User:Fifth Grade Planeteers/sandbox

Fifth Grade Planet Team
Fifth Grade Planeteers. Constructivist Teaching Method: Andrea Fonseca, Gabriela Gonzalez, Linclaine Kull. Behaviorist Teaching Method: Cara Mapp, Michael Morell, Stephanie Yedo. '' *Group assignment details are at the bottom of the page for reference (Video, Written Description, and Resources/References List). ''

Group: Fifth Grade Planets

Name: Michael Morell

Video presentation: https://www.youtube.com/watch?v=DdsgS4e4c74

The material/task and age group you plan to teach: Behavioral Method for 10-11 year olds

The age group being taught: 10-11 year olds

Topics to be covered based on your video: Students will learn and be able to identify the topography and atmospheric composition of each planet.

A statement of whether the information is declarative, procedural, and/or conditional: The information covered is declarative because it is based on the facts regarding the planets.

'''Your rationale for whether the material/task needs to be learned to recognition, recall, or automaticity. (If you select automaticity, you must justify this decision.):''' The material needs to be recalled because students will have to learn the characteristics, then match them to its corresponding planet.

Your explanation of where the material/task fits into Bloom’s hierarchy (you can choose more than one level: This activity falls into Bloom's Hierarchy category of remember, because they will have to study and memorize the characteristics for each planet then recall them when given the task.

Teaching Activities

Behavioral Activity: This activity is designed to encourage a behavior in the students that when they want to strive to obtain certain rewards, they will have to put in extra effort to reach them. For this activity each correct point will provide the student with a ticket that can be redeemed for a prize from a prize pool. Some of the prizes will include gift cards, 10 bonus points added to their grade at the end of the school year, extra time out at recess or a get out of homework pass for one day, just to name a few. The more tickets they have the greater the prize they can retieve.

Describe any materials you will need to obtain or develop Worksheets, prize tickets and prizes.

Statement of how you have integrated the best practices/guidelines we covered in class, including

Distributed practice: The material will be learned through distributed practice where they will learn about 1-2 planets a week.

Scaffolding of the students’ metacognition: Students will have to answer questions as the material is being taught each week.

Dual coding: PowerPoint slides with images and facts will be shown during the lesson.

Trying to ensure transfer: students will be allowed into groups and quiz one another as practice.

Reflection of how you are conveying high expectation to students: Students will have a clear understanding of the material they are expected to learn as well as the prizes which they can receive the more points they score in the activity.

References: https://www.space.com/16080-solar-system-planets.html

Teacher: Linclaine Kull Video Presentation: https://www.youtube.com/watch?v=lWJynB9dj0o Group: Fifth Grade Planets Name: Linclaine Kull The material/task and age group you plan to teach: Constructivist Method to 10-11 year old The age group being taught: 10-11 years old Topics to be covered based on your video: Students will identify a unique characteristic about each of the planets. A statement of whether the information is declarative, procedural, and/or conditional: The information in my activity is declarative because the students are asked to find facts on the planets. They will then proceed to share that information and then individually fill out a t-chart contrasting inner and outer planets. '''Your rationale for whether the material/task needs to be learned to recognition, recall, or automaticity. (If you select automaticity, you must justify this decision.):' The task should mostly be learned to recognition''. So, if I give a multiple-choice test that the student will learn by ques and recognized some of the facts. Your explanation of where the material/task fits into Bloom’s hierarchy (you can choose more than one level:

Teaching Activities
 * The first task: Remember and understand, we will do a quick review of what the students already know about the subject planets.
 * The second task: Apply, the students were asked to find specific facts of the planets chosen for their group.
 * The last task: Analyzing by comparing inner and outer planets on T chart. (individual project)


 * The constructivist activity is cooperative learning. The students are put into groups to find facts of their assigned planet, use the Planet facts word bank to decipher which correlates with their planet and share with class.


 * These activities entail strategy instruction because student reflected on what they know, what they want to know and what they have learned by the end of class by filling out the K-W-L chart. Also, my lesson had a lot of student participation and interaction.

