Norgart Thematic Unit

E D U C % 3 2 1 % / % 3 2 3 %

Thematic%Unit%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Science%&%Math%Leslie&Nicole&Norgart&Intended&Grade&Level:&4th&Grade&

Spring%15&

08#Fall%

Thematic%Unit%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Science%&%Math% 2%

#

Table of Contents Unit Standards%...........................................................................................................%3#Next Generation Science Standards#......................................................................................................................#3#Common Core Standards#..........................................................................................................................................#3#

Unit Resources%...........................................................................................................%4#Specialists#.......................................................................................................................................................................#4#Websites#..........................................................................................................................................................................#4#Books#...............................................................................................................................................................................#4#

Thematic Unit Content%..............................................................................................%5#Introduction#....................................................................................................................................................................#5#Integrated Content Knowledge#................................................................................................................................#5#Essential Questions#.....................................................................................................................................................#6#Student Learning Objectives#....................................................................................................................................#6#

Annotated Bibliography%............................................................................................%7#Math#and#Science#.......................................................................................................................................................#7#The#NCTM#Process#Standards#and#the#Five#E’s#of#Science:#Connecting#Math#and#Science#........#7#Project#Flight:#Integrating#Language#Arts,#Science,#and#Math#................................................................#7#STEM#Integration#in#Mathematics#Standards#................................................................................................#7#A#Taste#of#Math#and#Science#..................................................................................................................................#8#

Lesson Plans%...............................................................................................................%9#Overview of Lesson Plans#........................................................................................................................................#9#Lesson Plan 1#.............................................................................................................................................................#11#

Smithsonian Photos!.................................................................................................................................................!14#Classifying 2-Dimentional Figures!...................................................................................................................!19#

Lesson Plan 2#.............................................................................................................................................................#20#Line Plot Template!...................................................................................................................................................!23#

Lesson Plan 3#.............................................................................................................................................................#24#Line Plot Template!...................................................................................................................................................!27#

Lesson Plan 4#.............................................................................................................................................................#28#Lesson Plan 5#.............................................................................................................................................................#32#

Foam Paper Glider!..................................................................................................................................................!36#Summative Assessment Rubric!............................................................................................................................!37#

Summary of Ideas for Additional Lesson Plans#.............................................................................................#38#

Assessment%................................................................................................................%39#Assessing Student Achievement#..........................................................................................................................#39#Assessing Your Unit#................................................................................................................................................#39#Reflection#....................................................................................................................................................................#39#


#

Unit Standards Next Generation Science Standards 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Common Core Standards CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. CCSS.MATH.CONTENT.4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.


#

Unit Resources

Specialists 3rd, 4th, and 5th grade teacher peers

Science specialists

Math specialist

ESL specialist

Websites K-5MathTeachingResources.com

Education.com

Books Buckley, J. & Foley, T. (2014). Who Were the Wright Brothers? Grosset & Dunlap; DGS

edition.

Harper, B. (2012). Star Wars Folded Flyers. Palo Alto, CA: Klutz.

Jenner, C. (2003). First Flight: The Story of the Wright Brothers. New York: DK Pub.

Stillinger, D. (2004). The Klutz Book of Paper Airplanes. Palo Alto, CA: Klutz.

# #


#

Thematic Unit Content

Introduction The overarching topic for my unit will be flight, as this unit follows a field trip to

the Air and Space Smithsonian. The student expressed extreme excitement and interest in the topic, and while journaling following the field trip many asked questions about flight that were able to be answered in this unit. Knowing the students had a pre-existing intrinsic motivator for this topic, I decided to integrate it with a few relevant math concepts, such as line plots and identifying 2D objects and features.

This unit integrates cross-curricular content through the examination of creating prototypes to solve a given problem, such as, “How many pennies can this aluminum foil boat carry” and “How far can you fly a foam paper glider?” as well as the development of line plot creating and deciphering skills. This creates a seamless bridge of integration between these two content areas.

In this 4th grade classroom there are eighteen individuals, most of whom are on grade level. At the beginning of the year there was a large gap in ability between groups of students, but as we are in springtime, most students have almost completely caught up and are on par with their peers. Of these eighteen students, ten are female and eight are male. Seven of these students are Caucasian, six are Hispanic, and five are African American. Of the six Hispanic students, two of them are ESL learners; however, both of them have been enrolled in English classes since the second grade and practice their English frequently at home, school, and everywhere in between. These students rarely require intervention, assistance, or differentiation. Worksheets are often created in both English and Spanish and are distributed to these two students for their aid, if needed, but they rarely utilize the Spanish copy and often times will return it to the teacher unused. Additionally, one student is nearsighted and frequently leaves his glasses at home, which is solved by assigning his desk at the front of the classroom so he can see the whiteboard whether he brings his glasses or not.

