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School
Western Governors University *
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Course
C970
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by JudgeStarling3457
WGU Connected Learning Segment Overview Template
General Information
Teacher Education Candidate Name:
Luis Briseno
Date Developed: 08/16/2023
Connected Learning Segment Title:
Descriptive title for your connected learning segment
Exploring Space Period/Time Estimate:
2 hours over 2 weeks Grade Level:
5
th
grade
Number of Students:
24
Central Focus:
The central focus is a topic such as the solar system, life cycles, or the civil rights movement.
Solar System and Space Lesson 1 Information State/National Academic Standard:
Subject:
Learning Objective(s):
(behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
5-ESS1-1
. Support an argument that differences in
the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
Science After reading Planets
, students will draw evidence from the book to compare the sun's brightness to other stars due to the relative distance from the Earth. Students will create a model of the solar system, planets, and stars to make sense of brightness and score 10 out of 12 on a Students will analyze the solar system and space during our science unit by reading Planets.
The educator will fill a KWL chart, and leverage what students already know, to foster interest and engagement. Students will refer to the book as their source of information to find evidence to understand the relative position of stars and planets to the Earth, which inform how bright they appear to us. Using the five writing steps (prewetting, drafting, revision, editing,
and publication, students will work in Formative Assessment:
Students will be assessed through classroom discussions to gather input on their understanding and general comprehension, from which to adjust appropriately.
Students are to be actively monitored throughout their note-taking time.
Summative Assessment:
Students will be evaluated individually using a Holistic Rubric where 10 out of 12 shows mastery. PAGE 1
rubric.
small groups and engage in think-pair-
share guided practice to make sense of information. The educator will model the steps of writing and provide
a graphic organizer and the rubric expectations. The educator will also use a claim, evidence, and reasoning poster to guide student learning. Before students begin their independent writing, as a whole group, the educator will elevate student thoughts from small group and scaffold and extend their thinking and learning. We will review our word wall, the components of an essay, and the claim, evidence, and reasoning. The educator will review their writing (access to google docs) as part of the writing process, meet one-on-one to provide feedback, and then the students will complete the essay. Lesson 2 Information
State/National Academic Standard:
Subject:
Learning Objective(s):
(behavior, condition, criteria)
Overview of Strategies and Learning Tasks:
Description of Formative and Summative Assessment:
H2.5.2
Analyze and explain how people from various cultural and ethnic groups have shaped the United States history.
Social Studies After reading Hidden Figures,
students will underhand how these figures shaped science
in the United States by creating a timeline During the social studies lesson, students will explore the solar system and space by learning about the role of prominent figures within Hidden Figures. Students will learn how women contributed to and influenced Formative Assessment:
Students will be assessed through classroom discussions to gather input on their understanding and general comprehension, from which to adjust appropriately.
Students are to be actively monitored throughout their note-taking time.
PAGE 2
in chronological order and scoring 100%. scientific exploration. Together we will
the importance of chronology and how events influence one another. Most importantly, we will focus on how cultural and ethnic groups shaped the United States history. We will have a KWL chart, graphic organizer, the claim/evidence/support
poster, a word wall, and create a timeline of space exploration. These activities will be guided by the educator and there will be time for small groups and think-pair-share so they can make their thinking visible and learn from one another. Summative Assessment:
A timeline in chronological order is to be generated from the book we read. A score of 100% is needed to achieve mastery. Lesson 3 Information
State/National Academic Standard:
Subject:
Learning Objective(s):
(behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
Producing:
Select, analyze, and interpret artistic work for presentation.
Art
After reading The New
Guys
, students will understand the connection between space and figures by creating a media art piece for “Our Astronauts” showcasing explorers' diversity. The artwork will be scored on a 5 out of 5 must be met After reading The New Guys, and connecting to their prior knowledge and learned information, students will understand the connection between space exploration and the figures that made it so. We will refer to prior work and the 3
rd
book to understand who has contributed to this scientific advancement. We will add to the KWL chart and then create a piece of artwork. Students can be creative and choose their media to showcase their Formative Assessment:
Students will be assessed through classroom discussions to gather input on their understanding and general comprehension, from which to adjust appropriately.
Students are to be actively monitored throughout their note-taking time.
Summative Assessment:
The artwork will be scored on a 5 out of 5 must be met to achieve mastery.
Students will be evaluated individually using a Holistic Rubric where 10 out of 12 shows mastery. PAGE 3
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to achieve mastery. They will also write an
essay describing what they have learned/artwork and a
10/12 is needed for mastery. understanding. Art materials will be provided, and they can do collages, they can do collages on PowerPoint, etc. Then they will draft an essay Reflection
Explain how the learning segment was designed to support students (e.g., motivating and engaging students) when interacting with children’s literature.
This crosscutting lesson was designed to leverage student’s current and working knowledge of the solar system. By engaging in a KWL chart, word wall, claim/evidence/reasoning, followed by the different ways they can demonstrate their knowledge is a way to leverage their interest and engagement while extending their reasoning skills. Each book was chosen to build their vocabulary and their knowledge of the contributors to space exploration. The idea was to first present students with space through science, then social studies, and the art. In this way, with each activity their knowledge and understanding about solar system is being leveraged and extended while centering on a different focus. The goal is to present information in various ways with various goals so that students understand various aspects of space exploration. Specifically, so that hey can see themselves as potential astronauts.
APA References
(Include citations for any books, resources, or scholarly source/textbook/course support, etc.)
DK. (2023). Planets. DK Publishing
Shetterly, M. L., & Lee Shetterly, M. (2016). Hidden figures: the untold true story of four African-American women who helped launch our nation into space. Young
readers' edition, First edition. New York, NY, Harper, an imprint of HarperCollinsPublishers.
Bagby, M. E. (2023). The new guys: the historic class of astronauts that broke barriers and changed the face of space travel. First edition. New York, NY, William PAGE 4
Morrow, an imprint of HarperCollinsPublishers.
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