Describe any materials you will need to obtain or develop


 * K-W-L chart.


 * Video (YouTube)


 * Venn Diagram Sheet


 * Planet Facts Word Bank for group project


 * Planet Chart for group project


 * T-chart graphic organizer the individual activity for the comparison of inner and outer planets.


 * Textbook


 * Computers


 * White board (draw table to fill out facts)


 * Projector

Statement of how you have integrated the best practices/guidelines we covered in class, including:


 * Distributed practice: Warm up going over the Acronym “My Very Excellent Mother Just Served Us Nachos” to remember the correct order of the planets with Our Solar System image. Going over previous lessons and doing K-W-L Chart.


 * Scaffolding of the students’ metacognition: Guided practice as a quick lesson, video is shown, Venn Diagram sheet is distributed and together we figure out what inner planet and outer planets have in common and their differences and fill in diagram. Then they go into groups for their assigned planet facts and lastly, they have individual assessment of comparing inner planets to outer planets.


 * Dual coding: Used the YouTube video and visual labeled planets on the Solar system image on projector. To help student correlate physical differences of the images of planets to facts to compare inner and outer planets.


 * Trying to ensure transfer by using groups interaction and cooperation learning to help students understand later on they would use this skill in work field.


 * Reflection of how you are conveying high expectation to students: Students are set up to solve problems on their own and individually. This help them realize that they are capable of figuring out the proper facts on their own and if not, they learn from their mistakes and do better next time. The students also convey their goals for this class by filling out the K-W-L Chart.

Reference

Center of Educational Innovation. (2021). Constructivism. http://www.buffalo.edu/ubcei/enhance/learning/constructivism.html

Education Week. (2017). What Is ‘Transfer of Learning’ and How Does It Help Students? [Video]. https://www.youtube.com/watch?v=N8QfkT8L9lo&t=108s

Green, H., Hofmeister, C., & Reimers, R. (2016) SciShow Space.[Video]. https://www.youtube.com/watch?v=YuZ2BfrMwXo

Kaster, A. (2019). Dual Coding Theory. [Video]. https://www.youtube.com/watch?v=wixEGpznyG8

Parent Lab. (2019). What is Scaffolding?. [Video]. https://www.youtube.com/watch?v=rVaRdVt6Ihw

Salles, J. (n.d). Our solar system. Better Lessons. https://betterlesson.com/lesson/639847/our-solar-system

The Education Hub. (2018). High Expectation Teaching. [Video]. https://www.youtube.com/watch?v=B8SeUlbwNy8

The School of Ireland. (2020). Memory Test (Recall vs Recognition). [Video]. https://www.youtube.com/watch?v=_q6jgTIQIx8

Teacher: Andrea Fonseca

Video Lesson:

https://www.youtube.com/watch?v=JotSb63yp2o

Group: Fifth Grade Planets

Name: Andrea Fonseca

Material/task and age group being taught: Constructivist Method to 10-11 year olds.

Age group: 10-11 Years old

Topics to be covered based on your video: Students will identify facts about planet Mars and Facts about the Mars Rover

A statement of whether the information is declarative, procedural, and/or conditional: The information is declarative, meaning that they are gaining factual knowledge. They will be asked to copy the true facts into their science notebooks.

Your rationale for whether the material/task needs to be learned to recognition, recall, or automaticity: The material needs to be learned for recognition due to the activity connected with this lesson. They will be playing 2 truths and 1 lie with facts about planet mars. Thus, they will be recognizing the 2 truths and the 1 lie.

Your explanation of where the material/task fits into Bloom’s hierarchy (you can choose more than one level: The material fits into the ‘understand’ and ‘remember; levels of Bloom’s hierarchy. They will understand by classifying, recognizing, and discuss the truths and lie. They will remember by memorizing and stating the true facts about Mars and it’s Rover

Teaching Activities

The behaviorist or constructivist activity you have developed: Constructivist, 2 Truths 1 Lie: Mars edition

Integrate into this section an indication of whether any of these activities entails strategy instruction: This activity entails strategy instructions because as they detect the 2 truths from the set of 3 sentences, they will be taking notes about it in their science notebook. They will then study these facts at home.