Integrated Content Knowledge Students will acquire the knowledge and skills associated with accurately interpreting information presented in line plots to gain an overall understanding of the line plots subject as well as the data it represents. Additionally, students will acquire the ability to create a prototype that satisfies a series of constraints, variables, and failure points. Through this skill, students will learn the importance of compiling information into a line plot to gain a fast, efficient, and well-rounded view of the subject. Further, as many students in my classroom have expressed extreme interest in the topic of flight, this will feed their intrinsic desire for this information, and further excite them on the topic of engineering and flight.


#

This unit integrates Common Core and Next Generation Science Standards. Being able to understand a problem and create a solution that satisfies its constraints is a lifelong skill that will be utilized frequently throughout life.

Essential Questions • How does considering multiple possible solutions to a problem enable us to find

the best overall solution? • Why is it important to consider controlled variables and failure points when

designing a prototype? • How can identifying right, acute, and obtuse angles and triangles along with

parallel and perpendicular lines help us in the real world? • What can be gained from the ability to decipher data presented in a line plot?

Student Learning Objectives • Students will be able to generate and compare multiple possible solutions to a

problem satisfying given criteria and constraints. • Students will be able to plan and carry out fair tests with controlled variables and

failure points to identify improvements for a model or prototype. • Students will be able to identify lines, line segments, rays, angles (right, acute,

obtuse), and perpendicular and parallel lines in two-dimensional figures. • Students will be able to recognize right triangles as a category, and identify right

triangles. • Students will be able to make a line plot to display a data set of measurements in

fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction of fractions by using information presented in line plots.


#

Annotated Bibliography Math%and%Science%Integration:%Models%and%Characterizations%Stinson,#K.,#Harkness,#S.#S.,#Meyer,#H.,#&#Stallworth,#J.#(2009).#Mathematics#and#

Science#Integration:#Models#and#Characterizations.#School!Science!&!Mathematics,#109(3),#153W161.#

## This#article#examines#six#instructional#scenarios#given#to#33#middle#school#science#and#math#teachers.#The#study#found#that#those#teachers#with#wider#content#knowledge#were#more#successful#in#integrating#the#content#than#their#less#informed#counterparts.#An#emphasis#on#constant#career#training#is#expressed.

The%NCTM%Process%Standards%and%the%Five%E’s%of%Science:%Connecting%Math%and%Science%Bossé,#M.#J.,#Lee,#T.#D.,#Swinson,#M.,#&#Faulconer,#J.#(2010).#The#NCTM#Process#

Standards#and#the#Five#Es#of#Science:#Connecting#Math#and#Science.#School!Science!&!Mathematics,#110(5),#262W276.#doi:10.1111/j.1949W8594.2010.00033.x#

## This#article#demonstrates#similarities#and#differences#between#the#learning#of#mathematics#and#science,#through#looking#at#the#defining#characteristics#of#the#Principles#and#Standards#for#School#Mathematics#and#the#5#E’s#from#the#National#Science#Education#Standards.#Through#examining#the#differences#and#similarities#in#how#students#learn#these#subjects,#we#are#able#to#better#implement#the#integration#of#these#subjects.#

Project%Flight:%Integrating%Language%Arts,%Science,%and%Math%Pottle,#J.#L.#(1998).#Project#flight:#Integrating#language#arts,#science,#and#math.!The!

Clearing!House,!71(5),#312W313.#Retrieved#from#http://search.proquest.com/docview/196887264?accountid=9940#

A#study#written#by#Jean#Pottle,#who#was#in#charge#of#overseeing#a#threeWyear#

project#funded#by#the#Dwight#D.#Eisenhower#Title#II#grant.#Project#Flight#integrated#language#arts,#science,#and#math#in#18#elementary#and#middle#school#classrooms.#

STEM%Integration%in%Mathematics%Standards%Apraro,#M.#M.,#&#Nite,#S.#B.#(2014).#STEM#INTEGRATION#IN#MATHEMATICS#

STANDARDS.!Middle!Grades!Research!Journal,!9(3),#1W10.#Retrieved#from#http://search.proquest.com/docview/1660316363?accountid=9940#

# This#study#examined#the#integration#of#STEM#in#mathematics#standards#in#Texas.#The#results#were#varied,#again#suggesting#that#stronger#integration#is#needed.#Most#of#this#responsibility#is#placed#on#the#classroom#teacher.#


#

A%Taste%of%Math%and%Science%Hurley,#M.#M.,#&#Normandia,#B.#(2005).#A#taste#of#math#&#science.!Science!Scope,!

