Thursday, October 4, 2012

SDAIE Lesson Plan


Noah Barringer The Sun and Star Factories– Box Format

1. TITLE OF THE LESSON
The Sun and Star Factories
2. CURRICULUM AREA & GRADE LEVEL
Earth Science Grades 9-12
3A. STUDENT INFORMATION: English Language Learners
     Maria, 11th grade, CELDT level 2, Mexican-American, first language Spanish, father is a migrant worker and mother is a housekeeper, works well in small groups.
        1.) Readiness Level
Maria can read and write at an early intermediate level.  She needs assistance with scientific terms.  She also struggles with conversational English.
        2.) Learning Profile
Kinesthetic and visual.
        3.) Interest
Maria is interested in social interactions with friends and group work with similar peers.
3B. STUDENT INFORMATION: Students w/ Special Needs
Orion, 9th grade, gifted and talented.  First language is English, and he lives at home with his parents, only child
        1.) Readiness Level
Reads and writes at least two grades ahead.  Extremely intelligent in science and math.  Currently in Algebra. 
        2.) Learning Profile
He works well alone, does not like working in groups.  Visual and textual learner.  Does not like getting out of his seat and participating in activities.
        3.) Interest
Science, drawing, and reading
4. RATIONALE
     A. Enduring Understanding
The Sun is a major source of the Earth’s energy.  It is essential that students understand the different parts of the Sun and what elements the Sun is made of.  Students will learn about the different parts of the Sun and how heavier elements are made within stars through nuclear fusion.
     B. Essential Questions
If helium, hydrogen, and lithium were the only elements in our Universe after the Big Bang, how do other elements form?  How does the Sun give off energy?  Which part/s of the Sun does nuclear fusion take place in?
     C. Reason for Instructional Strategies and Student Activities
My classes are composed of mostly sophomores with a few students that are in other grades.  At the beginning of every chapter or new lesson, I focus on the new vocabulary words they will learn.  Students will watch a brief video clip and PowerPoint presentation and then participate in an activity that will demonstrate how nuclear fusion takes place in stars.  The activities for the lesson will meet every student’s learning style.
5. CONTENT STANDARD(S)
1e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.
2c. Students know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.
I.E.d. Formulate explanations by using logic and evidence.
6. ELD STANDARD(S)
Respond to messages by asking simple questions or by briefly restating the message.
Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content.
Apply knowledge of text connections to make inferences.
Use decoding skills and knowledge of both academic and social vocabulary to read independently.
Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies, and metaphors.
7. LEARNING GOAL(S) - OBJECTIVE(S)
After watching the video clip and PowerPoint presentation about the Sun and nuclear fusion (cognitive), students will be able to label and define the different parts of the Sun, describe the process of nuclear fusion, and explain how heavier elements are made by filling out a graphic organizer and participating in a stand-up activity. (language development)(psychomotor)
8. ASSESSMENT(S)
     A. Diagnostic/Entry Level
Students will be assessed by reading and following the directions on the graphic organizer worksheet.
     B. Formative-Progress Monitoring
As students complete their graphic organizers, I will circulate around the room to check for student understanding of new definitions.  I will also be assessing proper pronunciation of the words when students are required to say them out loud while breaking the words up into syllables.  Students will also answer questions on a graphic organizer and participate in a stand-up activity.  The teacher will make sure the students follow directions to the activity and do it correctly.
     C. Summative
Students will write a paragraph or two on the different parts of the Sun, where nuclear fusion takes place, and what the product of nuclear fusion is while using the new vocabulary words.  The graphic organizers will be stamped and graded before they place them in their composition books.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.)   Content/Based on Readiness, Learning Profile or Interest
Maria is at a CELDT level 2(Early Intermediate), so I will be focusing on the Intermediate level content for Maria.  She will use a graphic organizer to follow along the PowerPoint presentation with the teacher to define and label the different parts of the Sun.  She will also draw the Sun using a diagram and label the correct parts. After the class writes the definition of the word and draws a picture, all students are required to say the word out loud and clap at the different syllables (e.g. pho (clap) to (clap) syn (clap) the (clap) sis (clap) for photosynthesis) (SDAIE strategy).  Maria will also watch a short video clip explaining nuclear fusion and our Sun.
