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Jan 9, 2024
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Interdisciplinary Lesson Plan Assignment
Section 4
By: Kenah Lofton
Pursuing licensure: EC-6
th
grade
Grade Level Lesson Assigned for: 3
rd
grade
1.
A link to a news story about the current event
2.
Content Area Disciplines Visual Art Standard: Creative Expression 3.2(A)Integrate ideas drawn from life experiences to create original works of art.
Science Standard: Force, motion, and energy.3.6. (A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life.
Music Standard: Creative Expression 3.4(A) Create rhythmic phrases through improvisation or composition.
Math Standard: Algebraic reasoning 3.3.5. (E): The student is expected to represent real-world relationships using number pairs in a table and verbal description.
Dance Standard: Creative Expression 3.3.2(A) Demonstrate safe use of movement and voice.
Language Arts Standard: Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
Theater Standard: Creative Expression3.3(D) Cooperate and interact with others in dramatic play.
Social Studies Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history of various communities.
3.
Learning objectives
4.
Warm-Up
5.
Instructional Strategies: Visual Art Standard: Creative Expression 3.2(A)Integrate ideas drawn from life experiences to create original works of art.
Science Standard: Force, motion, and energy.3.6. (A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life.
Strategy: Inquiry Learning
Description of the Integration Experience:
The teacher will play video about the forms of energy. Then the teacher will pass out a forms of energy chart and ask students to identify different forms of energy as we walk around the school building inside and outside. The students will take notes and draw pictures of the different types of energy they identified around the school’s atmosphere. The teacher will display an art piece by Wassily Kandinsky and ask student to identify different forms of energy within the piece. Then the student will create an artistic poster identifying the types of energy they explored. Forms of Energy https://www.brainpop.com/science/energy/formsofenergy/ WASSILY KANDINSKY (1866-1944)
Autumn Landscape with Boats, 1908 (oil on board)
JUSTIFICATION OF VISUAL ARTS ACTIVITY
Inquiry Learning strategy will allow the students to explore and discover new information about the different forms of energy.
Music Standard: Creative Expression 3.4(A) Create rhythmic phrases through improvisation or composition.
Math Standard: Algebraic reasoning 3.3.5. (E): The student is expected to represent real-world relationships using number pairs in a table and verbal description.
Strategy: Think-Pair-Share
Description of the Integration Experience:
The teacher will play the input/output song. Then the teacher will discuss the meaning of rhythm and phrases; then ask probing question to engage the students and allow them time to find examples within our Function song. The students will think and compose a rhythmic phrase that will help them remember the key components that will help them with completing mathematical tables that contain numbered pairs. The students will connect with a partner to discuss their rhythmic phrase and express how this phase will help them solve the assigned math problem displayed on
whiteboard. In math notebooks students will complete table using the rhythmic phase. During this activity students will work independently and then with a partner to give and receive constructive feedback on given assignment. Input Output Tables Song | 4th Grade | Finding the Rule of A Function
https://www.youtube.com/watch?v=d1COIcRoSgo
JUSTIFICATION OF MUSIC ACTIVITY
By working independently students are given a chance to construct their own ideas for the first part of the task, but later they can connect with a partner to build on their ideas and help their partners to elaborate on the ideas. Dance Standard: Creative Expression 3.3.2(A) Demonstrate safe use of movement and voice.
Language Arts Standard: Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
Strategy: Think-Pair-Share
Description of the Integration Experience:
The teacher will play the Rock 2 the Core video and ask questions about the components in the video. The class will discuss events playing out in logical order. Then students will think about their morning routine and write down routine in sequential order. Then students will pair up and exchange their writing. The partners will critique their partners writing. Then student will make necessary changes if any. The partners will share their final piece about their morning routine. Then class will meet on carpet and act out their morning routine as the Rock 2 the core music plays. The students will demonstrate proper movements safely while acting out their routine. Chronological Order- Rock 2 the Core – Language Arts K-5
https://www.youtube.com/watch?v=kHWYClfj2pw
JUSTIFICATION OF DANCE ACTIVITY
During the think-pair-share activity students will work independently and then with a partner to give and receive constructive feedback on given assignment. By working independently students are given a chance to construct their own ideas for the first part of the task, but later they can connect with a partner to build on their ideas and help their partners to elaborate on the ideas. Theater Standard: Creative Expression3.3(D) Cooperate and interact with others in dramatic play.
