Inductive Model

Inductive Model

5.G.B Classify two-dimensional figures into categories based on their properties. 

3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

For this lesson I would have a slideshow or put images up in the classroom of different quadrilaterals. The purpose of this lesson would be for students to see differences between quadrilaterals (sides and angles). I would have all of these in a slideshow that they could each download. In student groups, students would drag the images into categories of their choosing. We would then discuss the differences between quadrilaterals, parallelograms, and trapezoids. Students would apply that knowledge and find examples of those quadrilaterals in architecture 

2) 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.

In this lesson I would show different experiments (YouTube) to the class. Some of the experiments would demonstrate physical change and others would demonstrate chemical change. Students would be able to re-watch the videos as we begin the discussion within the convergent phase. Students would then find examples of physical and chemical changes that we utilize everyday and what we would do without them. Students would create commercials showing everyday examples of chemical/physical changes and what life would be without them.

3) Reading: Literature Standard 2 

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 

For this lesson I would give students different themed poems. As students analyze the examples and non-examples they would begin to observe patterns and differences. During the convergent phase the teacher would begin to ask questions that are specific to the theme being studied. Students would apply their knowledge by writing their own themed poetry online using the class website. Poetry would be posted for students to read and make comments.

Integrative Model

Integrative Model

Standard 2 

1) Students will understand the chronology and significance of key events leading to self-government.

Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives. 

The revolutionary war is a perfect springboard to utilize the integrative model. In this lesson, students would analyze different primary source documents from differing viewpoints about declaring independence. Technology for this lesson would include online sources to view the primary source documents. A concept mapping tool would be used to explain and similarities and differences between the different sources.

2) Reading: Literature Standard 3 

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Comparing characters in literature would be a great way to use this method. Students would read multiple books from the same author and then would compare main characters from those books. In 5th grade we read books from Jerry Spinelli. His books usually have short chapters that keep students engaged. Students could utilize the integrative model to compare not only characters, but different events in the stories to see if there are similarities in writing style and situations that characters face. I would have students blog about the differences and similarities of the main characters and participate in blogging as they read. 

3) Standard 4 

Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.

Contrast the impact of the war on individuals in various regions (e.g. North, South, West). 

In this lesson I would compile different diary entries between citizens of the North and the South during the Civil War. Students would see the differing points of view between people living in the same country. Students would utilize concept mapping online and would collaborate with each other as they make them. 

This would be a great way to compare our country today and how people are divided on a lot of different issues. I would help students conduct a search online to view different news websites to see how perspectives change depending on location… etc… (especially during Presidential elections)

Inquiry

I presented on this topic -

Project-Based Learning

Problem-Based Learning Model

1) 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 

5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

For this lesson I would pose the following problem: The school needs to ship books back to amazon.com. We have 300 math books to ship back. How many boxes do we need to purchase?

For this problem, students would be given one book and 3 different sources of box suppliers with different prices and sizes. Utilizing volume, students would have to develop a plan to solve the problem. Students would then vote to determine which group solved the problem the best. I would have students draw diagrams of their solution using educreations and they would also record their solution to present to the class 

2) 5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems. 

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

For this lesson I would utilize the app “Sector 33”. Sector 33 is a flight simulator app where students use a tool that mimics air traffic control. As they plot points and adjust speed, students can see how graphing points are used in the real world. The graph paper lesson plan is here: http://www.uen.org/Lessonplan/preview?LPid=37302

This app shows the problems that arise when multiple airplanes are arriving at the same time. As students adjust flight paths and speed, planes can arrive at specific intervals. 

3) 5.NF.B Apply and extend previous understandings of multiplication and division to multiply and

6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. divide fractions. 

For this lesson I would pose the problem of making cookies for the entire school. There are three different types of cookies. Each cookie has its own recipes (which incorporate measurements with fractions). Students would need to come up with a plan to find out which how many cookies of each of the three kinds to make. Students would need to buy the ingredients from Wal-Mart.com and determine what brands of ingredients to buy from. (Would you buy generic chocolate chips because they are cheaper… etc). Students would need to figure out how to survey students in the school effectively and quickly. 

Socratic -

Presented on this model -

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. 

Concept Development/ Concept Attainment

Concept Development Model

The concept development model helps students build on existing knowledge and help refine their understanding. 

1) Standard 1 

Students will understand how the exploration and colonization of North America transformed human history.

For this lesson I would begin by using answer garden and have students answer the question:

What characteristics do explorers have?

After creating the answer garden and having it displayed on the board; students would begin to group ideas that are similar using Padlet. While creating those groups, students would begin to find labels for their ideas. After creating one Padlet (and submitting it), students will create an alternative Padlet utilizing different labels and categories. At the end of the lesson students will synthesize the information by creating a definition for the word “explorer”.

2) b. 

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

I would use this lesson to help students see how they can classify words according to Greek and Latin affixes and roots. Students would be given a list of words with different roots and affixes. Students would then sort them and being to label. 

I would use PowerPoint to display the different affixes and roots. I could then create animations that showed where these affixes and roots are found in words we use everyday. Using Powerpoint would also allow me to move the words and annotate in front of the class.

3) 5.NBT.B 

Perform operations with multi-digit whole numbers and with decimals to hundredths.

For this lesson I would use the term “multiplication” to ask students in what circumstances would you utilize this skill. Students would use Padlet in pairs to think of all the instances they would use multiplication. Students would then label their ideas and categorize them. They would see how the math is relatable to them. This would be a Beginning lesson to introduce multiplication of decimals. 

Concept Attainment Model

1) Standard 2

The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would utilize Keynote to make a presentation with pictures. I would have pictures of “slow” changes that happen to the earth and “fast” changes that happen to the earth. This would be a great way to introduce the concept of how the “Earth is constantly changing”.

Students would hypothesize what the pictures mean and how it relates to what we are studying. In the closure phase of the lesson, students would develop a definition based on the critical attributes. Students would then apply this knowledge by creating other examples and non-examples. 

2) Standard 2

The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would start to make a list of examples of “erosion” versus examples of “weathering”.  Students would then begin to see the differences between the two science terms. They would hypothesize which attributes have to do with each term. Students would then be able to develop a definition of the two science terms which are some of the main themes of Standard 2.

Technology use for this lesson would incorporate the web tool "Gliffy".  I would use this concept mapping tool show examples of the two science terms. 

3) Objective 3 

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

For this lesson I would address the sub standard : 

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

 I would take two groups of people and make lists of their individual rights and responsibilities. Students would then hypothesize from the list (American Indians, landowners, women, indentured servants, enslaved people) which group of people identify with attributes listed. They would then develop definitions for each group. 

Another way to do this would be to make a column for every group and have students hypothesize which group belonged to each column. 

I would then have students use an infographic tool like "easel.ly" to create infographics that students could print and display in the classroom.