Summarize the below passage by including the setting or environment, content or subject, lesson or activity, and the organization of students or groups. The class consists of 17 half-day kindergartners, ages 5 & 6, in science and mathematics. The characteristics of the class are that English is the 1st language for all 16 white and 1 Hispanic child; they share similar linguistic and cultural backgrounds. I use content-specific movement activities to teach the content & meet their physical needs: they dance and sing songs about seeds/plants when learning the concepts. My teaching context's relevant features are a room with a full-time teaching assistant (TA). I post student work & charts on walls & windows for review. The SMART Board in our room captivates students' attention, and we use a webcam to share our learning with other classes. The instructional challenge is they have limited expressive & thinking skills without seeing teacher modeling & scaffolding. The theme was "Seeds & Plants"-children asked inquiry questions & conducted experiments to explore what happened when seeds grew. The unifying concepts and processes were "evidence, models and explanation" and "constancy, change and measurement." They developed an understanding of these concepts/processes in the branches of "Science as Inquiry" and "Life Science." The theme developed their ability to do scientific inquiry & helped them understand the characteristics & life cycles of organisms. This theme relates to the unifying concepts/processes "evidence, models & explanation" and "constancy, change & measurement" in their experiments with data as models to explain plant phenomena. The theme & unifying concepts deepened their understanding of math concepts. Through practice, they learned to measure objects using standard & nonstandard units, practiced counting leaves, recognized the numbers on the ruler when measuring, and they compared the heights of their plants & numbers of leaves at various times. The theme deepened their understanding of science concepts. They learned to create models to explain plant needs & quantify changes and developed their concepts in seeds/plants through a scientific process of thinking, observing, reasoning, and communicating. The overall math goal was to improve their number concept and measurement skills. The scientific goals were to develop their ability to make a scientific inquiry, use models and evidence to explain phenomena and know that changes can be quantified. The nature and flow of this sequence was a combination of math & science. They complemented each other and relied on the math data to conduct the science experiment to see what happened to seeds. By counting and measuring, they helped make a science statement: whether seeds grow in certain conditions. My math objectives were for them to be able to count the number of leaves & record it in their science journals, measure the plant height & record it, and compare the heights of their plants at various times & explain which is taller/shorter & how they knew. My science objectives were that they could make scientific inquiries on seeds in various growing conditions. The math objectives complemented the science ones: achieving them gave them the data needed to attain 1 of their science objectives. Achieving the science objectives showed they could count and measure. The summative assessment with a rubric evaluates their presentation of the experiments, from their inquiry question to the steps taken in the experiment to their conclusion. The learning activities & reasons for them included creating group & individual KWL charts to see what they knew & wanted to learn. Reading books on seeds/plants provided new knowledge; Watching plant movies on the Brain Pop website aided the understanding of the theme; Conducting experiments based on student interests satisfied students' curiosity and provided hands-on learning of new concepts; Measuring objects using nonstandard units & beginner's rulers and recording plant heights on worksheets; Recording observations in the journals, which is needed to conclude & it was a meaningful integration of ELA & science; and Using a webcam helped them formulate their thinking, verbalize their observations, and deepen their understanding of the concepts. I used a digital camera, a Board with Internet access, and a webcam. I used the camera to take photos of the experiments at various stages. The photos were grouped chronologically to show how experiments progressed; the photos served as data. Achieving these objectives showed that they reached the math and science goals for the entire sequence. Children "turned and talked" to a peer who did a different experiment. I assessed them by reviewing the inquiry questions on the Board. "Turn and Talk" held them accountable for their learning and enabled them to learn from each other since their experiments differed.
Summarize the below passage by including the setting or environment, content or subject, lesson or activity, and the organization of students or groups.
The class consists of 17 half-day kindergartners, ages 5 & 6, in science and mathematics. The characteristics of the class are that English is the 1st language for all 16 white and 1 Hispanic child; they share similar linguistic and cultural backgrounds. I use content-specific movement activities to teach the content & meet their physical needs: they dance and sing songs about seeds/plants when learning the concepts. My teaching context's relevant features are a room with a full-time teaching assistant (TA). I post student work & charts on walls & windows for review. The SMART Board in our room captivates students' attention, and we use a webcam to share our learning with other classes. The instructional challenge is they have limited expressive & thinking skills without seeing teacher modeling & scaffolding. The theme was "Seeds & Plants"-children asked inquiry questions & conducted experiments to explore what happened when seeds grew. The unifying concepts and processes were "evidence, models and explanation" and "constancy, change and measurement." They developed an understanding of these concepts/processes in the branches of "Science as Inquiry" and "Life Science." The theme developed their ability to do scientific inquiry & helped them understand the characteristics & life cycles of organisms. This theme relates to the unifying concepts/processes "evidence, models & explanation" and "constancy, change & measurement" in their experiments with data as models to explain plant phenomena. The theme & unifying concepts deepened their understanding of math concepts. Through practice, they learned to measure objects using standard & nonstandard units, practiced counting leaves, recognized the numbers on the ruler when measuring, and they compared the heights of their plants & numbers of leaves at various times. The theme deepened their understanding of science concepts. They learned to create models to explain plant needs & quantify changes and developed their concepts in seeds/plants through a scientific process of thinking, observing, reasoning, and communicating. The overall math goal was to improve their number concept and measurement skills. The scientific goals were to develop their ability to make a scientific inquiry, use models and evidence to explain phenomena and know that changes can be quantified. The nature and flow of this sequence was a combination of math & science. They complemented each other and relied on the math data to conduct the science experiment to see what happened to seeds. By counting and measuring, they helped make a science statement: whether seeds grow in certain conditions. My math objectives were for them to be able to count the number of leaves & record it in their science journals, measure the plant height & record it, and compare the heights of their plants at various times & explain which is taller/shorter & how they knew. My science objectives were that they could make scientific inquiries on seeds in various growing conditions. The math objectives complemented the science ones: achieving them gave them the data needed to attain 1 of their science objectives. Achieving the science objectives showed they could count and measure. The summative assessment with a rubric evaluates their presentation of the experiments, from their inquiry question to the steps taken in the experiment to their conclusion. The learning activities & reasons for them included creating group & individual KWL charts to see what they knew & wanted to learn. Reading books on seeds/plants provided new knowledge; Watching plant movies on the Brain Pop website aided the understanding of the theme; Conducting experiments based on student interests satisfied students' curiosity and provided hands-on learning of new concepts; Measuring objects using nonstandard units & beginner's rulers and recording plant heights on worksheets; Recording observations in the journals, which is needed to conclude & it was a meaningful integration of ELA & science; and Using a webcam helped them formulate their thinking, verbalize their observations, and deepen their understanding of the concepts. I used a digital camera, a Board with Internet access, and a webcam. I used the camera to take photos of the experiments at various stages. The photos were grouped chronologically to show how experiments progressed; the photos served as data. Achieving these objectives showed that they reached the math and science goals for the entire sequence. Children "turned and talked" to a peer who did a different experiment. I assessed them by reviewing the inquiry questions on the Board. "Turn and Talk" held them accountable for their learning and enabled them to learn from each other since their experiments differed.
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