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  • CI451-WA Literacy Lesson

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    Kelly Elizabeth
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    This lesson plan teaches 5th grade students about simple machines, specifically wheel and axles, through a group activity integrating science and writing skills. Students are put into groups and each group is assigned a picture of an object containing a wheel and axle. The groups make observations and write clues to describe the object without naming it. They then present their clues to the class, who tries to identify the object. This allows students to practice writing descriptive sentences while learning about simple machines. The goal is for students to understand the connection between different subjects and improve both their science and writing abilities.

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    This lesson plan teaches 5th grade students about simple machines, specifically wheel and axles, through a group activity integrating science and writing skills. Students are put into groups and each group is assigned a picture of an object containing a wheel and axle. The groups make observations and write clues to describe the object without naming it. They then present their clues to the class, who tries to identify the object. This allows students to practice writing descriptive sentences while learning about simple machines. The goal is for students to understand the connection between different subjects and improve both their science and writing abilities.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    35 views3 pages

    CI451-WA Literacy Lesson

    Uploaded by

    Kelly Elizabeth
    This lesson plan teaches 5th grade students about simple machines, specifically wheel and axles, through a group activity integrating science and writing skills. Students are put into groups and each group is assigned a picture of an object containing a wheel and axle. The groups make observations and write clues to describe the object without naming it. They then present their clues to the class, who tries to identify the object. This allows students to practice writing descriptive sentences while learning about simple machines. The goal is for students to understand the connection between different subjects and improve both their science and writing abilities.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    Name: Kelly Gibbons

    Date: 10-25-10

    Grade Level/Subject: Simple Machines (Wheel and Axle)/Writing/Grade 5

    Prerequisite Knowledge: Students need to have a knowledge of wheel and axle functions. Students need
    to have knowledge and skills to formulate complete sentences. Students need to have a range of
    vocabulary to be able to describe a process.

    Approximate Time: 30-40 minutes

    Student Objectives/Student Outcomes:


     Students will learn to describe a specific process based on a visual
     Students will learn to collaborate with other students in order to complete a task
     Students will learn communication skills through presentation and writing
     Students will learn to make careful observations in order to understand scientific happenings and
    diagrams

    Content Standards:

    Illinois Science Standards


    11. A. Know and apply the concepts, principles and processes of scientific inquiry.
    11.A.2b Collect data for investigations using scientific process skills including observing,
    estimating and measuring.
    11.A.2d Use data to produce reasonable explanations.
    11.A.2e Report and display the results of individual and group investigations.
    12. D. Know and apply concepts that describe force and motion and the principles that explain
    them.
    12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets
    attracting and repelling; objects falling, rolling and bouncing).

    Illinois Language Arts Standards


    3.A. Use correct grammar, spelling, punctuation, capitalization and structure.
    3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts
    of speech; and accurate spelling, capitalization and punctuation.
    3.B. Compose well-organized and coherent writing for specific purposes and audiences.
    3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and
    audience.
    4.A. Listen effectively in formal and informal situations.
    4.A.2b Ask and respond to questions related to oral presentations and messages in small and large
    group settings.
    4.B. Speak effectively using language appropriate to the situation and audience.
    4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for
    the intended purpose and message within a suggested organizational format.
    4.B.2b Use speaking skills and procedures to participate in group discussions.
    5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
    5.C.2b Prepare and deliver oral presentations based on inquiry or research.
    Materials/Resources/Technology:
     Printed and laminated pictures of wheel and axles—pencil sharpener, wagon, fan, rolling pin,
    egg beater, roller skates, door knob, bicycle, etc. (1 for each group of students)
     Sheet of paper (1 for each group)
     Writing utensil (1 for each group)
     Piece of Construction paper—folded in half (1 for each group)
     List of groups for class (groups of 3 or 4)

    Implementation:
    Time
    10 minutes Opening of lesson:
    The teacher should review with the students about simple machines and the wheel and
    axle. The teacher should go over with the students what qualifies an object as a wheel
    and axle, so that the students can have the material fresh in their mind. The teacher
    should also remind the class of what qualifies good science observations. The teacher
    should brainstorm with the class what they should be looking for when making
    observations about a picture or action that is taking place. The teacher should record
    these findings or verbally repeat them throughout the discussion. The teacher should
    include the following characteristics of good observation:
     Gather as much information about the phenomenon you are observing as
    possible
     Use and describe what happens when using one or all of your five senses
     Make qualitative and quantitative statements (use numbers and adjectives to
    describe what you see)
    The teacher should read off the list of group members and instruct the student to move
    quickly with their group in a section of the room. The teacher should pass out a picture,
    sheet of paper and writing utensil to each group. The teacher should tell the class that
    the expectation for working in groups are the following: everyone should participate
    and contribute to the discussion, there should be low voices and no screaming, students
    are to remain in their groups and not wander around the room, students are expected to
    work hard and remain on task during the assignment and the students must raise their
    hand if they have a question and wait for the teacher to come to them and answer the
    question.

    20 minutes Procedures:
    The teacher will explain the activity to the students using the following criteria:
    1. Each group will be given a picture of a wheel and axle.
    2. The group members are in charge of recording scientific observations on the
    sheet of paper. There should be one person given the recording job for the
    informal writing and one person in charge of writing in the formal presentation
    and one person in charge of editing the script. The group should make sure to
    include where the wheel and axle is on the object and how it functions to make
    the object move. The group should also be encouraged to include as much
    detail and descriptive words as possible.
    3. The students will have to come up with 5 descriptive clues about the object in
    order to try and help the class what object they were given. The clues should
    be written in an exclusive manner and can include any hints, so long as the
    name of the object is not stated.
    4. The editor of the group will read through the clues and make sure there are no
    spelling, punctuation or grammar errors.
    5. The group will raise their hands and the teacher will come over and give them
    a piece of folded construction paper. On the top of the fold the students will
    write their clues to their object. (The final copier does this job.) On the inside
    the students will write the name of their object.

    The teacher will then tell the students to begin working in their groups. The teacher
    should walk around and be of assistance when the students have questions or need
    guidance.

    10 minutes Summary/Closing:
    The teacher will wait until all of the groups have finished their clues and copied their
    onto their final construction paper draft. The teacher will call on each group of
    students to read their clues. The rest of the class should be instructed to listen quietly
    and then when called on, identify the object that the group of students is describing.
    After each group has presented, the teacher will do a final run through of the wheel and
    axle parts of each simple machine presented and then ask the students to clean up, turn
    in their projects and return to their seats.

    Student Assessment:
    The students will be assessed based on their ability to work in groups. The teacher will
    assess this visually by walking around the classroom during work time. The students
    will also be informally assessed on their presentation skills and their speaking ability.
    Finally, the students will be formally assessed based on their construction paper writing.
    students will be graded on their writing ability, descriptions, complete sentences,
    grammar and punctuation. The students will also be assessed on their variety of writing
    and their ability to communicate in written form.

    This lesson is a great way for me to integrate literacy and science into the same lesson. While
    this may not be the traditional reading incorporation of literacy, this lesson plan still helps
    students to develop skills necessary to the language arts subject. During this lesson, students are
    asked to write descriptive sentences with correct punctuation and sentence components. The
    sentences, though, must explain a science phenomenon. In order to do this lesson well, students
    must understand both the science and language arts components and be able to apply their
    knowledge of both to create good clues. I feel that this lesson is enjoyable and relevant to
    student learning because it helps them to see the connectedness of their school curriculum and
    see how each subject is important to understanding others. By the end of this lesson plan,
    students should have sharpened and develop critical thinking strategies for simple machines and
    writing descriptive sentences.

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