Social Studies Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history of various communities. Strategy: Performance Based Learning
Description of the Integration Experience:
The teacher will provide choices of different historical figures along with bio information and important contributions made to the community. The teacher will show an example of a dramatization by playing the Bringing History to Life video. The teacher will display instructions of the activity on the whiteboard and answer any questions about assignment. The students will choose on historic figure to research data provided on their impact on their community. Then the student will present a skit as that historical figure to a partner. The partner will try to identify the character utilizing the information within the performance. The partners will switch, and both will give constructive feedback. Bringing History to life
https://www.youtube.com/watch?v=yG2vNkZ-RK8
JUSTIFICATION OF THEATER ACTIVITY
The performance base learning strategy was implemented for this assignment to enhance the students learning about the significance of historical figures. By having the students dramatize the historic information it promotes a higher-
level thinking to incorporate information into a theatrical dramatization.
Differentiated Instruction Accommodations:
ELL: The English Language Learners will be partnered with a student for extra support. The vocabulary words will be display on whiteboard with pictures to help ELL make connections.
Gifted/ Above-Level Learners: The gifted students will be challenged by managing collaborative groups and be a lead facilitator before member in the group. Use of Technology:
Teacher utilized computer and projector to display a BrainPOP Video on the Properties of Matter. The students utilized
starboard and pen to play an interactive game on the BrainPOP website. 6.
List of materials needed for the lesson
MATERIALS AND RESOURCES
1. magazines
2. scissors
3. glue
4. pencils
5. markers
6. poster boards
7. projector
8. smartboard
9. document reader
10. Computers
12. Rulers
13. Smartboard and pen
7.
Lesson closure / Formative Assessment. Note you must address BOTH components to earn full points on the rubric. 8.
Summative Assessment plan (include formative and summative assessments. Formative assessment may be informal, e.g. questioning strategies during the warm-up.)
How will you know that students have met the objective: Each student will be graded on the BrainPOP Quiz and used for a daily grade. The students will also be graded on poster board and participation using project rubric.
9.
Provide a homework plan or a plan to reinforce the learning in classroom
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A1. E
lementary Grade Level: 3
rd
grade A3. MATH
Standard: Algebraic reasoning 3.3.5. (E): The student is expected to represent real-world relationships using number pairs in a table and verbal description. A3. SCIENCE
Standard: Force, motion, and energy.3.6. (A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life. A3. LANGUAGE ARTS Standard:
Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
A3. SOCIAL STUDIES
Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history
of various communities. A2. VISUAL ARTS Standard:
Creative Expression
3.2(A)
Integrate ideas drawn from life experiences to create original works of art
A4. Cooperative Learning Groups
A4a.The teacher will present an example of using objects to solve a problem about number pairs. The teacher will play the input/output song. Then the teacher will display a problem on white board and provide students with manipulatives and materials to solve the problem in their cooperative groups. The students will create a visual chart to show how they solved the assigned problem utilizing input/ output chart using real-world objects. The students will benefit from working in their cooperative groups by expressing creative ideas to group members and receive creative feedback on how best to solve the given problem as a group. Each group member will be responsible for adding their unique ideas to the A4. Inquiry Learning
A4a. The teacher will play video about the forms of energy. Then the teacher will pass out a forms of energy chart and ask students to identify different forms of
energy as we walk around the school building inside and outside. The students
will take notes and draw pictures of the different types of energy they identified around the school’s atmosphere. The teacher will display an art piece by Wassily Kandinsky and ask student to identify different forms of energy within the piece. Then the student will create an artistic poster identifying the types of energy they explored. Inquiry Learning strategy will allow the students to explore and discover new information about the different forms of energy. A5. Forms of Energy
A4. Self-Directed Learning
A4a. The teacher will play BrainPOP video on sequencing and have an open class discussion on content of the video. Then the teacher will pass out two comic strips and have students place pictures in a way that it makes sense to them. The students will evaluate the comic strips and write an explanation on why they arranged the pictures in that order. The students will reflect on personal thoughts about sequencing and logical order then write analyses in writing journal. Then students will create their own comic strips utilizing knowledge from their life experience. Self-
directed learning supports students with generating independent ideas and promotes students with creating products independently. This allows students to be challenged when learning new material and
helps the teacher get a better understanding of what the student knows A4. Think-Pair-Share
A4a. Students will think about what communities may have been like in the past. Student will brainstorm about pastime communities and write in their social studies notebook. Then students will answer the following questions, “How do you think communities got started?” and were communities planned are spatially invented? and why? “Then students will pick a partner to
share their ideas. Then students will create a poster with their partner of what they visualized a community from the pass would look like. They should include things the wrote
about in their social studies notebook. The teacher will monitor student working in groups and ask probing question to strengthen their ability to process higher level
of thinking. After assignments have concluded
the teacher will show students communities photos form the past. The think-pair-share strategy was utilized for this creativity and facilitate the communicating A5. Input Output skill in the learning process. The student can Tables Song give and receive constructive feedback on | 4th Grade | thoughts and ideas. Finding the Rule of A FunctionA5. Communities
https://www.brainpop.com
/science/energy/ formsofenergy/
PAGE 4
A3. MATH
Standard: Algebraic reasoning 3.3.5. (E): The student is expected to
represent real-world relationships using number pairs in a table and verbal description.