Describe any materials you will need to obtain or develop: The materials needed for this are a foam ball, a lesson taught prior about mars, a science notebook, and a pencil.

Statement of how you have integrated the best practices/guidelines we covered in class, including

o   Distributed practice: Students will be learning facts about Mars throughout the week and at the end of the week, on Friday, they will do the 2 Truths and 1 Lie activity.

o   Scaffolding of the students’ metacognition: Students will be asked verbal questions in which they need to give the correct answer to. Student will be evaluated on verbal/written work.

o   Dual coding: Students will be taught a PowerPoint lesson of Mars throughout the week with facts and images. While completing the activity, they will be shown images as well.

o   Trying to ensure transfer: Students will have time to reflect and self-explain things that they have been taught about the subject.

o   Reflection of how you are conveying high expectation to students: Students will have clear learning goals established throughout the week. Students will also be encouraged everyday through a positive affirmation.

References:

Alber, R. (2014, January 24). 6 scaffolding strategies to use with your students. Retrieved March 28, 2021, from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Facts about Mars: Facts for kids. (2020, June 02). Retrieved March 28, 2021, from https://www.natgeokids.com/uk/discover/science/space/facts-about-mars/

Summary. (2020, September 11). Retrieved March 28, 2021, from https://mars.nasa.gov/msl/spacecraft/rover/summary/

•	Name of Your Group: Fifth Grade Planets •	Your name: Cara Mapp •	The material/task and age group you plan to teach: Facts about our planets to 10 to 11 year olds. •	The age group being taught: 10 – 11 years old •	Topics to be covered based on your video: Reviewing facts about the planets in our solar system. •	A statement of whether the information is declarative, procedural, and/or conditional: The information is declarative knowledge as they are learning facts about the planets. •	Your rationale for whether the material/task needs to be learned to recognition, recall, or automaticity. (If you select automaticity, you must justify this decision.): The material is being learned to recognize the planet by hearing their characteristics. •	Your explanation of where the material/task fits into Bloom’s hierarchy (you can choose more than one level: It fits into analyze because the children must think about the comparisons between the planets. It also fits under remember as playing this game will help children remember different facts and characteristics about each planet. •	Teaching Activities o	The behaviorist or constructivist activity you have developed I have created a behaviorist activity. Positive reinforcement is used frequently, and the game is set up to help children learn through repetition in the game. o	Integrate into this section an indication of whether any of these activities entails strategy instruction. The strategy used is a direct teaching approach. •	Describe any materials you will need to obtain or develop. I will need to obtain facts and photos of the planets. •	Statement of how you have integrated the best practices/guidelines we covered in class, including o	Distributed practice – This game can be done in quick sessions throughout the semester. o	Scaffolding of the students’ metacognition – The children are prompted to remember facts about the planets by being given clues. o	Dual coding – Dual coding is done by adding photo cards of the planet when the correct answer is given. o	Trying to ensure transfer – Children are motivated when they are learning through play and having fun. The game can also be competitive which is another motivator. o	Reflection of how you are conveying high expectation to students – I convey high expectations by making me expectations clear and by setting specific reachable goals for my students. References: Durwin, C. C., & Reese-Weber, M. (2021). Edpsych modules. SAGE. Frost, S. (2017, November 21). Star & space games for fourth and fifth grades. https://education.seattlepi.com/star-space-games-fourth-fifth-grades-6265.html. What does it mean to have high expectations for your students. (2020, October 24). https://thehighlyeffectiveteacher.com/what-does-it-mean-to-have-high-expectations-for-your-students/.

My YouTube Video: https://www.youtube.com/watch?v=S_Rlsqr0kz0