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Coral BrunetAssignment 4.2 Differentiated Interdisciplinary Content Lesson PlanIn partial fulfillment for the requirements for MAT 674Professor WallaceNational University AbstractThe following is a differentiated interdisciplinary content lesson plan. The lesson plan combines two Science content standards for fifth grade with a grade level English Language Arts standard and a grade level Mathematics standard. The lesson will incorporate grouping patterns that follow the teach, practice and apply parts of the lesson as well as follow the format on page 88 in?Best Practices Differentiated Instruction. The lesson plan that has been created is based upon a lesson I have previously taught to 5th grade students during my student teaching (hence the pictures). The plan, however, is entirely new as it utilizes strategies for differentiation, strategies for English Language learners, and different grouping configurations learned from this class, which has truly made for a differentiated interdisciplinary content lesson plan. This will be a great resource for me in the future.*Grouping and Strategies usedDifferentiated Interdisciplinary Content Lesson Plan: Build an EcosystemIdentify the Content Standard(s) to be taughtNGSS 5th Grade Science Standards:5-LS1-1.Support an argument that plants get the materials they need for growth chiefly from air and water.5-LS2-1.Develop a model to describe the movement of matter among plants, animals, decomposers, and the mon Core State Standards Connections:ELA/Literacy – RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)Mathematics –MP.2Reason abstractly and quantitatively. (5-LS2-1)MP.4Model with mathematics. (5-LS2-1Assess Student Readiness-Strategy:Adjust Levels of Questioning-Quiz-Grouping:Whole ClassInstructionI will first assess student readiness for this lesson by reviewing the class pictorials on photosynthesis and ecosystem functions from earlier in the unit:We will have a class discussion to review and I will use the strategy of adjusting levels of questioning so that I may involve all students in the discussion. I will ask questions such as: What are the key players in photosynthesis? What is the difference between abiotic and biotic factors? What are some examples? What are the key players in an ecosystem? Higher level questions such as: How do the players interact? After the class discussion with review of these visuals, I will give a short quiz with similar questions to assess student retention of the material and readiness to begin our next step. Teach Content Standard -Preteaching for ELLs-Computer- assisted learning ELLs-Strategy AdjustLevels of Questioning-use of visuals and multimedia-Chunking forELLs-Whole ClassInstructionBefore teaching the lesson to the class, during morning centers, I will have my ELLs preread the chapters in the textbook via a listening station on the computers. They will then complete an interactive activity to help them understand the main ideas on the computer. This will allow them to become familiar with the main ideas and key vocabulary before the rest of the class receives the lesson. The use of the computers also allows for computer assisted learning.Review Prerequisite Skills: The way to teach this lesson will begin with whole-class instruction. After reviewing what an ecosystem is and how it relates to photosynthesis, I will begin to teach how these different parts are all related and how each ecosystem contains all of the same players, in different forms.Teach prerequisite concepts: My powerpoint presentation will include a selection of short videos for visual support. I will show a variety of slides of different ecosystems, deserts, tundras, oceans, wetlands, etc. in each ecosystem I will have students help me to identify each ecosystem component: ie decomposer, producer, consumer, etc. I will also point out the sun’s role in each ecosystem to tie it back to photosynthesis. The presentation will be whole class instruction will appropriate student participation, discussion and adjusted level questioning. I will then have students read a previously leveled passage on what we have learned on their own while I go around and work with individuals needing extra help on the concepts. I will have the students write a paragraph on things they have learned. I will use chunking to and “chunk down” the assignment for my ELLs to writing only a couple of sentences. Practice-Process Create tiered activities at various levels of complexity-Small-Group Instruction-Strategy of Multiple intelligences flexiblegroupingThe practice portion of the lesson will be done via small group instruction. The class will be split into teams of mixed ability students and each given a role: recorder, peace-keeper, reporter, time keeper, and team leader. The team leader will help facilitate the group activity. Each group will be expected to design and create their own ecosystem. They may research from provided resources and websites to determine what to include in their ecosystem, to ensure they have all of the necessary components. The groups will then each create their ecosystem to match the sample provided. Each group will then have a separate, tiered assignment to complete. The grouping strategy will use the strategy of multiple intelligences flexible grouping. Each group will make their own mini ecosystem which will pertain to the bodily/kinesthetic intelligence however each groups individual activity will differ to allow for students to practice their knowledge based on their intelligence. If a high number of students choose to do a certain type of activity, I will simply modify the groups assignment:Group 1: Identify the primary producer in your ecosystem, how does this organism get its energy. What elements are required for it to create energy? Draw a diagram to demonstrate how this is done.Group 2: Identify the consumers in your ecosystem, how do they get their energy? What elements are required for them to get the energy they need? Explain this process in an oral presentation.Group 3: Identify the abiotic and biotic factors in your ecosystem. Now research different types of ecosystems and compare/contrast these factors. Create a chart to dhow your data.Group 4: Explain the role of photosynthesis in your ecosystem. Write a short description of why it is necessary in your ecosystem. Extrapolate its importance in all types of ecosystems, is it necessary in all of them? Write a short summary.Apply –Products-Peer Pairs-Peer PanelNow for the apply portion of the lesson, students will first, in pairs, come up with a list of questions they can ask about the nature of the ecosystems based on what they have learned. Then, in a peer panel students will ask each other questions based upon the group activities they completed. Since there were a variety of activities, there will be experts from each group to sit on the panels. The students will then be asked to take their knowledge further from what they practiced and discuss how different ecosystems would compare to theirs. They will need to apply what they have learned to real-world ecosystems to identify the producers, consumers decomposers etc. in say a desert, or a wetland ecosystem. This peer panel organization allows for students to practice formulating and asking questions and ties into their research abilities and ELA standards. Examples of student created ecosystems: (1999), The Mind’s Intelligences, Annenberg Media, Produced by Harvard-Smithsonian Center for AstrophysicsVentriglia, L. D. Ph.D. (2010). Best Practices: Differentiated Instruction: The Rule of Foot. 8th Ed. Younglight Educate. Light up the Mind. ................
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