A3. SCIENCE
Standard: Force, motion, and energy.3.6.
(A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life.
A3. LANGUAGE ARTS
Standard: Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
A3. SOCIAL STUDIES
Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history of various communities. A2.
MUSIC Standard:
Creative Expression
3.4(A) Create rhythmic phrases through improvisation or composition
A4. Think Pair Share
A4a. The teacher will play the input/output song. Then the teacher will discuss the meaning of rhythm and phrases; then ask probing question to engage the students and
allow them time to find examples within our Function song. The students will think and compose a rhythmic phrase that will help them remember the key components that will help them with completing mathematical tables that contain numbered pairs. The students will connect with a partner to discuss their rhythmic phrase and express how this phase will help them solve the assigned math problem displayed on whiteboard. In math notebooks students will complete table using the rhythmic phase. During this activity students will work independently and then with a partner to give and receive constructive feedback on given assignment. By working independently students are given a chance to construct their own ideas for the first part of the task, but later
they can connect with a partner to build on their ideas and help their partners to elaborate on the ideas. A5.
Input Output Tables Song | 4th Grade | Finding the Rule of A A4. Cooperative Learning groups A4a. The teacher will play the energy video and review science terms. The teacher will have the student sing the energy song then identify rhythmic phases in the energy song. Then the teacher will model how to create a rhythmic phase about the different forms of energy and include mechanical movement. The teacher release students into their cooperative groups and ask them to create a rhythmic phase about mechanical, light, sound, and heat energy. In their cooperative groups each member must play an active role in creating the final product. Cooperative learning groups will facilitate the students with improving their understanding of the different forms of energy. This will produce an opportunity for students to interact with peers positively and help them enhance the learning experience. A5. What is Energy?
https://www.youtube.com /watch?
v=o_5oYuDY2qM
A4. Whole Group Instruction A4a. The teacher will discuss language arts
terms and music terminology and allow students to ask questions about any unfamiliar content. The teacher and students will sing the Rock 2 the Core song.
Then the class will recite the words and tap
to the music. The teacher will place magnetic screenshots of the character in the song along with the activities he performed during the song. In whole group we will arrange the screenshots in chronological order. As a class we will verbalize the events and discuss why these
actions were performed in this order. The teacher will play the video one more time as the students act out the charter actions and sing along. Whole group instruction was permitted during this activity to facilitate a concrete understanding of sequencing and to familiarize themselves with better understanding of putting event in logical order. This method allows students to ask questions, receive answers,
and readily interact during the lesson. A5.
Chronological Order - Rock 2 the Core – Language Arts K-5
A4. Socratic Method
A4a. The teacher will ask students to define community in their own words. The teacher will
discuss components of a community and
play the Community Toolbox Song. The teacher will display, “What are some things that can change a community?” Students will retrieve their social studies notebook and brainstorm ideas. The student will share their ideas with a partner. Then as a class we
will review the elements within the video and
identify phases that impacted our communities. As the students listen to the instrumental version of the song students will create a rhythmic phase about one historical event that effects our community. The Socratic method will positively help students to explore the historical significance of important events that effected communities throughout history. It allows the teacher to pose questions about the given topic and have student use the current understanding; but the teacher is then able to ask more questions to spark the
critical thinking method to have students analyze the given topic in a deeper way. A5. The Community Toolbox Song Function
https://www.youtube.com /watch?
v=d1COIcRoSgo
https://www.youtube.com/watch?v=kHWY
Clfj2pw
https://www.youtube.com/watch?v=l1X6elj D7GE
PAGE 5
A3.
