaboration:**
 * The teacher will introduce the topic of the intended lesson.
 * She will "snag" the students' interest with a hands on component that will help students understand the idea of a system.
 * Teacher will hand out objects that have multiple parts that make the object work: belt, hanger, toothbrush, game controller, remote, computer mouse, and flashlight.
 * Students will work in groups to identify the parts of each object and how they work together.
 * As a group, they will discuss what happens to the system if part of it is taken away. "Does it work as a system with one part missing? Why or why not?"
 * Students will draw a picture of their system, labeling each part, describing what each part contributes to the system and reflect on why the system will not work without each of its parts.
 * The librarian will present the class with a large KWLQ chart.
 * The librarian will have students access prior knowledge about rainforests to come up with what they "Know" about rainforests.
 * The librarian will have students work through what they "Want" to know.
 * The librarian will read the book, __If I Ran a Rainforest__, by Bonnie Worth to the class.
 * The class will add to their KWLQ chart and the teacher will ask the students to think about the rainforest as a system and ask them the question, "What will happen to the rainforest if we take parts of its system away?"
 * **Assessment:**
 * Students will draw a picture of the system assigned to them. Student will label the system and reflect on why each part of the system is essential to make the system work properly.
 * **Standards (from the TEKS or other state standards)**
 * Reading and/or writing:** ||  ||
 * **READING:**
 * **READING:**
 * (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
 * (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
 * (A) explore how structures and functions of plants and animals allow them to survive in a particular environment
 * Information literacy (from the AASL Standards):**
 * AASL STANDARDS:**
 * 1 Inquire we, think critically, and gain knowledge.**
 * **1.1 Skills**
 * ==== 1.1.1Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection focusing this process in own life. ====
 * ==== 1.1.2 Use prior and background knowledge as context for new learning. ====
 * ==== 1.1.3 Develop and refine a range of questions to frame the search for new understanding. ====
 * ====1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. ====
 * ====1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. ====
 * **1.3 Responsibilities**
 * ====1.3.3 Follow ethical and legal guidelines in gathering and using information. ====
 * ====1.3.4 Contribute to the exchange of ideas within the learning community. ====
 * ====1.3.5 Use information technology responsibly. ====

**1.4 Self Assessment Strategies**

 * ====1.4.3 Monitor gathered information, and assess for gaps or weaknesses. ====

**2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. **

 * **2.1 Skills **
 * 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * ====2.1.2 Organize knowledge so that it is useful. ====
 * ====2.1.4 Use technology and other information tools to analyze and organize information. ====
 * ====2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. ====
 * **2.2 Dispositions in Action**
 * ====2.2.4 Demonstrate personal productivity by completing products to express learning. ====

**3. Share knowledge and participate ethically and productively as members of our democratic society. **

 * **3.1 Skills **
 * ====<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3.1.6 Use information and technology ethically and responsibly. ====

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3.2 Dispositions in **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A**ction**
**Educational technology:** **TECHNOLOGY:**
 * ====<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. ====
 * **3.4 Self Assessment Strategies**
 * ==== **<span style="font-family: 'Times New Roman','serif';">3.4.2 ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assess the quality and effectiveness of the learning product. ====

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
 * (A) use technology terminology appropriate to the task;
 * (A) acquire information including text, audio, video, and graphics

**Implementation** **Process** **Motivation:** Students will engage in a hands-on activity by being given a system that they have to label the parts and explain why each part of the system is essential. **Student-friendly Objectives** **Presentation** The teacher will introduce the new topic. She will "snag" the students' interest with a hands on component that will help students understand the idea of a system. The teacher will show the students an object that works as a system. She will think aloud as she describes the different parts to the class and how they work together. As she talks, the librarian will write down notes from her description. After discussing her item, the teacher will distribute various items to the student groups. Teacher will hand out objects that have multiple parts that make the object work: belt, hanger, toothbrush, game controller, remote, computer mouse, and flashlight. As the teacher is doing this, the librarian will review the notes taken from the teacher demonstration and explain to the students that they will look at their objects the same way that the teacher did. As a group, they will need to take notes on three different areas: the main parts of their system, how the parts work together, and how the system will work if one or more parts are missing. As a group, they will discuss what happens to the system if part of it is taken away. "Does it work as a system with one part missing? Why or why not?" The teacher and librarian will monitor and help the discussion with half of the class groups. After ten to fifteen minutes, students will present the information from their group's discussion. The teacher will conclude that all the objects worked together as a system. Each student is to draw a picture of their system and label each part of the system. They will explain why each part is important and write a reflection on why the system will not work without all of its pieces. The librarian will present the class with a large KWLQ chart. She will explain that the rainforest is a system. The librarian explains she would like to know what information the students already know about rainforests. The librarian will call on students to access prior knowledge about rainforests while the teacher writes down responses in the K section of the chart. Students will give responses to the librarian as to what they would like to learn about the rainforests as the teacher records these responses. Before reading __If I Ran the Rainforest,__ the librarian will pass out individual KQWL charts to students. She will explain to them that as she is reading, she would like them to fill in the "L" area about things that they learned as she read the book. The librarian will read the book, __If I Ran a Rainforest__, by Bonnie Worth to the class. Students will fill in the L section of their chart as the librarian reads. The teacher will monitor the students as the story is read. After completing the story, the teacher asks the class to share some of the things that they learned about the rainforest. The teacher will also ask students to apply what they know about systems to the rainforest. "Is the rain forest a system? "If so, can the rainforest survive without some of its parts?" Students will now fill in their Q portion of the KWLQ chart to prepare them for their extension activity.
 * Explain to group members how the system they were given has essential parts and cannot be used with out each part of the system.
 * Completely fill-out KWLQ chart
 * Draw a picture of their system with each part labeled and explained.
 * Reflect on the importance of each piece of the system after completing the drawing a labeling.
 * Connect new knowledge of systems to the rainforest and how it operates as a system.

**Student Participation Procedures** **or** **Student Practice Procedures:** **Guided Practice:** Students will label and discuss in a group the parts of the systems they are given by the teacher. The teacher and the librarian will each rotate through half of the student groups to help guide students' thinking about parts of their systems that can be removed and the system still work effectively. The teacher and the librarian will be able to spend more time with each group due to the fact that there are two of them. **Closure:** The teacher and librarian will lead students in a discussion about how all types of systems have essential parts. The teacher will assist her groups in presenting their system drawings while the librarian will record findings on the overhead. Then, the librarian will assist her groups while the teacher takes notes from these presentations. Together, the teacher and librarian along with the students will discuss attributes that they found that were similar in all groups.
 * Each student will draw a picture of their system that is labeled with an explanation and reflection.
 * [[file:Student Self-Assessment Rubic_picture.docx]]
 * [[file:Teacher Rubric_Picture.docx]]
 * Each student will fill-in their KWLQ charts.

**Reflection:** How does the systems activity relate to the rainforest? Is the rainforest a type of system?


 * **Extensions**(Moreillon 15):
 * Students will use one of their Questions from the Q section to do further research about the rainforest on their own.
 * Students will create a Prezi for the question they choose to research.
 * Students can research other systems found in everyday life that we can not live without.
 * As students begin to study about the rainforest, students will be encouraged to choose an animal they would like to learn about and learn how they fit into the rainforest system.
 * [[file:Teacher Prezi Rubric_Picture.docx]]
 * [[file:Student Self-Assessment Rubic.docx]]

Moreillon, J. // Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: ALA Editions, 2007.