29(1),#26W29.#Retrieved#from#http://search.proquest.com/docview/62152689?accountid=9940#

# This#article#followed#the#learning#cycle#lesson#plan#format#of#Atkins#and#Karplus#(1962),#which#includes#introduction,#exploration,#concept#development,#and#application#phases.#The#students#were#given#a#variety#of#fruits#to#handle,#examine,#measure,#and#try.#This#article#gave#a#great#example#of#integrating#engineering#with#math#in#a#middle#school#classroom.##


#

Lesson Plans

Overview of Lesson Plans Lesson 1 Following a journal entry where the students are asked to draw a right, acute, and obtuse angle, a right triangle, and parallel and perpendicular lines to the best of their abilities and knowledge, the teacher will construct her instruction to fit the needs of the students. To begin the class period, the teacher will show a series of photos from a recent field trip to the Air and Space Smithsonian featuring planes and other related objects that display right, acute, and obtuse angles, right triangles, and parallel and perpendicular lines. The teacher then outlines/highlights these features on the first photo with a different color for each feature (i.e.: yellow for a right triangle, pink for parallel lines, blue for perpendicular lines, etc.) Students will be given a series of other photos from the field trip to do the same, prompting a contest for whoever finds the most. For independent Practice, students will work with a set of 2D shape cards or plastic shape manipulatives to classify each piece as having parallel lines, perpendicular lines, right/obtuse/acute angles, etc. Most importantly, students will have to write their reasoning for why each shape has which properties. For closure, students will complete an exit card reviewing today’s activities, as well as a quick prior knowledge assessment of measuring fractions of an inch and line plots. Lesson 2 Citing the previous day’s exit card which measured each students’ prior knowledge of measuring fractions of an inch and line plots, the teacher will create instructional material appropriate for the class on teaching how to create and decipher line plots. Starting the class with a quick poll of “How many cousins do you have?” the class will create a line plot on the white board with the class data. Next, we would recreate an activity we experienced at the air and space museum where reaction time is measured by dropping a ruler and seeing how fast each student can stop it between their thumb and index finger. Students would create a line plots with their data before adding their data to the class line plot on the board. The class would then review and comment on the overall class data. Lesson 3 The teacher will begin the class period by creating a line plot on the board with the students’ votes for how many pennies an aluminum boat could carry while still floating in a container of water. She will them place the boat in the water and add pennies until it sinks, recording the number of pennies on a new line plot. She will then make a modification to the boat (using tape, popsicle sticks, etc.) and test it again, recording the results. Having completed this trail, the teacher will break students into pairs and have them test their own aluminum boats with modifications, recording their results. Once the


#

students have completed 10 trials, they will add their best modification’s data to the class line plot on the board. Afterwards, the class will analyze the class data and discuss the best modifications. Lesson 4 The teacher will utilize the Scavenger Hunt activity from the Air and Space Smithsonian field trip to assess the students’ prior knowledge before giving each student a class iPad to play the Forces of Flight computer game. Students will record all of their attempts and outcomes in their journal. For Teach and Model, the teacher will explain the rules and demonstrate the Flight School computer game, as well as show the students a real foam plate glider (which is the basis of the game). Students will play the Flight School game on their iPads and record 10 trials and errors. Students must obtain a passing score on the game quiz to move on. Students will then brainstorm ideas for their own foam plate glider prototypes. Class will end with students adding their data from their Flight School attempts to the class line plot on the board. Students will analyze the data found. Lesson 5 Before the class session, the teacher will review the students’ foam plate glider prototype ideas. The teacher will construct a basic foam plate glider with no modifications to fly for the students and record the distance. The students will then construct their own foam plate gliders, first with no modifications and then applying 5 different modifications with 5 trials for each modification, recording the results on the given table. Later, students will translate their data from the table to a line plot, which they will construct on their own with no template, making it fit the constraints of their own unique data. Proper labeling and creation of line plot will be assessed. Students will then add their data to the class line plot on the board for reflection. In their journals, they will answer a series of questions designed to analyze their individual data as well as the class data. The journal and all work will be collected today and graded as the summative assessment.


#

Lesson Plan 1 Title of Lesson: Right, Acute, Obtuse Angles; Right Triangles; Parallel and Perpendicular Lines Date: Monday, May 4th, 2015 Lesson Duration: 60 minutes

1. Standards Common Core CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

2. Resources (websites, personnel)

3rd, 4th, and 5th grade colleagues Air and Space Smithsonian K-5MathTeachingResources.com

3. Context Curricular Context/Rationale This math lesson will focus on continuing to fine-tune the students’ grasp on geometric shapes and angles. Students will identify right/acute/obtuse angles as well as right triangles and parallel/perpendicular lines in a series of photos from a recent field trip. This lesson is intended for springtime, allowing the students an opportunity to build upon the solid foundation of geometry they have been developing since fall. By holding this lesson following a field trip to the Air and Space Smithsonian, the students will be afforded the opportunity to make connections between their real world experiences and the classroom content. Audience This is a 4th grade class composed of eighteen individuals. Most students are on grade level. Of these eighteen students, ten are female and eight are male; seven of the students are Caucasian, six are Hispanic, and five are African American. Of the six Hispanic students, two of them are ESL learners; however, both have been enrolled in English courses since 2nd grade and are quite adept in English. One student is nearsighted and frequently leaves his glasses at home. Goals, Essential Questions, and Objectives Lesson Goals Distinguish between right, acute, and obtuse angles.


