Classpresentationpatternsoftime2

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Classpresentationpatternsoftime2

  1. 1. Patterns of Time An Interdisciplinary Curriculum
  2. 2. An Interdisciplinary Curriculum Patterns of Time Introduction Denise Dickens Science Blair Ducore Karen Cerasiello Geography Daniella Melo Language Arts Literacy Donna Russello Math Jennifer Pearl Technology Kristel Farber
  3. 3. Prologue <ul><li>Target Population </li></ul><ul><li>Second grade elementary class, ages 7-8. </li></ul><ul><li>Characteristics of Setting </li></ul><ul><li>Self-contained teacher covering multiple disciplines. </li></ul><ul><li>Allow two-weeks to teach the unit. </li></ul><ul><li>Organizing Center/Big Idea </li></ul><ul><li>Patterns of Time. </li></ul><ul><li>Essential Question </li></ul><ul><li>How does the Pattern of Time affect me and the world I live in? </li></ul>
  4. 4. Patterns of Time Language Arts Literacy Science Geography Social Studies Technology Math Patterns of Time
  5. 5. Bloom’s Taxonomy Activities : Activities : Activities : Language Arts Literacy Activities : Language Arts Literacy Activities : Language Arts Literacy Why are the sun and moon not always visible? Activities : Math Activities : Math Activities : Math Activities : Math Activities : Math How does the pattern of time (day/night) affect me and the world I live in? Activities : Geography Activities : Activities : Activities : Geography Activities : Geography How does the relationship of the sun and the Earth’s rotation affect me? Activities : Activities : Science Activities : Science Activities : Science Activities : Science What are shadows and how do they affect me? How do the sun, moon and earth affect each other and me? Evaluation Synthesis Analysis Application Comprehension Knowledge
  6. 6. Science <ul><li>Essential Question : </li></ul><ul><li>What are shadows and how do they affect me? </li></ul><ul><li>Skills </li></ul><ul><li>Student will be able to make a connection between the direction of the shadow and location of the sun. </li></ul><ul><li>Student will identify patterns of change in the shadows. </li></ul><ul><li>Students will predict the length of shadows and where they will fall on the sundial . </li></ul>
  7. 7. Science <ul><li>Activities : </li></ul><ul><li>Class will complete a KWL chart on shadows. </li></ul><ul><li>Teacher will read the storybook Bear Shadow by Frank Asch as an introduction. </li></ul><ul><li>Class will review length, rotation, and other improtant terms regarding the topic. </li></ul><ul><li>Students will complete the “What Makes Shadows” and “Sundial” worksheets. </li></ul><ul><li>Student will work in groups to construct a sundial and collect data using the sundial. </li></ul><ul><li>Assessments : </li></ul><ul><li>Review KWL chart focusing on “What We Learned”. </li></ul><ul><li>Review written assignments (worksheets) in groups and with the class. </li></ul><ul><li>Complete Sundial and Sundial Data. </li></ul>Standards : NJCCS 5.9.2 A Observe the patterns of day and night and the movements of the shadows of an object on the Earth during the course of a day.
  8. 10. ` Science <ul><li>Essential Question : </li></ul><ul><li>How do the sun, moon and earth affect each other and me? </li></ul><ul><li>Skills : </li></ul><ul><li>The students will be able to identify the earth, sun and the moon. </li></ul><ul><li>The students will investigate and understand basic sequences and cycles occurring in nature. Key concepts include sequences of natural events, such as, day and night. </li></ul><ul><li>Recognize the regular predictable patterns created by objects as they move through the skiy. </li></ul><ul><li>The students will understand that the earth orbits the sun and the moon orbits the Earth. </li></ul><ul><li>The students will identify the characteristics of the sun (gives off heat and light, is a star, etc.). </li></ul>
  9. 11. Science <ul><li>Activities : </li></ul><ul><li>Using a KWL chart investigate what students know about the sun, moon, and earth. </li></ul><ul><li>Read the book The Sun is Always Shining Somewhere by A. Fowler. After which record this information in the W section of the KWL chart </li></ul><ul><li>Modeling the motions of the earth, moon and sun, students will act out the motions of the three objects. </li></ul><ul><li>Journal entries Students will assemble a journal from supplied dittos and draw a cover. </li></ul><ul><li>Wet towel experiment to show children that the heat from the sun helps water evaporate. </li></ul>
  10. 12. Science <ul><li>Assessment : </li></ul><ul><li>The students will create a science journal from provided dittos to record their observations during their sun moon and earth activity and the wet towel experiment. </li></ul><ul><li>The students will also answer a set number of questions as prompts which will be part of their journal. The journal entries will give a good indication of what students have learned about the sun, moon and earth and what kinds of questions they are developing about the topic </li></ul>Standards : NJCCS 5.9.2- Recognize that the sun supplies light and heat to the Earth. NJCCS 5.9.2 - Observe the patterns of day and night and the movements of the shadows of an object on the Earth during the course of a day.
  11. 13. Geography/Social Studies <ul><li>Essential Question : </li></ul><ul><li>How does the relationship of the sun and the Earth’s rotation affect me? </li></ul><ul><li>Skills : </li></ul><ul><li>Students will understand that the Earth’s rotation and the sun affects daytime and nighttime in different countries of the world. </li></ul><ul><li>Activity : </li></ul><ul><li>Students will be demonstrating the Earth’s rotation and where the sun shines and doesn’t shine as it rotates. They will be using a globe, and students will act as the sun and countries on the opposite sides of the globe. </li></ul><ul><li>Assessment : </li></ul><ul><li>Students will cut and paste a diagram based on what they modeled/demonstrated in the activity. </li></ul>Standards : NJCCS: 6.6.2C Physical System – Recognize the relationship of the Earth To the sun and how it affects weather, conditions, and seasons. 6.6.2.A The World in Spacial Terms – Explain the spacial concepts of location, distance, and direction.
