Can work together, familiar with the context in which we use the Internet, some notetaking skills.
1. Students will discuss elements of our diverse ecosystems. 2. Students will discuss elements of grade level appropriate text. 3. Students will create and answer posed questions with one or two word responses (or more). 4. Students will use the Internet to further research the discussion.
Need LCD and Internet.
Text of Learning Exercise:
Lesson Title: ELL Ecosystems with NASA
Grade Level: Sixth
Objectives: 1. Students will discuss elements of our diverse ecosystems. 2. Students will discuss elements of grade level appropriate text. 3. Students will create and answer posed questions with one or two word responses (or more). 4. Students will use the Internet to further research the discussion.
CDE Science: Ecology 5e: Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
CDE Language Arts: Comprehension and Analysis of Grade-Level-Appropriate Text?2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics. ?2.4 Clarify an understanding of texts by creating outlines,
logical notes, summaries, or reports.?2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
CDE ELD Standards: Comprehension of Oral Communication: Listening and Speaking: Beginning: Answer simple questions with one to two word responses. Respond to simple directions and questions using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures). Begin to speak with a few words or sentences, using a few standard English grammatical forms and sounds (e.g., single words or phrases). Intermediate: Ask and answer instructional questions using simple sentences. Listen attentively to stories/information and identify key details and concepts, using both verbal and non-verbal responses. Ask and answer instructional questions with more extensive supporting elements (e.g., "What part of the story was the most important?"). Advanced: Negotiate and initiate social conversations by questioning, restating, soliciting and providing information, and paraphrasing the communication of others.
BTSA/CSTP 1-1: STANDARD FOR ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING: Teachers build on students prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate,
articulate, and evaluate what they learn.
ISTE/NETS Technology Standards: 3: Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Critical Tasks: 1. Teacher will navigate the websites. 2. Students can collaboratively take notes. 3. Peer grouping helps here. 4. This starts whole group then moves to collaborative groups. 5. There is an oral sharing period. 6. Teacher is facilitating (not leading) the instruction. 7. This is an oral exercise with some note-taking required.
Assessment: Informally per teacher observation and formally with a created rubric from http://rubistar.4teachers.org/index.php .Keep it simple.