Thematic Unit Plan: The Phantom Tollbooth beduc416b fall 2011

Context

This is a fourth grade gifted and talented program. The population contains 31 students consisting of 18 boys and 13 girls. Seven of the students are new to the school and School District.

The students MSP scores at the completion of the 2010-2011 school year (third grade) found the majority of the students to have exceeded their level for both Reading and Mathematics.

A survey of the students collected data regarding subjects they enjoy, those that the worry most about and those they find the most challenging.

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  Ways of Learning
  
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  We have not evaluated any of the students to determine their preferred learning style in our classroom. My CT and I have discussed the intelligences but this is a low priority for my CT while she tries to build community. Looking at the data collected for each of the students, as well as my personal observations, I can make some assumptions. The majority of the class seem to prefer the Logical/Mathematical and interpersonal ways of learning. They are a very social group. A very small percentage prefers Verbal/Linguistic and Intrapersonal.
  
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  It will be most helpful to find out each students preferred method so accommodations and considerations can be made when designing curriculum.
  
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  Equity Pedagogy
  
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  As a teacher, “Self-understanding and knowledge of the histories, modal characteristics, and intragroup differences of ethnic groups are important competencies required for teachers to implement equity pedagogy. They provide a foundation for teachers to identify, create, and implement teaching strategies that enhance the academic achievement of students from both gender groups and from diverse racial, ethnic, and cultural groups. Equity pedagogy is not embodied in specific strategies. It is a process that locates the student at the center of schooling. When effectively implemented, equity pedagogy enriches the lives of both teachers and students and enables them to envision and to help create a more humane and caring society.”
  
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  We do not currently have the actual ethnic diversity of our classroom though we have a diverse population of students. We do know the English language is not the primary language for all our students. We are just beginning to assess some of these students literacy, especially those who were just at or below standard. We are currently working with the school resource educator to have these children appropriately assessed so we can begin to help them improve their literacy skills for fluency and comprehension.
  
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  Areas Where Students May Struggle
  

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   When analyzing information, students with little experience or practice with this higher-order skill may find the process challenging.
   
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      Pre-teach skill lessons on strategizes used for analyzing data
      

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   Unless students have experience or practice in analyzing scientific investigations, they may find this process challenging, as answers are not always evident. Students must gather evidence, make assumptions, and reach conclusions.
   
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      Pre-teach skill lesson on strategies used for an inquiry process: analyzing data, collecting evidence, synthesizing data, and reaching conclusions
      

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   Students are required to read and summarize information. Struggling readers and ELL students may be challenged by this requirement.
   
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      Minimize reading material, locate and present the same information at a lower reading level, assign helpful student partners, explain information and scaffold students with oral directions, provide tape-recorded information, and/or allow students to study the reading material at home before the lesson.
      

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   For the scientific investigation there are a number of context specific scientific vocabulary that may be difficult for some students to remember or apply in context. This problem could also cause wasted class time while students try to keep them straight.
   
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      Provide an alphabetical list of words, their pronunciations, associated synonyms, and their definitions in the context of the lesson. Allow students to use this list before the lesson to familiarize themselves with the vocabulary and use the list during the lesson as a resource. Assign individuals’ roles in small groups within the context of the lesson and clarify individuals’ roles for students.
      

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  Differentiating Instruction
  

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  Reading: Consider accommodating special need students when creating the reading list. Try to create a subset of the main reading list that will still provide these students with an understanding of the time period.
  

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  Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.
  

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  Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.
  

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• Content Big Idea and Learning Targets

  Subject: Science, Grade 4 (Gifted) This lesson will be taught to 4th grade challenge students as part of the thematic, interdisciplinary unit using Phantom Tollbooth.
  Washington State Standards: Science: 4th and 5th Grade EALR 2.0: Inquiry Big Idea: Inquiry (INQ) Core Content: Planning Investigations
  Description of Standard for Grade 4-5 In prior grades students learned to conduct different kinds of investigations. In grades 4-5 students learn to plan an investigation, which involves first selecting the appropriate kind of investigation to match the question being asked. One type of investigation is a controlled experiment (a "fair test"). Others include systematic observation, field studies, and models and simulations. Students can also collect, display, and interpret data; summarize results; draw conclusions from evidence; and communicate their findings. Students are aware that scientific explanations emphasize evidence, involve logical arguments, and are consistent with scientific principles and theories. Students are also expected to communicate their findings and to critique the investigations of others with respect and intellectual honesty. These capabilities are essential in preparing students for the more extensive and rigorous investigations that they will be planning and conducting in middle school.
  Essential Understandings: (Content/ Big Idea) Scientific claims must be verified by independent investigations.	Essential Questions: (Objectives/Learning Targets) For scientific inquires (experiments/investigations), what is the process for planning, modeling, investigating, and honestly explaining and communicating the results of those investigations?
  Students will know 4-5 INQA —Question— Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world. 4-5 INQB —Investigate— Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer. Types of investigations include systematic observations and descriptions, field studies, models, and open-ended explorations as well as controlled experiments. 4-5 INQC —Investigate— An experiment involves a comparison. For an experiment to be valid and fair, all of the things that can possibly change the outcome of the experiment should be kept the same, if possible. 4-5 INQD —Investigate— Investigations involve systematic collection and recording of relevant observations and data. 4-5 INQE —Investigate— Repeated trials are necessary for reliability. 4-5 INQF —Models— A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that the model is not exactly the same as the thing being modeled. 4-5 INQG —Explain— Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories. 4-5 INQH —Communicate— Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists' work. 4-5 INQI —Intellectual Honesty— Scientists report the results of their investigations honestly, even when those results show their predictions were wrong or when they cannot explain the results.	Learning Targets : Students will be able to: Ask a scientific question that can be tested and answered using real world evidence Plan and conduct different types of investigations based upon their question. Conduct a valid and fair investigation by controlling those things that could affect the outcome of their investigation (do not introduce confounds, bias, impact validity) Systematically collect and record their observations and data for the investigation. Conduct and demonstrate repeated trials that result in the same outcomes every time. Understand scientific models are small, controlled, representations of real world natural processes. Therefore, sample size can also affect the outcomes of their investigations. (create confounds by not representing the real world, leading to questions of validity) Logically and honestly explain and communicate their investigations, both in writing and orally. Specifically communicate and explain their question, scientific model, type of investigation, variables tested (dependent: changes based upon independent: what remains consistent), evidence, and their conclusions. Use new scientific academic language to plan, model, investigate, explain, and communicate their investigations.

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  Materials

  2 Liter bottles diet coke, regular coke, root beer, tonic water Mentos, skittles, starburst, red hots Stop Watches Goggles Rulers

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  Academic Language
  

  Academic Language	Synonyms
  hypothesis	guess, theory
  investigation	study, explore
  observation	saw
  result	outcome
  variable	changeable
  dependent variable	relies on
  independent variable	free to change
  validity	valid
  confound	mix up, confuse
  sample size	subset
  reliability	consistent
  population	total in a group

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  Differentiating Instruction
  

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  Reading: Consider accommodating special need students when creating the reading and vocabulary list. Try to create a subset of the main reading list that will still provide these students with an understanding of the lesson.
  

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  Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.
  

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  Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.