Cooperative Learning Model

Cooperative Learning Model

1) Standard 1 

Students will understand that chemical and physical changes occur in matter.

Objective 2 

Evaluate evidence that indicates a physical change has occurred.

Objective 3 

Investigate evidence for changes in matter that occur during a chemical reaction.

For this lesson I would utilize the general cooperative learning model to have students create infographics about physical and chemical changes. Students would have previous knowledge about these differences. Each person in the group will have a specific role to fulfill. Students will collaborate by creating the infographic together using “Gliffy” or “Creately”. To ensure group planning and management throughout the process, I would have students create a Google Spreadsheet with tasks outlined for each group member. That way, every student in the group is accountable for hi/her own work.

2) Objective 3 

Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

a. Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people). 

For this lesson I would jigsaw the different groups of people during the colonial period. Students would first become experts on their particular group and then would go back and teach their home group. Students would reflect on members of their group and then complete an online presentation together. 

Students would create a Google Presentation. By using that tool students could be creating their presentations and communicating with each other through the "chat" feature. Incorporating the use of a "shared document" helps students work on collaborative projects and communicate every step of the way regardless of physical setting.

3) Standard 2 

Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

For this lesson I would use the graffiti model. Students would be in different groups and would go around the classroom and would write down on posters their knowledge of fast and slow changes. I would have papers to cover each groups answers to be able to assess how much each groups knows. At the end of the rotation (each group would write on each poster), students would evaluate their starting poster with responses from the other groups to see commonalities and knowledge that the class has obtained. 

As a summative assessment, I would have students work on infographics to display their work. Groups would work together and then would post them online. Through an online discussion board, each group would be required to make comments about each infographic and would be able to ask clarifying questions to each group. Students would be able to interact with each other and based on feedback given, would be able to revise their work and repost as a group.