#

Identify right, acute, and obtuse angles, right triangles, and parallel and perpendicular lines. Essential Questions How can being able to identify right, acute, and obtuse angles and triangles along with parallel and perpendicular lines help us in the real world situations? Instructional Objectives Students will be able to identify lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two-dimensional figures. Students will be able to recognize right triangles as a category, and identify right triangles.

4. Materials & Tools Texts: N/A Visuals: Smithsonian photos 1-5 Manipulatives: Shape flash cards or plastic shape manipulatives Technologies: Smartboard Handouts: Smithsonian photos; Classifying 2D Figures worksheet

5. Engagement Students will be engaged during this lesson through the real life relatability of the photos. Since the photos were taken while on a class field trip, they have the potential to include the students, teacher, etc. By recognizing themselves, peers, and the surroundings from a fun, recent trip, the students will feel personally invested in the day’s activities. This will continue, as for homework the students will have to find, or take, at least 3 pictures of themselves with right/obtuse/acute angles, right triangles, and/or parallel/perpendicular lines visible in the photo.

6. Instructional Procedures Prior Knowledge Assessment: Students will complete a journal entry where they are asked to draw a right, acute, and obtuse angle, a right triangle, and parallel and perpendicular lines to the best of their abilities.

Introductory Motivating Activity “The Catch”: (5 minutes) Teacher will begin the class period by showing the students Photo 1 and asking the class “I noticed something familiar on our recent trip to the Air and Space Smithsonian… I wonder if any of you can spot it…” Once a student raises their hand and points out a right/obtuse/acute angle, right triangle, or parallel/perpendicular lines, the teacher will move on. Teach and Model: (15 minutes) Depending on the depth needed based upon the Prior Knowledge Assessment, the teacher will define the characteristics of right/obtuse/acute angles, right triangles, and parallel/perpendicular lines. Using the same Photo 1 from “The Catch,” the


#

teacher will then outline/highlight these features in corresponding colors (i.e.: yellow for right triangles, pink for parallel lines, blue for perpendicular lines, etc.) Guided Practice and Scaffolding Activities: (20 minutes) After receiving a handout with all 5 of the photos, students will use markers to highlight/outline as many of these features as they can find in corresponding colors of their choosing (remind students to make a key!) For added excitement: offer students a prize for whoever can find the most of each feature. Independent Practice: (15 minutes) Provide students with a copy of the Classifying 2D Figures worksheet along with either 2D shape flashcards or plastic shape manipulatives. Students will sort and classify 2D figures as having: parallel and perpendicular lines, parallel lines/no perpendicular lines, perpendicular lines/no parallel lines, or no parallel or perpendicular lines. Students will record and label their groups in their journal along with an explanation of the reason they classified each, defining characteristics, etc. For extra credit, students will be able to also include whether each shape contains right/obtuse/acute angles, and why. Closure: (5 minutes) As an exit card, students will write 3 things they learned today, along with a quick review of measuring fractions of an inch and a prior knowledge assessment for line plots.

7. Differentiation The two ESL learners in the class will receive the worksheets in both Spanish and English, if desired. Since both have been learning English for the past two years, they often are fine participating in the English instruction without much accommodation. The student who is nearsighted is assigned a desk at the front of the room near the Smartboard and white board. This enables the student to fully participate in the lesson whether or not he brought his glasses to school.

8. Assessment of Student Learning Teacher will collect the student journals along with the Smithsonian photos handout for grading as formative assessment. Students will also be asked to bring in at least 3 photos of themselves or a family member where right/obtuse/acute angles, right triangles, and/or parallel/perpendicular lines are visible. This homework will also be graded as formative assessment.

©K-5MathTeachingResources.com

Classifying 2-Dimensional Figures

Materials: 2D shape cards ______________________________________________________________________________

1. Work with a partner. Sort and classify a set of two dimensional figures using the following properties:

x parallel and perpendicular lines x parallel lines/no perpendicular lines x perpendicular lines/no parallel lines x no parallel or perpendicular lines

2. Record and label your groups.

3. Explain how you can determine if two line segments are parallel or

perpendicular.

http://www.k-5mathteachingresources.com


#

Lesson Plan 2 Title of Lesson: Line Plots Date: Tuesday, May 5th, 2015 Lesson Duration: 60 minutes