MATH
Standard: Algebraic reasoning 3.3.5. (E): The student is expected to
represent real-world relationships using number pairs in a table and verbal description.
A3. SCIENCE
Standard: Force, motion, and energy.3.6. (A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life.
A3. LANGUAGE ARTS
Standard: Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
A3. SOCIAL STUDIES
Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history
of various communities. A2. DANCE A4. Whole Group Instruction
A4. Learning Centers A4. Think-Pair-Share
A4. Learning Centers
Standard: Creative Expression 3.3.2(A)
Demonstrate safe use of movement and
voice
A4a. The teacher will display the words of the Function Song and lead
the students in in practicing lyrics. Then the educator will instruct the student to mimic movement to the Function Song. Once the class has grasped content and safe movements utilizing the Function Song. In whole group students will perform song and dance then discuss components of the lyrics to better understand the methods or functions to completing number pairs. The students should be able to comprehend the rules to complete mathematical tables by verbalizing the need to identify the function of the numbers within the table. Students should be able to recall lyrics and movements to complete number pairs math problem in their math notebooks. Student will create a dance movement to help solve math problem. By presenting this lesson in whole group the educator can lead the lesson and monitor students understanding of topic. This strategy allows the students to be interactive participants as the teacher instructs. This method encourages students to engage in active learning and calls student to be
accountable,
and participate
during the
lesson. A5. Input Output Tables Song | 4th Grade | Finding the Rule of A Function https://www.youtube.com /watch?
v=d1COIcRoSgo
A4a. The teacher will play a video about the different forms of energy. Then the teacher will explain to the students that
there are learning centers with materials, and instructions set-up around the classroom. Each center will be based off a form of energy. The students will explore a center for 15 minutes utilizing safe movements and proper voice levels during centers. The students will rotate until they have explored each learning center. This method supports students with fully engaging in the exploration of the forms of energy A5.
https://www.youtube.com /watch?
v=o_5oYuDY2qM
A4a. The teacher will play the Rock 2 the Core video and ask questions about the components in the video. The class will discuss events playing out in logical order. Then students will think about their morning routine and write down routine in sequential order. Then students will pair up
and exchange their writing. The partners will critique their partners writing. Then student will make necessary changes if any. The partners will share their final piece about their morning routine. Then class will meet on carpet and act out their morning routine as the Rock 2 the core music plays. The students will demonstrate
proper movements safely while acting out their routine. During the think-pair-share activity students will work independently and then with a partner to give and receive
constructive feedback on given assignment. By working independently students are given a chance to construct their own ideas for the first part of the task, but later they can connect with a partner to build on their ideas and help their partners to elaborate on the ideas. A5.
Chronological Order
- Rock 2 the Core – Language Arts K-5 https://www.youtube.com/watch?v=kHWY
Clfj2pw
A4a. The teacher will discuss the contents of the learning centers and review expectations of centers. The teacher will play a short video about Benjamin Franklin and act out movements verbalized in the video. The teacher will release student learning center for 15 minutes per center. Students will rotate between six learning stations. The students will utilize graphic organizer to explore the contribution historical figures made to their communities and if these changes still affect our communities today. The student will demonstrate safe movements and voice levels as they discover important information using the material at the social studies learning centers. The learning center provides students with a hands-on experience to familiarize themselves with information about several historical figures.
This will enable the students a chance to strengthen their knowledge and ability to understand more content as they rotate the learning centers. A5. Benjamin
Franklin Video https://www.youtube.com/watch?v=rriVOlb w8Tg
PAGE 6
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A3.
MATH
Standard: Algebraic reasoning 3.3.5. (E): The student is expected to represent real-world relationships using number pairs in a table and verbal description.
A3.
SCIENCE
Standard: Force, motion, and energy.3.6. (A) The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/ thermal in everyday life. A3.