2.)   Process/Based on Readiness, Learning Profile or Interest
Students are arranged into groups of about 4.  Maria will sit with other bilingual and English speaking students.  I circulate while the students are defining, drawing, and saying the words out loud to help students learn the correct meaning and pronunciation of words.
 Product/Based on Readiness, Learning Profile or
Interest
I will be circulating around the room and students can see me if they need additional assistance.  I check the graphic organizers for completion and to make sure they are correct before students glue them into their composition books.  I observe the students while participating in the stand-up activity to assess comprehension.   I assist the students and read the question orally on a test/quiz to help them understand what the question is asking.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.)     Content/Based on Readiness, Learning Profile or Interest
Orion will be sitting in his group and filling out his graphic organizer while following along with the PowerPoint.  He will write the definition of the Sun’s different parts, draw a picture of the Sun and label the parts.  After the students are done, the class as a whole will be required to say the word out loud and clap at the different syllables. 
2.)     Process/Based on Readiness, Learning Profile or Interest
Orion does not like working in groups, so he will be able to work on his graphic organizer by himself.  After the students complete the vocabulary portion of the lesson they will be required to participate in an activity that gets everybody out of their seats.  Orion does not need to participate if he does not want to.  He may just observe if he wants.
3.)     Product/Based on Readiness, Learning Profile or Interest
Orion may see me if he needs extra clarification or help with any part of the lesson.  I will be circulating around the room and students can see me if they need additional assistance.  I check the graphic organizers for completion and to make sure they are correct before students glue them into their composition books. 
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include differentiation strategies.)
       A. Anticipatory Set/Into
On the day prior to the lesson, the teacher had students research information regarding our Sun and planets for a project.  When students arrive to class, the teacher will go over the schedule and objectives for the day.  The students will then work on the warm-up question for the day, which is “Write down as many things you know about our Sun as you can.” While the students are answering the question, I will pass out an H, He, C, O, and Fe to each group.  The letters will be glued to a Popsicle stick. Following the warm-up question, the teacher will show a quick video clip about the different parts of the Sun and explain what nuclear fusion is. (10 min)
       B. Instruction/Through
The teacher will pass out a graphic organizer to each student.  After students receive the graphic organizer, the teacher will go through each individual page with the students and explain what is expected of them.  The teacher will give a brief PowerPoint presentation on the different parts of the Sun and nuclear fusion.  The first few slides will consist of the Sun and it’s parts, and students will follow along, labeling and defining the different parts of the Sun on their diagram.  The next slide will be a big explosion, which will simulate the Big Bang.  The following slides will explain how nuclear fusion occurs and the life cycle of a star. 
(15 min)
       C. Guided Practice/Through
The teacher will go through the PowerPoint slides with students, saying and defining each word.  The teacher will also show pictures of each word, and identify where each word goes on the Sun diagram. Words will be said out loud by the teacher.  The words will be broken into syllables (clapping at each syllable) so that students will know how to pronounce each word correctly (SDAIE strategy). Following the slides, the students will hear a big explosion from the speakers.  The teacher will tell the students that the Big Bang just happened and that all of the Hydrogens need to stand up.  After they stand up, the teacher will tell them they need to pair up (fuse together).  The next step the teacher will tell them that the Hydrogens are running out of fuel, and that the Heliums need to stand up and fuse together.  The class will continue doing this until they get to iron.  After the class gets to iron, the teacher will have the students with the iron placards accumulate to the center of the class.  Finally, the teacher will tell the students that on the count of three the star will explode and that they all have to scatter. (30 min)
       D. Independent Practice/Through
The teacher will say and define each new vocabulary word.  The teacher will describe each word and explain what part of the Sun it is and what occurs in that specific area of the Sun.  (10 min)     
       E. Closure
At the end of class, the teacher will require the students to paste their graphic organizers into their composition books.  The teacher will go over the main ideas and points from the lesson at the end of class.  The teacher will ask students to identify the six parts of the Sun, and what nuclear fusion does. (5 min)
       F. Beyond
The following week, the teacher will quiz the students on new vocabulary words during a test review Jeopardy game in which students will be put into teams to answer specific questions about the new terms. (1 hour)
11. STUDENT ACTIVITIES
(Describe what the students does. Include differentiation activities.)