1. Standards Common Core CCSS.MATH.CONTENT.4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

2. Resources (websites, personnel) 3rd, 4th, and 5th grade colleagues Air and Space Smithsonian Education.com

3. Context Curricular Context/Rationale This math lesson will focus on continuing to fine-tune the students’ grasp on graphing, specifically with line plots. This lesson is intended for springtime, allowing the students an opportunity to build upon the solid foundation of graphing they have been developing since fall. By holding this lesson following a field trip to the Air and Space Smithsonian, the students will be afforded the opportunity to make connections between their real world experiences and the classroom content. Audience This is a 4th grade class composed of eighteen individuals. Most students are on grade level. Of these eighteen students, ten are female and eight are male; seven of the students are Caucasian, six are Hispanic, and five are African American. Of the six Hispanic students, two of them are ESL learners; however, both have been enrolled in English courses since 2nd grade and are quite adept in English. One student is nearsighted and frequently leaves his glasses at home. Goals, Essential Questions, and Objectives Lesson Goals Interpret information presented in a line plot. Represent data through a line plot. Solve questions about a set of data presented in a line plot. Essential Questions What can be gained from the ability to decipher data presented in a line plot?


#

Instructional Objectives Students will be able to make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction of fractions by using information presented in line plots.

4. Materials & Tools Texts: N/A Visuals: Class line plot on board Manipulatives: Yardstick Technologies: Smartboard Handouts: Line Plot Template

5. Engagement Students will be engaged in this lesson through the recreation of an activity they all participated in and loved from the Air and Space Smithsonian. The activity gauges the students’ reaction time by having them catch a yardstick between their thumb and index finger. The students loved it so much at the museum, that by recreating it in their own environment (the classroom) they should be extremely engaged in the activity.

6. Instructional Procedures Prior Knowledge Assessment: Prior day’s exit card, which reviewed measuring fractions of an inch and assessed the prior knowledge for line plots.

Introductory Motivating Activity “The Catch”: (10 minutes) Teacher will collect class date for how many cousins each student has and present it on the Smartboard. She will then combine the data into a line plot for the students to see. Teach and Model: (20 minutes) Using the line plot created on the Smartboard, the teacher will instruct the class on how to make a line plot, the parts of a line plot, etc. Teacher will remind the students of the activity they engaged in at the Air and Space Smithsonian where their reaction time was tested when a yard stick was dropped and they had to catch it between their thumb and index finger. Teacher will demonstrate this activity, recording her data on the board. Guided Practice and Scaffolding Activities: (15 minutes) Students will test their own reaction time in partners. Each pair will be given a yardstick and their journals to record their data. Each student should test his or her reaction time 10 times. Independent Practice: (10 minutes) Using the worksheet provided, students will take their journal data and fill in a


#

line plot with their data. Students will then add their data to the large class line plot displayed on the board so the class can see everyone’s reaction times. Closure: (5 minutes) Class discussion on the overall reaction times of the class, if we like how a line plot displays the information, etc.


8. Assessment of Student Learning Teacher will collect the journals along with the worksheet to review the students’ understanding of transferring data to a line plot. These will not be graded.

Colleen’sChart

10

9

8

7

6

5

4

3

2

1

0

Bar Graph

Name Date

More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com

Leslie Norgart

Line Plot


#

Lesson Plan 3 Title of Lesson: Penny Boat Date: Wednesday, May 6th, 2015 Lesson Duration: 60 Minutes

1. Standards Common Core CCSS.MATH.CONTENT.4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Next Generation Science Standards 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

2. Resources (websites, personnel)

3rd, 4th, and 5th grade colleagues Science specialist

3. Context Curricular Context/Rationale This science lesson will focus on continuing to fine-tune the students’ grasp on testing a given problem with a clear set of variables and other constraints. The students will carry out tests and record the data, later journaling on their favorite and most effective solution. Students will also present their data/findings in a line plot, reinforcing yesterday’s content. This lesson is intended for springtime, allowing the students an opportunity to build upon the solid foundation of graphing they have been developing since fall. Audience This is a 4th grade class composed of eighteen individuals. Most students are on grade level. Of these eighteen students, ten are female and eight are male; seven of the students are Caucasian, six are Hispanic, and five are African American. Of the six Hispanic students, two of them are ESL learners; however, both have been enrolled in English courses since 2nd grade and are quite adept in English. One student is nearsighted and frequently leaves his glasses at home.


#

Goals, Essential Questions, and Objectives Lesson Goals Brainstorm possible solutions to a problem satisfying given criteria and constraints. Plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Construct a line plot to display a set of data. Essential Questions How does considering multiple possible solutions to a problem enable us to find the best overall solution? Why is it important to consider controlled variables and failure points when designing a prototype? What can be gained from the ability to decipher data presented in a line plot? Instructional Objectives Students will be able to generate and compare multiple possible solutions to a problem satisfying given criteria and constraints. Students will be able to plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Students will be able to make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction of fractions by using information presented in line plots.

