Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Problem-Based / Inquiry Instruction Lesson Plan (10 pts) Lesson Background:

Your Name: Megan Glass and Jacob Schmudlach Subject: Science Grade Level: (circle one) 4th

Lesson Title: A Trip in Space Materials Needed: Computer Poster board Markers Scissors Colored Pencils Glue Pencils Paper Prerequisite Skills: Prior to this lesson we will have watched a video on astronauts and also read a book on the topic. Students will understand how to research on the internet and work cooperatively in groups. They have the skills to make and present a poster. Logistics: (Are special arrangements necessary?) The classroom will be set up to have the students in groups. I will also have checked out multiple books from the library on space and astronauts that the students can use. Lesson Goal (not ABCD objectives): Students will create a poster and present to the class what an astronaut would need to take to a trip into space. Students will work together and verbally explain to the class their reasoning of what they chose to put on their boards.

---------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a problem!) Students recently we have been studying about space and astronauts. Today I have a special mission for you. We have an astronaut George that just graduated from NASA and is getting ready for his first mission in Space. He needs your help! George wants to make sure he has everything he needs for his big trip. We are going to get into groups and you will research the necessities he needs to go into space successfully. As a group you will make a poster showing what George needs for his big trip. We are going to use our computers and books from the library to help us with this project. Also please remember when presenting I want you to not only tell me what George needs to take with him to space but why he needs it. 2. Organize students for study: We are now going to get into our groups. I have assigned each of you a group of 4 students, so as I call your name please go to the area I have designated for the group. (I will decide on the groups ahead of time and will choose these based on ability grouping). Please remember in your groups to work cooperatively and brainstorm your ideas together. You will be making and presenting the poster together so make sure everyone is involved and has a part.

3. Assist independent and group investigation: (Input/Modeling so kids know what to do) Students now that you are in your groups I want to show you an example of a poster I created. On this poster I was trying to help someone who didnt know what they needed for a hike in the mountains. Can anyone tell me what they see on the poster and why the hiker would need this? That is correct; here is a picture of climbing boots. And why would the hiker need that? He wants good shoes to protect his feet when he is climbing the mountain. Can anyone see anything else the hiker needs? Good Job, he would also need a canteen. And why would he nee d that? Correct, so he can have water with him as he will get thirsty as he is sweating on his hike. As you can see from my poster I have all of the things a hiker would need for a successful trip up a mountain. As we were talking about this though we didnt just talk about what he needed, but also why he needed it. Remember when you are presenting I want to know why George the astronaut would need his items to go into space. 4. Develop and present artifacts and exhibits (How do students share what they have learned?)

Now that you have seen my example I want you to create your own poster as a group. You can use what we learned in the video we watched yesterday and the book we read earlier today. I want you to have at least 8 items on your poster. Again, you can also use your computers and the books I brought up from the library to do additional research. I want you to draw on your posters the items that George the astronaut needs for his mission. Under each item you have it labeled of what it is and a short explanation for why he needs this. So for example on my poster I had the canteen labeled and under that I had written In case he gets thirsty. Once we have all finished our posters we will be presenting to the class what we have all created. 5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions Great job class! We all made great posters to share with each other. During this lesson we all used our problem solving and investigative skills to decide what George the Astronaut would need for his first mission into space. I think with all of your great ideas he will definitely have a successful mission. Class now that we have all finished our posters and presented them to the class I have a worksheet I want you to fill out about how you used your problem solving skills and worked with your group. Everyone will be filling these out individually. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Now that everyone has completed their worksheets I want us all to think back to all of the posters we saw today. Can anyone tell me some of the items that were similar among all the groups? Now did your group come up with something the other groups didnt? How did your group decide what they wanted on the poster? As you can see we all have different techniques and strategies to problem solving and there is more than one way to get the same answer. I saw a lot of groups using their computers but I also saw one group that mainly used the books to come up with their answers. There are many ways to solve a problem! 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students that need more time I can help these groups individually and assisting them on what an astronaut would need to take into space. Some of these students may also have trouble with the writing portion of the project so I could have them just verbalize this instead. If a certain group does not feel comfortable presenting to the whole class I could always have them present just to me instead. This may make them feel more comfortable in their abilities by only having to explain their project to me.

b. Extension for students of high ability? (Remember, gifted students need challenge). These students could also do research on what only an astronaut needs to take into space, but why do astronauts go on missions. They could have to come up with a fake scenario for our astronaut George for what kind of mission he was going on into space and why. This would give the gifted students an extra challenge and they could do more in depth research with this. TOTAL LESSON TIME:______ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): http://rubistar.4teachers.org/ for Rubric We also used the example lesson plans you gave us and our prior knowledge from practicums and classroom experiences.

Name_________________ A Trip Into Space What did you learn or already know about space that helped you with this project?

How did your group decide on what should go on the poster? What was your role in this?

When working in your group what was the biggest struggle you had while putting your poster together?

Name_____________________

A Trip Into Space Rubric

CATEGORY Graphics 3- Excellent
Graphics go well with the text and there is a good mix of text and graphics.

2- Good
Graphics go well with the text, but there are so man that the distract from the text.

1- Needs Improvemen t
Graphics do not go with the accompan ing text or appear to be randoml chosen.

Knowledge Gained

!tudent accuratel presented the facts on the poster and was able to explain wh all the items would be needed in space.

!tudent accuratel !tudent appears to ha"e presented most the insufficient #nowledge about facts on the poster and the facts on the poster. was able to explain wh some of the items would be needed in space. (ess than ) accurate graphics and text are displa ed on the poster.

Content Accurac

At least $ accurate %&' accurate graphics graphics and text and text are displa ed are displa ed on the on the poster. poster.

!se o" Class #ime

*sed time well during each class period. +ocused on getting the pro,ect done. -e"er distracted others.

*sed some of the time .id not use class time to well during each class focus on the pro,ect OR period. There was some often distracted others. focus on getting the pro,ect done but occasionall distracted others.

Total ______/16