  12. 14. Language Arts Literacy <ul><li>Essential Question : </li></ul><ul><li>Why are the sun and moon not always visible? </li></ul><ul><li>Skills </li></ul><ul><li>Students will be able to demonstrate their ability to recall facts and details of text. </li></ul><ul><li>Students will be able to critically listen to identify main ideas and supporting details. Students will be able to listen and contribute to class discussion. </li></ul><ul><li>Students will be able to apply basic rules of grammar, spelling and handwriting. </li></ul><ul><li>Students will be able to use new vocabulary learned from classroom experiences. </li></ul>
  13. 15. Language Arts Literacy <ul><li>Activities : </li></ul><ul><li>During each day of the unit, teacher will read aloud a variety of stories related to the unit of study. Example: The Sun is Always Shining Somewhere; The Moon Seems to Change; Nightgown of the Sullen Moon; The Daughter of the Sun; The Sun, the Moon and the Stars </li></ul><ul><li>Create a Word Wall and introduce new vocabulary words related to the unit of study. For example: Rotation, Axis, Revolution, Sphere </li></ul><ul><li>Using a dictionary, students will look for the definition of each word and write both the word and its definition in their vocabulary notebooks. </li></ul><ul><li>Students will visit the school library to obtain books related to the unit of study. </li></ul>
  14. 16. Language Arts Literacy <ul><li>Assessments : </li></ul><ul><li>Vocabulary exercise: Students will be asked to use each new vocabulary word in a sentence which conveys the accurate meaning of the word. </li></ul><ul><li>In conjunction with the science demonstration, students in groups of 4 will write a skit which describes how the moon rotates and revolves around the Earth as the Earth rotates and revolves around the sun </li></ul>Standards : 3.1.2G Comprehension Skills and Response to Text Demonstrate ability to recall facts And details of text; 3.2.2A Writing as a Process Generate ideas for writing, observe the modeling of Writing, begin to develop awareness of simple story structures, use sentences to convey ideas in writing; 3.2.2B Writing as a Product Produce finished writings to share with classmates, produce stories From personal experiences, produce a narrative with a beginning, middle and end, Write nonfiction piece; 3.2.2C Mechanics, Spelling and Handwriting Use correct and point punctuation Apply basic rules of capitalization, used correct spelling of some high frequency words, apply Sounds/symbol relationships to writing words 3.3.2C Word Choice use new vocabulary learned from Literature and classroom experiences; 3.4.2A Listening listening critically to identify main ideas and Supporting details, begin to distinguish between types of speech.
  15. 17. Math <ul><li>Essential Question : </li></ul><ul><li>How does the pattern of time (day/night) affect me and the world I live in? </li></ul><ul><li>Skills </li></ul><ul><li>Students will be able to recognize and complete a pattern. </li></ul><ul><li>Students will create their own pattern. </li></ul><ul><li>Activities : </li></ul><ul><li>Students will practice completing a pattern by placing cheerios representing the sun and marshmallows representing the moon onto a licorice lace. </li></ul><ul><li>Students will complete a day/night pattern sheet by coloring, cutting and pasting suns and moons. </li></ul>
  16. 18. Math <ul><li>Activities (con’t) </li></ul><ul><li>Students will observe the traffic outside the school for 10 minutes in the morning and afternoon, and will choose how to graph the collected data. Also, students will compare and contrast the results. </li></ul><ul><li>Each student will create their own pattern and then pair up with another student. The students will switch patterns and then complete their partner’s pattern. </li></ul><ul><li>Assessments : </li></ul><ul><li>Completed pattern sheet. </li></ul><ul><li>Completed graph of traffic pattern. </li></ul><ul><li>Observation of lacing activity. </li></ul>NJCCCS : 4.3.2.A Patterns Recognize, describe, extend and create patterns. Using concrete materials, rhythms, and whole numbers. Descriptions using words and symbols. Repeating patterns. Whole number patterns that grow or Shrink as a result of repeatedly adding or subtracting a fixed number.
  17. 19. Technology <ul><li>Essential Questions : </li></ul><ul><li>Why are the sun and moon not always visible ? </li></ul><ul><li>How does the relationship of the sun and the Earth’s rotation affect me ? </li></ul><ul><li>Skills : </li></ul><ul><li>Computer skills are demonstrated through using the internet. </li></ul><ul><li>Listening skills are used in order to follow the web lesson’s directions. </li></ul><ul><li>Attention must be present when following along with or reading the story. </li></ul><ul><li>Reading and comprehension skills are utilized through this interactive lesson through the use of literature as well as illustrations used as explanations. </li></ul><ul><li>The Technology of Teaching is utilized by using computer assisted instruction. </li></ul><ul><li>Activity : </li></ul><ul><li>Visit the Beacon Learning Center website: </li></ul><ul><li>http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/turn01.htm and visit a lesson titled, As the Earth Turns. This is an interactive lesson where the students learn that the earth rotates through either an audio or text lesson. </li></ul>
  18. 20. Technology <ul><li>Assessment : </li></ul><ul><li>The students understanding and comprehension will be assessed through the interactive summary questions throughout the entire lesson. </li></ul>Standards : NJCCS: 5.4.2.B Nature of Technology – Simple tools and materials such as the computer and the internet are used in order to complete the task of answering our essential questions. 5.4.2.C Technological Design – Designing a plan in order to answer our questions about patterns of time and the earth, moon, and sun involves each step within this web lesson.

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