4. Materials & Tools Texts: N/A Visuals: Class line plot on board Manipulatives: Aluminum foil boat; multiple containers of water Technologies: Smartboard Handouts: Line Plot Template

5. Engagement The students will be engaged in this lesson through the use of a hands-on activity. The students will make modifications to an aluminum foil boat and test how many pennies it can hold without sinking. Students have almost complete control in this activity to modify and change whatever they would like about the boat, opening this activity up to the maximum engagement potential. Additionally, there is a competitive aspect to this lesson when the students all compare results, which is naturally engaging.

6. Instructional Procedures Prior Knowledge Assessment: Teacher will assess the students’ level of readiness for today’s activities through yesterday’s activities.


#

Introductory Motivating Activity “The Catch”: (10 minutes) Teacher will present the students with a basic aluminum foil boat she constructed ahead of time and take a poll from the students for how many pennies they each think the boat can carry without sinking. She will create a line plot on the board with the input.

Teach and Model: (10 minutes) Teacher will fill place the boat in the water and continuously add pennies until the boat sinks, recording how many pennies it carried. She will then make a simple modification to the boat and try again, recording the results. Guided Practice and Scaffolding Activities: (25 minutes) Students will separated into pairs and given a basic aluminum foil boat that the teacher created ahead of time. Students will record how many pennies their boat can carry with no modifications, then come up with 9 modifications to apply to it, to give them a total of 10 trials for their data. Students will record the data in their journals. Independent Practice: (10 minutes) Students will be given a copy of the Line Plot Template to transfer their data to. Students will then select their favorite/most effective modification and add that piece of data to the class line plot on the board. Closure: (5 minutes) Students will review and analyze the class data, as well as their own and answer a series of questions in their journal such as: which modification was the most successful? Which was your favorite modification? Were these the same (if not, why?), etc.


8. Assessment of Student Learning Teacher will collect the Line Plot Template along with their journals to review. Students will be graded for both of these as formative assessments.

Colleen’sChart

10

9

8

7

6

5

4

3

2

1

0

Bar Graph

Name Date

More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com

Leslie Norgart

Line Plot


#

Lesson Plan 4 Title of Lesson: Flight Basics Date: Thursday, May 7th, 2015 Lesson Duration: 60 minutes


2. Resources (websites, personnel) 3rd, 4th, and 5th grade colleagues Science specialist Air and Space Smithsonian

3. Context Curricular Context/Rationale This science lesson will focus on continuing to fine-tune the students’ grasp on testing a given problem with a clear set of variables and other constraints. The students will carry out tests and record the data through the use of an iPad computer game, which simulates flight, later journaling on their favorite and most effective solution. Students will also present their data/findings in a line plot, reinforcing the unit’s content. This lesson is intended for springtime, allowing the students an opportunity to build upon the solid foundation of graphing they have been developing since fall. This lesson also follows a trip to the Air and Space Smithsonian, allowing them to apply real world applicability to in class content. Audience This is a 4th grade class composed of eighteen individuals. Most students are on grade level. Of these eighteen students, ten are female and eight are male; seven of the students are Caucasian, six are Hispanic, and five are African American. Of


#

the six Hispanic students, two of them are ESL learners; however, both have been enrolled in English courses since 2nd grade and are quite adept in English. One student is nearsighted and frequently leaves his glasses at home. Goals, Essential Questions, and Objectives Lesson Goals Brainstorm possible solutions to a problem satisfying given criteria and constraints. Plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Construct a line plot to display a set of data. Essential Questions How does considering multiple possible solutions to a problem enable us to find the best overall solution? Why is it important to consider controlled variables and failure points when designing a prototype? What can be gained from the ability to decipher data presented in a line plot? Instructional Objectives Students will be able to generate and compare multiple possible solutions to a problem satisfying given criteria and constraints. Students will be able to plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Students will be able to make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction of fractions by using information presented in line plots.

4. Materials & Tools Texts: N/A Visuals: Class line plot on board; Forces of Flight game, Flight School game Manipulatives: Forces of Flight game, Flight School game Technologies: Smartboard; iPads Handouts: N/A

5. Engagement The students will engaged in this lesson through the use of iPads. Everyone loves technology, and the iPads always get the kids excited about the activity. Since the activity for the iPad is a fun game that almost completely disguises the learning aspect of it, the students will be extremely engaged. Who doesn’t like playing a video game in class? Additionally, as the students have the opportunity to make their own modifications in the video game and then brainstorm a prototype of a real-life counterpart. This should be extremely engaging as well, as it allows the students to be in control of their own learning.


