Week 13 - Keystone Projects

Keystone Lesson:

Name: Karrie Chan
Subject: Science/ English Language Arts
Date: Dec. 19, 2017
Lesson Title: Animals Traits

Grade 2 ESL students

Lesson Overview:
In this lesson students will learn all about animals with technology integrated such as Google Doc, Youtube and Discovery Education online.  This lesson will be taught to 20 ESL students in Grade 2.  Throughout the implementation of the lesson there will be 1 teacher (Ms. Sun) and 1 teaching assistant.   

Objective:  Students will be able to:

·        Know the names of different type of animals

·        Read aloud animals’ name with correct pronunciation

·        Identify key animals traits and write about them

·        Use tools like Google Doc, youtube videos and Discovery Education, students to learn about animals traits and practice writing

Common Core Standards:

CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSS.ELA-LITERACY.W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Next Generation Science Standards:

Biological Evolution: Unity and Diversity

·        2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.  Ecosystems: Interactions, Energy, and Dynamics

·        2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

ISTE Standards:

Empowered Learner: 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Knowledge Constructor: 3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions

Global Collaborator: 7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

Materials:

·        Discovery Education text and videos on Traits: http://www.discoveryeducation.com

·        youtube video “Classifying Animals (BrainPOP JR.): https://www.youtube.com/watch?v=dCm5CcQhU-c

·        Google Doc

·        Interactive White Board

·        iPads for each student and classroom computer

·        wifi internet connection

Procedure:

1.       Ms. Sun and teacher assistant will place the students into groups of 3 based on their English level (Group 1 – poor, Group 2 – fair, Group 3 - good.

2.       Tell students that today we will talk about Animal Traits.  Ask students what they know some of the characteristic of animals (ex: Giraffe has long neck, zebra has stripes on its body, elephant has long trunk, etc).  Then tell students there are actually more traits we can describe animals other than just physical characteristics.  For example, their habitat, diet, behavior, etc.
3.   Review with students more about animal traits by reading Discovery’s Science tech book and its videos together about animals’ habitats, ecosystems,  physical characteristics and/or life cycles. 

4.       Each group will select a specific animal about which they will write and describe the traits like habitat, diet, behavior, and physical characteristics of their chosen animal.

5.       The teachers will then pass out the Mobile Learning Devices (MLD’s).

6.       Each group will work collaboratively by discussing on which animals to write and split the responsibility of writing each student will be cover: physical characteristics, habitats, diet, behavior, ecosystem, life cycle, etc

7.       Each student of the group will share their writing of the responsible part on Google Docs and consolidate into a full story about their selected animal

8.       Teachers will make comments on the students work.

Differentiation:

For students who needs more support, they can further revise their work based on teacher comments. 

For students who want more challenges, they can watch the youtube video “Classifying Animals (BrainPOP JR.) and include the classification for their selected animal as homework for extra credit.

Evaluation
Students will be graded based on rubric teacher shared to the class. In the rubric students will be assessed on their writing and content as well as their use of technology throughout the lesson. 


Implementation Report:

1.       Outcomes of the implementation: student learning outcomes and technical procedure outcomes

Objectives of the lesson were met.  All groups were able to complete the writing of books on their selected animals, in which Group 1 students who have lower English level needs more support as expected.  Some students needs more guidance on updating on Google Docs as they don’t use it for assignment often.   Nevertheless, all students were able to use with the technology tools and submit their works. 

2.       Adjustments you had made to accommodate students with special needs

Class is placed into group of 3 based on the English ability.  And more support and guidance is given more to Group 1 with the lowest English level, while more challenge is given to Group 3 with better English level.  

3.       Adjustments you had made for the effectiveness of classroom management

We share the links of videos and text for students to review again at home and allow students to continue to work on their writing as homework so they can have more time to revise after getting teachers’ feedback.

4.       Questions asked by the students

·        What is trait?

·        Why do different animals have different traits?

·        How come different animals sometimes share same characteristics? 

5.       Problems students had encountered during the implementation process

Students had difficulty to decide which animal to work on for the group as students have different suggestion, so Ms. Sun helped the group make the final decision at the end. 

6.       the decision(s) you had to make on the spot to make the implementation easier and smooth

As Group 1 & 2 generally need more support than Group 3 students, Ms. Sun later was stationed with Group 1, while teacher assistant was stationed with Group 2.  Whenever students from Group 3 have questions, Ms. Sun and teacher assistant will take turn to help.  Moreover, as some students need extra help, teachers extend the stay with students during the break time for further support.    

7.       Feedback from the students

Students not too sure what kind of story book teacher expect the Group to make.  After some clarification for each group with teacher’s guidance, students understood the expectation.  They were interested to learn more about their selected animals, but need more help in how to convert what they learned into writing. 

8.       Timeframe (was there enough time as you planned for)

The lesson was 45 minutes.  Timing is ok for the lesson and it was better with the extra 15 more min. of break time to review and give more support for students who need help. 

9.       Things you have learned from the implementation including proposed changes for future lessons?

I learned that it would save some time by simply assigning animals to work on for each group.  And it would save some clarification time by showing students sample work.  And it can help students to put what they learned into writing by providing them graphic organizer to help guide students what to put into their writing. 


Rubric:

3	2	1	0
The book has written clearly which specific animal this is about.  All the key traits are listed in full complete sentences.	The book has animal name listed.  All the informations on the book are related to the traits of the animal.	The book has animal name listed, but some information is not related to it.	The book seems to be missing or has more than one animal topic.
Make good inferences about the selected animal based on the text read and video watched in the class.	Write some facts on the selected animals trait based on text read and video watched in class.	Some info. is not based on the facts shared from text read and video watched.	Most information not relevant or not based on facts shared from text read and video watched.
Have fully participated in both group and individual work	Have some participation in group and indidual work.	Have little participation in group/ individual work.	No participation in group/ individual work.