Rachel Wiebe Lesson plan

Lesson Name or Number:		Vocabulary 3-2-01			Date:	January 28, 2014
Name:	Rachel Wiebe		Subject:	Science			Grade(s):	3

                                                                                                                                 

Rationale:  We are doing this lesson to get a better understanding of certain words for this unit.  We will be using these words throughout the unit, especially when we are building our bridges at the end of the unit.

Prescribed Learning Outcome(s):  "Use appropriate vocabulary related to their investigations of materials and structures." Examples: strength, balance, stability, structure, frame structure, natural structure, human-built structure, force.

Instructional Objective(s): The students will be able to use the appropriate vocabulary in their conversations and write up of their experiments.

Prerequisite Concepts and Skills:  Basic reading and writing skills, brainstorming, partner work

 Materials and Resources:

Teacher	Students
Chart paper, markers (for chart), pictures of different structures (hard copies), Bridges are to Cross by Philemon Sturges -books about structures (10-15)	Pencils, journals

Lesson Activities:

Teacher Activities	Student Activities	Time
·         Introduction: Read Bridges are to Cross by Philemon Sturges -facilitate discussion about bridges to get students' brains on the right track ·         Introduce new vocabulary words to students via chart paper (strength, balance, stability, structure, frame structure, natural structure, human-built structure, force) ·         Body: Discuss each word slowly -strength: need strength to lift heavy things -balance: stand on one foot, do you fall over? Lean to one side, how about now? -stability: stand on one foot, friend gently push, is it hard to balance? Stand on two feet, friend gently push, is it easier to balance now? -structure: the way something is built. A building is a structure, a bridge is a structure -frame structure: a hollow structure; nothing inside the structure, just outline -natural structure: structures in the environment (mountains) -human-built structure: buildings, bridges -force: strength or power ·       Table group activity: "Picture assessment" each table group is given a picture of a structure (building, bridge, natural structure etc.) [rotate pictures] walks around class to observe ·       Closing: Hands out journals	·   Sitting criss-cross-applesauce on carpet, listening to story     -participating in group discussion about bridges ·  Students repeating words that teacher says ·  Think-pair-share ·    Students listening to teacher, help to give examples of each word ·         table group must discuss the picture and the structure in the picture using the new vocabulary words ·    student write a journal entry about what they learned during the lesson (must use a min of 4 vocabulary words) ·    when finished read a structure book on carpet	5-7 mins    3 mins 10 mins 15 mins 10-15 mins

Universal Design for Learning (UDL) and Differentiated Instruction (DI): lots of hands-on/minds-on activities (think-pair-share, discovery new words and concrete examples of each word, table group picture activity, journal). For advanced learners when writing journal they will use 5-6 words in their journal and for struggling learners they will use 2-3 vocabulary words.

Organizational Strategies: The carpet area is where all the teaching happens. The book will be read on the carpet, the new words will be discussed here.  The picture activity will be done in their table groups (call table groups one by one to go sit down so there is no stampede). Their journal writing will be done at their table groups as well.  When they are finished they put their hand up and teacher calls them to her desk to go through journal together and correct spelling.  Once finished students will read a book that pertains to lesson (on the carpet) until next lesson begins, or recess or lunch or dismissal happens.

Behavioral Management Strategies: 5-star listeners while on carpter= mouths are closed, eyes are on teacher (or speaker), criss-cross-applesauce, ears are listening, mind ready to learn.

Ask students to look who they're sitting beside and if they feel like they are going to be talking to that person then they should move to a different spot on the carpet.  Give each student 1 warning and if talking persists move the student to a new spot on carpet (do not remove student from learning area unless the situation is harmful to other students)

Table team criteria will have already been established. If students are following or not following criteria give or take away points respectively.

Assessment and Evaluation: The journal will be the bulk of the assessment.  Grading scale is 1-4, 1: needs much assistance, 2: little bit assistance needed, 3: some understanding, 4: thorough understanding.

On the spot assessments will be made by teacher as they walk around class during the picture activity.

Extensions: This lesson is the first in the structure and materials unit.  It is important to get a firm grasp on the vocabulary for the unit so that when the time comes to build the bridge and do the experiments the students are able to correctly assess the materials and bridges according to strength, balance, stability etc.  Because this lesson is vocabulary based it connects to ELA quite nicely.  It could also connect to social studies if the pictures in the picture activity were of structures in the students' community.