#

6. Instructional Procedures Prior Knowledge Assessment: The teacher will review a Scavenger Hunt worksheet the students completed while at the Air and Space Smithsonian. This scavenger hunt asked the students not only to find pieces of information, but also to explain each object, securing that the students are actually learning while playing, as opposed to just playing.

Introductory Motivating Activity “The Catch”: (15 minutes) Students will play the Forces of Flight computer game on the class set of iPads. This game allows the students to attempt flying an airplane with given constraints and control settings. Students will have to alter the controls to cause a successful flight. Students will record all of their attempts with modifications and outcomes. Teach and Model: (10 minutes) Teacher will bring the Flight School computer game up on the Smartboard. She will explain the rules and expectations of the game and then play a round on the Smartboard so the students can see a demonstration of what is expected. This game takes the student from a simulated cockpit (in the game from “The Catch”) to a simulated foam plate glider. The teacher will show the students a real foam plate glider that she constructed ahead of time. Guided Practice and Scaffolding Activities: (20 minutes) Students will play the Flight School computer game using the class set of iPads. Students must receive a passing score on the game quiz, as well as record at least 10 trials and errors in their journals to move on to the next activity. They will also create a line plot in their journals to plot their trials and errors. Independent Practice: (10 minutes) Students will brainstorm prototypes for an effective foam plate glider utilizing their recorded trial and errors from the Flight School game. Students will be creating these foam plate gliders in class tomorrow, so remind them to brainstorm a great prototype! Closure: (5 minutes) Students will add their most effective modification’s data to the class line plot on the board. Class discussion on results.



#

8. Assessment of Student Learning Teacher will collect the student journals to review recorded data, modifications, and line plot. She will also review the brainstormed foam plate glider prototypes for tomorrow’s activity.


#

Lesson Plan 5 Title of Lesson: Foam Plate Gliders / Summative Assessment Date: Friday, May 8th, 2015 Lesson Duration: 60 minutes


2. Resources (websites, personnel) 3rd, 4th, and 5th grade colleagues Air and Space Smithsonian

3. Context Curricular Context/Rationale This science lesson will focus on continuing to fine-tune the students’ grasp on testing a given problem with a clear set of variables and other constraints. The students will test their prototypes for foam plate gliders and record their results in the form of a line plot, recording modifications as well. This lesson is intended for springtime, allowing the students an opportunity to build upon the solid foundation of graphing they have been developing since fall. This lesson also follows a trip to the Air and Space Smithsonian, allowing them to apply real world applicability to in class content. Audience This is a 4th grade class composed of eighteen individuals. Most students are on grade level. Of these eighteen students, ten are female and eight are male; seven of the students are Caucasian, six are Hispanic, and five are African American. Of the six Hispanic students, two of them are ESL learners; however, both have been enrolled in English courses since 2nd grade and are quite adept in English. One student is nearsighted and frequently leaves his glasses at home.


#

Goals, Essential Questions, and Objectives Lesson Goals Brainstorm possible solutions to a problem satisfying given criteria and constraints. Plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Construct a line plot to display a set of data. Essential Questions How does considering multiple possible solutions to a problem enable us to find the best overall solution? Why is it important to consider controlled variables and failure points when designing a prototype? What can be gained from the ability to decipher data presented in a line plot? Instructional Objectives Students will be able to generate and compare multiple possible solutions to a problem satisfying given criteria and constraints. Students will be able to plan and carry out fair tests with controlled variables and failure points to identify improvements for a model or prototype. Students will be able to make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction of fractions by using information presented in line plots.

4. Materials & Tools Texts: N/A Visuals: Class line plot on board; Forces of Flight game; Flight School game Manipulatives: Foam plates Technologies: Smartboard; iPads Handouts: Foam Plate Gliders worksheet, graphing paper

5. Engagement This lesson should have the students engaged the entire time. Not only do the students get to create their own foam plate gliders, they also get to go outdoors (always engaging!) to fly them. This activity, again, allows the students to be in almost full control of their learning, explore different ideas, make their own changes to the activity, and have fun while learning.

6. Instructional Procedures Prior Knowledge Assessment: The teacher will assess the students’ preparedness for today’s activity based upon the success of previous day’s activities. She will also review the brainstormed prototypes to determine whether the students are prepared to carry out the activity.


