Designing Lesson Plans for Fifth Grade Students
November 23, 2016
After studying the periodic table, electron configurations, and elements, our project was to construct a set of lesson plans for a class of fifth graders, teaching at the element-ary level. With this curriculum, we were supposed to incorporate the Next Generation Science Standards (NGSS). The basis of this project was figuring out how to tone down the complex information to make the learning exciting, realistic, and engaging for the younger students. In order to do so, we first needed to have a complete grasp on the topics being covered in the standards.
Science Practices (skills students should be able to do throughout entire education)
S1. Asking questions (for science) and defining problems (for engineering).
S2. Developing and using models.
S3. Planning and carrying out investigations.
S4. Analyzing and interpreting data.
S5. Using mathematics, information and computer technology, and computational thinking.
S6. Constructing explanations (for science) and designing solutions (for engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and communicating information.
S1. Asking questions (for science) and defining problems (for engineering).
S2. Developing and using models.
S3. Planning and carrying out investigations.
S4. Analyzing and interpreting data.
S5. Using mathematics, information and computer technology, and computational thinking.
S6. Constructing explanations (for science) and designing solutions (for engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and communicating information.
Incorporating NGSS:The main goal of the New Generation Science Standards is to encourage students to participate in active learning. Instead of memorizing facts that can be easily found on the internet, teachers are meant to guide students in the own thinking. This means that students learn how to think, research, and experiment rather than learn how to recite facts. NGSS focuses on applying knowledge and discovery. Students are meant to interact through experiments and be capable of formulating their own thoughts and deductions. Through experiments, students should also have the ability to communicate the results and ideas using various techniques such as models and visuals, writing, or discussion. Because they kept going off on tangents.
|
Specific Fifth Grade Science Standards:Specific Fifth Grade Science Standards: There were three major points to address that revolved around the elements:
|
Interactive Notebooks: |
Utilizing Technology: |
Due to the fact fifth graders tend to have a very limited attention span, we needed to devise a method to take notes while keeping the students’ focus. By designing interactive notebooks, students would have chances to discuss the new material and apply it during the lectures. Projects such as organizing elements, highlighting vocabulary, drawing models, or labeling pictures will be integrated throughout the lesson. This would break up periods into shorter sets of listening so it is more manageable to retain concentration. Also, with this method, students are able to utilize the new information directly after learning it, instead of just immediately forgetting it. This technique also provides an easily accessible way to review notes for studying.
|
Due to basic surveys taken from various fifth grade class, we discovered the students generally had an interest in learning through technology, especially movies. In order to appeal to this enthusiasm by using Bill Nye and Crash Course videos. These animations would be paired with a video note taking guide to ensure the major concepts that the standards required were addressed. We watch certain segments of the videos to narrow down the length of time in order to be efficient in the lesson and to keep the students from zoning out. Following the video, there will be a debrief session as the instructor reviews the answers and offers a chance for students to formulate their own questions they want to a deeper explanation or areas of potential research.
|
Games and Activities: To further instill a positive association with science, games and activities were also incorporated into the curriculum. Due to the fact that most students become restless, there is a game surrounding the basis of tag, but involves the sharing or bonding of electrons. Through this game, students are able to release their energy as they run around, but are still forced to focus on the science aspects of the lesson. Another activity that is planned is to sing and create a song. There is a memorable parody of a song the entire class can easily learn. It is also a technique to help remember the information in the song since it is to the rhythm of a catchy tune. Following memorizing the song, students will pair off and use their creative side to create their own short song. Focusing on one section of the unit, each group can weave scientific concepts into the lyrics. This forces the students to interact with the material and practice collaboration with other students. Performing the song in front of the class will also prepare the fifth graders for future presentations. Finally, as one of the concluding activities to wrap up the unit, each student will research a specific element independently. There is a general outline to follow, but students will be greatly encouraged to go more in depth and focus on the applications of the element in the real world as well as characteristics of the element that coincide with the previous lessons. This project will improve the students’ ability to use technology in a beneficial manner, summarize information and research, and present with clarity, both verbally and visually with posters. Although the researching aspect will be independent, throughout the process students will be placed into groups or pairs to discuss their progress and areas for improvement. This interaction will introduce the students to serve different styles of presenting and actively listening for peer review. The teacher needed to seek-ant a way to interest the students because they sin-ed up to learn.
Labs: One of the most memorable moments in elementary school was the science lab about melting a block of ice by adding different substances, such as salt or sugar, to the surface. For past experiences, my group agreed that hands-on experiments were the most exciting and engaging. Therefore, we decided to add at least one major lab into our curriculum. This also coincides with many of the NGSS: carrying out an investigation, analyzing data, using models, asking questions or defining problems, applying computational thinking, constructing explanations, engaging in evidence-based arguments, and communicating information. Throughout the lab, the teachers will only supervise and guide discussions. Students will be in charge of contributing the ideas that drive the conversation, suggesting predictions and conclusion, organizing the data in a coherent manner. SEE POWERPOINT
Overview of Entire Curriculum:
Reflection: This project was centered around teaching and communicating prior knowledge, rather than actively learning personally. Since this was a slightly different goal, a different approach was needed. This change allowed for personal developments. For example, one aspect that I would definitely change in the future would be the method of presenting. Due to the fact that the curriculum spanned over at least fifteen days, it was challenging to introduce each topic and the entire curriculum as a whole in a short five minute presentation. Also, because the majority of our work was background research, the only visuals were the worksheets and project explanations for the students. These were all placed on a single google document, but it was difficult to view the entire page were it was projected onto the overhead. If I redid the presentation, I would create a separate PowerPoint to show the general public and for the teachers. It would be easier to follow because I could shift the order of the days to group similar activities to make it more understandable. Another point of improvement that this project taught me was to make the activities more aesthetically pleasing. Although adding pictures may seem meaningless, it truly does add to the appearance and organization of the entire presentation. An organized layout not only makes the articles easier to read, but also is pleasing to the eye and can focus the audience's attention.
Aspect that were successful in this project was the amount of collaboration between group members. We were all able to draw on past information and experiences from elementary school to infer what activities would best suit the students. Having people to share ideas and memories with helped with choosing projects wisely to encourage the most interaction between students and science. Another beneficial factor that this project instilled was the idea of appealing to a specific audience. In order to be comprehended by fifth graders, the vocabulary and expectations needed to be lowered slightly. This project helped me remember that I have to be considerate of the audience in order for any type of writing or presentation to be effective. It is pointless to create a massive curriculum if it cannot be applied to the appropriate grade level.
Aspect that were successful in this project was the amount of collaboration between group members. We were all able to draw on past information and experiences from elementary school to infer what activities would best suit the students. Having people to share ideas and memories with helped with choosing projects wisely to encourage the most interaction between students and science. Another beneficial factor that this project instilled was the idea of appealing to a specific audience. In order to be comprehended by fifth graders, the vocabulary and expectations needed to be lowered slightly. This project helped me remember that I have to be considerate of the audience in order for any type of writing or presentation to be effective. It is pointless to create a massive curriculum if it cannot be applied to the appropriate grade level.