       A. Anticipatory Set/Into
The students worked on a project the day before to answer questions regarding our Sun and planets.  The students also answered a warm-up question, “Write down as many things you know about our Sun as you can,” once they arrived to class.  Following the warm-up question of the day, students will watch a brief YouTube video clip about the Sun and nuclear fusion. (10 min)
       B. Instruction/Through
The students will receive a graphic organizer from the teacher.  After the teacher gives the students the graphic organizer they will go through the organizer as the teacher gives them instructions on what they will do.  The students will then watch a brief PowerPoint presentation about the different parts of the Sun and nuclear fusion.     
       C. Guided Practice/Through
Students will follow along while the teacher is going through the PowerPoint slides, saying and defining each word.  Students will also view pictures of each word and observe where each word goes on the Sun diagram.  Students will write the definitions to each word on their graphic organizer.  After students are finished writing the definition to the new word, the teacher will instruct the students to say each word as a class (clapping at each syllable of each word).  After the students have said the word (clapping at each syllable) two times, the students will be required to say the word as they normally would (SDAIE strategy).  Following the slides, the students will hear a big explosion from the speakers.  The students will be told that the Big Bang just happened and that all of the Hydrogens need to stand up.  After they stand up, students will be told that they need to pair up (fuse together).  For the next step, the teacher will tell the Hydrogens that they are running out of fuel, and that the Helium need to stand up and fuse together.  The process will continue until the class gets to iron.  After the class gets to iron, the teacher will have the students with the iron placards all accumulate in the center of the class.  Finally, the students will be told that on the count of three the star will explode and that they all have to scatter.  (30 min)
       D. Independent Practice/Through
Students will draw and label the parts to the Sun diagram on their graphic organizers, using the model on the PowerPoint slide as a guide.  Students will continue to work on their graphic organizers until they are completed. (10 min)
       E. Closure
The students will be required to paste the graphic organizers they completed into their composition books.  The students will write a summary to the questions the teacher asks.  (Parts of the Sun, What nuclear fusion does, etc.) (5 min)
       F. Beyond
The following week, students will participate in a quiz on new vocabulary words during a test review Jeopardy game in which they will be put into teams to answer specific questions about the new terms. (1 hour)
12. RESOURCES
PowerPoint, graphic organizer, video                                                                                                                                  
Reflection:  I think the lesson was designed pretty well.  All of my students were able to understand the lesson and complete the graphic organizer. Maria was able to work with a bilingual peer and do well.  The lesson was designed for each learning style.  At the beginning of class, I asked a warm-up question and showed a quick YouTube clip to gain the students’ interest.  I placed the Sun diagram with the different parts labeled and defined on PowerPoint so that all students could see the words while we said them out loud as a class.  After we completed the vocabulary part of the lesson, the students had a lot of fun with a nuclear fusion activity. Following the activity, students worked together in think, pair, share, as well as finishing their graphic organizer.  Right before the end of class, I was able say the definition of one of the new vocabulary words and call on volunteers.  The students will also required to write a quick summary on what they learned for the day and what objectives they covered.  Clapping at the syllables was a great SDAIE strategy.  Not only could all of the students see the word and definition, but I also said the word and definition out loud, showed them a picture of the word and had them draw one of their own, and finally clapping at the syllables in order to pronounce the word correctly. Overall, I was very pleased with the class working together in groups and being able to do well on this assignment. 

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