#

Introductory Motivating Activity “The Catch”: (5 minutes) Students will have the option to play either of the two computer games from the previous lesson, Forces of Flight or Flight School while the teacher sets up materials for the activity and any students who didn’t finish yesterday can take this time to catch up. Teach and Model: (5 minutes) Teacher will construct a basic foam plate glider, making no modifications, and fly the plane. She will record how far the plane flew on the Foam Plate Gliders table worksheet to the nearest ¼”. Guided Practice and Scaffolding Activities: (30 minutes) Students will construct their own planes, making no modifications. Weather appropriate, students will go outside to fly their planes and record their data on the given worksheet, to the nearest ¼”. Students will fly the plane 5 times with no modification, and then 5 times for each modification applied afterwards. Students must test at least 5 different modifications, which means at least 25 flights, so make sure students know to manage their time wisely. This activity can be done in pairs or individually, dependent upon the needs of the classroom. If this is done in pairs, each student should complete their own worksheet, as the next activity will be done individually using the data. Independent Practice: (10 minutes) Independently, students will each be given a piece of graphing paper to create a line plot from scratch, fitting the constraints of their unique data. Students will then add their data to the class line plot on the board. Closure: (10 minutes) Class will discuss the overall data of the class, making observations on patterns, clustering, etc. Students will journal their answers to the following questions: Which modification was your favorite, and why? Which modification more effectively met all given criteria, and why? What is the difference in distance between your shortest and farthest flight, to the nearest 1/4”? What is the difference in distance between your longest flight and the longest flight in the class, to the nearest ¼”? etc.

7. Differentiation The two ESL learners in the class will receive the exam in both Spanish and English, if desired. Since both have been learning English for the past two years, they often are fine participating in the English instruction without much accommodation. The student who is nearsighted is assigned a desk at the front of the room near the Smartboard and white board. This enables the student to fully participate in the lesson whether or not he brought his glasses to school. If the student so desires, he will be allowed to sit at a desk near the Class Timeline Display alternatively so he has the same advantages as the other students.


#

8. Assessment of Student Learning

Teacher will collect all materials completed today: Foam Paper Glider worksheets, line plot on graphing paper, and journals for response questions. These will all be graded as a final project, which will count as the summative assessment for this unit.

Foam Plate Gliders! My Name: _____________________________ My Partner’s Name: _____________________________ Directions: For each modification made to your foam plate glider, write a description of the modification and throw

the plane 5 times. For each throw, record the distance of flight to the nearest ¼”. Please attempt at least 5 different modifications. Have fun!

Modification Description Throw #1 Throw #2 Throw #3 Throw #4 Throw #5

No modification.


#

Summary of Ideas for Additional Lesson Plans This unit has much room for expansion in a number of categories. As the students are now skilled in creating a prototype to solve a given problem with given constraints and variables, they are opened up to a never ending list of activities and lessons in engineering and other categories of instruction. Additionally, since the students can now create a line plot, as well as identify a series of 2D shapes and features, they will be well equipped to build on this knowledge in a way that will make further learning accessible.


#

Assessment Assessing Student Achievement

Success for my students is the ability to take the information they have learned and apply it in their lives through sharing with others and applying it to other areas for increased understanding. My students will show this through taking the information they were exposed to at the Air and Space Smithsonian and dissecting it, applying their own ideas to it and analyzing the results. The students will also create a connection between the content and themselves as they find angles, triangles, and lines in photos of themselves for homework. By recognizing these features in the real world around them, students will gain an understanding of its real world applicability, and therefore the importance of retaining the knowledge gained in this unit.

Assessing Your Unit Throughout my unit I incorporated a wide variety of instructional strategies,

lending it to be accessible by students on a wide range of abilities and strengths. The students’ mathematics and engineering skills will be strengthened, but that will not be the only way for the students to demonstrate their knowledge and understanding. Class discussions, computer skills, and hands-on activities will be included in the instruction as well as a means of assessment to guarantee students of all strengths can be properly assessed. By providing a wide range of instructional strategies, a broader picture of student understanding can be painted, allowing the teacher to modify the unit where needed to fit the needs of her students. While researching for this unit I found many articles on the benefits of subject integration, especially in reference to science and math. Within these articles, many methods and ideas for successful integration were discussed, which I used as a jumping off point to create my unit. Additionally, I found various online and hands-on resources to integrate into the unit to enhance the unit resources and relatability. My personal teaching beliefs are reflected enormously within this unit. The core of my teaching beliefs lies in creating a safe, happy learning environment. By creating this, we were able to allow the students to be in control of their learning throughout much of the unit. In order to have an environment such as this there needs to be trust established between the teacher and her students. Setting expectations early in the year for the environment we will maintain is integral for this to be successful. Another vital piece of my teaching beliefs is class discussion and sharing, which goes hand-in-hand with a safe learning environment. By centering much of our learning on a discussion model, the students feel safe to ask higher learning, as well as basic, questions.

Reflection After having completed my in-class presentation, I found that I needed to be more explicit in my lesson directions. After re-reading through my lesson plans, I found that


#

any of the ideas and activities made sense in my head, but I did not do a great job of translating these thoughts onto paper. Additionally, though reflecting on my presentation, I realized I had no literary resources for the students throughout this unit. I went back and found a select few books that would be helpful to have available around the classroom for students to flip through and heighten the content.

Documents

Norgart Thematic Unit