Collaboration and ability to follow instructions a must here!
1. Students will compose a short report. 2. Students will understand that we explore the universe (and why we do it). 3. Students will communicate in writing (with short but concise sentences). 4. Students will compare (debate) theories with each other.
LCD projector and Internet needed.
Text of Learning Exercise:
ELL Literacy with NASA: What Powered The Big Bang? (This is a DEBATE) Grade Level: Eighth Grade Objectives: 1. Students will compose a short report. 2. Students will understand that we explore the universe (and why we do it). 3. Students will communicate in writing (with short but concise sentences). 4. Students will compare (debate) theories with each other. CDE Language Arts: 2.3 Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate. Use a variety of primary and secondary sources and distinguish the nature and value of each.? Organize and display information on charts, maps, and graphs. CDE Science: Earth in the Solar System (Earth Sciences) 4: The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept: 4a: Students know galaxies are clusters of billions of stars and may have different shapes. 4b: Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size,
temperature, and color. 4e: Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids. CDE-ELL Literacy Component: Writing Strategies and Applications (Intermediate): Organization and Focus, Revising and Evaluating Following a model given by the teacher, write a short paragraph of at least four sentences. Write legible, simple sentences that respond to topics from language arts and other content areas (e.g., math, science, history/social science). Create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms even though some rules may not be in evidence. Write simple sentences about an event or character from a written text. Produce independent writing that is understood when read regardless of the inclusion of some inconsistent use of standard grammatical forms. BTSA Component: Use for Standard 19 compliance. Anticipatory Website: http://universe.nasa.gov/science/bigbang.html Critical Tasks: (in any order) 1. Students should create visual images in order to support their understanding. 2. Allow for multiple interactions with material. 3. When implementing lesson, follow the objectives. 4. Teacher must model exploration of the difficult text. 5. Practice own and student ORAL delivery of content. 6. Pre-teach concept of the existence of a universe and the NASA space program (use multiple images). 7. Teacher and students are to be involved in guided reading. 8. Students must report (orally) what they understand. 9. Introduce Big Bang Theory. Assessment: Informally through observation and formally through the rubric building website located at http://rubistar.4teachers.org/index.php