LANGUAGE ARTS
Standard: Response Skills:3.7. (D) The student is expected to retell and paraphrase texts in ways that maintain meaning and logical order.
A3.
SOCIAL STUDIES
Standard: History. 3.1. The student is expected to understand how individuals, events, and ideas have influenced the history
of various communities. A2. THEATER
Standard:
Creative Expression
3.3(D) Cooperate and
interact with others in dramatic play
A4. Cooperative Learning Groups A4a. Students will create a skit in cooperative groups about number pairs. In groups students will create a math story that includes a scenario
utilizing real world objects to help solve a math problem. The students will think about our Function song and include a function in their presentation. Groups will be required to present math problem, function, and a number pair table that
correlates with math scenario. Cooperative Learning Groups are used to provide students with opportunities to interact with one another in ways that enhance their learning. A5.
A4. Performance- based strategy A4a. The teacher will introduce the energy rap to the class. The class will discuss the elements of the video. The teacher will instruct the class to create a
skit about different forms of energy. The
students will include words about the forms of energy, movements that correlates with the words, and creativity
to produce a dramatic performance. The
students will utilize previous energy assignments, science notebook, and science book to help create their skits. Performance based strategy was implemented to encourage students to create a dramatization about the different forms of energy. This strategy helps students to creatively produce a product by utilizing skills to navigate through the learning process and A4. Role Play A4a. The teacher will inquire about previous lessons on sequencing text in the logical order. Then the teacher will show the silent video and ask students to discuss
events that took place during the video. The student will fill out an activity about events that took place during the silent video. The student will create an object from the scene that was significant to the character they wish to play. As a class we will reenact scenes from the video in chronological order. Students will play out different characters within allotted time. The role-playing strategy was pragmatic during this lesson because it enhanced the student’s clarity on the language arts terminology. It enabled students to connect with the topic and interact with their peers safely. This A4 Performance Based Learning
A4a. The teacher will provide choices of different historical figures along with bio information and important contributions made to the community. The teacher will show an example of a dramatization by playing the Bringing History to Life video. The teacher will display instructions of the activity on the whiteboard and answer any questions about assignment. The students will choose on historic figure to research data
provided on their impact on their community.
Then the student will present a skit as that historical figure to a partner. The partner will try to identify the character utilizing the information within the performance. The partners will switch, and both will give constructive feedback. The performance base learning strategy was implemented for this assignment to enhance PAGE 7
Input Output Tables Song | 4th Grade | Finding the Rule of A Function
https://www.youtube.com /watch?
v=d1COIcRoSgo
familiarize themselves with the different elements of energy. A5. Energy Rap
https://www.youtube.
com /watch?v=eyUf1Wb6etk
method supports positive communication skills within the classroom, and it enriches the learning process. A5. Silent Video http://kidsloveshortfilms.com
/portfolio/silent/
the students learning about the significance of
historical figures. By having the students dramatize the historic information it promotes a higher-level thinking to incorporate information into a theatrical dramatization. A5. Bringing History to life
https://www.youtube.com/watch?v=yG2vNk Z-
RK8
PAGE 8
F. SOURCES
Input Output Tables Song | 4th Grade | Finding the Rule of A Function https://www.youtube.com/watch?v=d1COIcRoSgo Forms of Energy https://www.brainpop.com/science/energy/formsofenergy/
WASSILY KANDINSKY (1866-1944) Autumn Landscape with Boats, 1908 (oil on board) Writing
in Sequence https://www.brainpop.com/english/writing/writinginsequence/ Snoopy and Garfield Comic Strip http://teachingenglishthroug http://hoofprintsofthepast.org/history/building-
communities/hcomics.blogspot.com/ Communities
http://hoofprintsofthepast.org/history/building-communities/
What is Energy? https://www.youtube.com/watch?
v=o_5oYuDY2qM The Community Tool Box Song https://www.youtube.com/watch?v=l1X6eljD7GE Benjamin Franklin Video https://www.youtube.com/watch?v=rriVOlbw8Tg Energy Rap https://www.youtube.com/watch?v=eyUf1Wb6etk Silent Video http://kidsloveshortfilms.com/portfolio/silent/ Bringing History to life
https://www.youtube.com/watch?v=yG2vNkZ-RK8
PAGE 9
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