ITL 518 Learning Map

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:__________Ms. Kuiper___        Grade/Subject: ____Kindergarten Science TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: STATE YOUR STANDARD K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.  Big Questions (Questions to frame student learning) What is weather? How can we tell what the weather is outside? What is the weather like when the sun is out? What is the weather like when it is cloudy? Knowledge (Concepts to be understood and applied) Students will gain knowledge of weather (sunny, rainy, cloudy, cold, hot) Students will understand that it is colder in the morning and night, and warmer in the afternoon (usually) Students will be able to predict what the weather will be like based on prior weather. Skills (what you will explicitly teach) I will teach students how to forecast upcoming weather. I will teach students what weather is. I will teach students to know the difference between hot and cold weather (sun, clouds, rain, snow, wind) Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE Students will learn what weather is, and by the end of the lesson, students will be able to successfully predict a weather pattern. Student Social-emotional Goal (LEARNER): This lesson will give students many opportunities to participate in whole group and small group instruction. Students will gain confidence in working in groups, and successfully participate in group settings. Barriers to learning (LEARNER): (level of literacy; language proficiency levels;  funds of knowledge; attention span) Learners may have trouble focusing at times, as there will be many days where students are outside observing weather. Students at this age may not have any previous knowledge related to weather. Students may be language deficient, and there will need to be an introductory unit to the lesson. Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural differences; misunderstand) Students may not be familiar with weather, so an introductory unit will need to be explained to the students. Students may not be familiar with colder weather (snow, rain, ice, wind.) Students may not be able to associate hot and cold weather. Part 2: My Class

My Classroom Composite: (TEACHER & LEARNER)   Whole group (Broad needs of students; observable patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation) Your class is comprised of 23 students 13 boys and 10 girls.  Three of your students are extremely bright and school is easy for them.  The majority of your students speak good English (6) have passed the CELDT test and 3 are still ELL learners. Two students are on an IEP, one is at grade level but has a diagnosis of Autism (mild).  the other student has ADHD and learning disabilities.

What vocabulary words demand attention & are related to our big idea?	Weather Hot Cold Windy Snow Rain
Academic Language	Predict Observe Explain Describe
Sentence Frames: Lessoneer	Emerging: I saw that________. Expanding: The weather today is _____.  Bridging: Today the weather was ____ so tomorrow the weather will probably be ______.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

ENGAGEMENT  (multiple means of engagement)	A majority of the observation for this lesson will be conducted outside. I will ask open ended questions to the students to ensure they are on track and focused. Students will draw what they observed once we get back into the classroom. Students will be using visual, auditory, and kinesthetic components to complete observations.
EXPLORATION (multiple means of action)	There will be a whole group discussion lead before going outside each day. (Yesterday the weather was?) Students will be outside ‘exploring’ weather conditions. Students will draw what they have observed (what did you see today? Students will make predictions (what do you think the weather will be like tomorrow?) There will be a thermometer outside of the classroom, as a class, we will observe the temperature when students arrive at school, and right before students leave to go home.
EXPLANATION (multiple means of expression)	When introducing the unit, I will first ask students to share what thy think weather is. Using the ripple strategy, students will first create an individual response, then talk in partners, then volunteers will share out responses for the whole class. When outside observing the weather, I will ask students what they think the weather is, how do we know? Once back inside, we will have another discussion on what we observed, what the weather was like, what will the weather be like tomorrow, and how do we know. Students will draw a picture of what they observed today. Was the weather different today than yesterday? What will the weather be like tomorrow? Has anyone seen this type of weather before?
ELABORATION (Multiple means of expression)	Instead of just knowing if it is hot or cold, students will know if it is raining, snowing, windy. Students will gain an understanding of different temperatures throughout the day (use of thermometer) The introductory unit will go over all weather terminology that will be used for our observations.  Students will use this vocabulary when discussing the observations. Students will make predictions of what the weather will be like the next day. Students gain understanding of why it is important to pay attention to the weather (storms, what to wear to school, playing outside)
EVALUATION (Multiple Means of Representation (    modeling  & practice)	Students will be prompted to make predictions of the following day’s weather. By the end of the unit, students should be able to make an accurate prediction. Students’ use of vocabulary will also assess student’s achievement of the lesson’s objective. Students will be guided through inquiry prompts and given opportunities to showcase their knowledge of weather.

(*Questions of Inquiry: Open-ended)

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION Daily instruction will become repetitive. Students will get in the routine of checking the thermometer outside of the classroom, and going outside to check the weather. Students will gain knowledge of how to discover weather patterns and showcase their knowledge. WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1? Students will first participate in a whole group discussion talking about weather. (what is weather? How can we tell what the different types of weather are? What is your favorite type of weather?) Students will watch a YouTube video about weather: https://www.youtube.com/watch?v=e5UTaPV-DIg Then, we will go outside to observe the weather of the day. Students will also observe the temperature on the thermometer outside of the classroom (check twice a day: in the morning, in the afternoon) When we get back into the classroom, in a whole group, students will brain storm “what is the weather today?” (using pictures) Students will then draw a picture of what the weather was for the day, and predict what they think the weather will be like tomorrow. WHAT MATERIALS WILL YOU USE? Thermometer YouTube video: https://www.youtube.com/watch?v=e5UTaPV-DIg Whiteboard Markers Paper Crayons HOW WILL YOU ASSESS STUDENT LEARNING? I will assess student learning by observation, monitoring individual student participation, and collection of a work sample. Students will participate in creating a picture graph of their weather observations. I will draw pictures on the whiteboard of the students’ observations and leave them up so students have a visual aid to help them draw their own picture.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) You have 3 ELL students and 2 students on an IEP, one of those students is academically on level but has a diagnosis of autism (mild). The other student has ADHD and learning disabilities. Group your students that have similar learning challenges and plan appropriate accommodations or adaptations to meet their needs.  In order to promote more engagement among my 3 ELL students, I will group them with other students who may be bilingual (if I am fortunate to have bilingual students). I could also pair the ELL students with more outgoing, verbal students who would be more inclusive. The ADHD student who has an IEP will be paired with student(s) who have a calm demeanor. This student will require appropriate prompting and redirection to keep him/her focused and on task. To accommodate the mild autistic special education student, I will provide a visual schedule to keep this student engaged and on task. When we are outside doing observations, we will talk about what we see and the students with special needs will have additional prompting and checking for understanding. When we go back into the classroom, I will have the student’s pair-share ideas before having a group discussion. The visual aid (pictures with word labels) on the whiteboard will help the ELL, IEP, and general education students formulate their weather picture. As students are working, I will circulate the room paying extra attention to my exceptional learners. The ADHD student will be offered the opportunity to draw while standing or move to a less distracting location within the room. The ELL students will be grouped with students who can share their picture ideas, and the autistic student may need an area with little student interaction and few sensory distractions (window, lights, and sound).

ITL 516 Signature Assignment

Project-Based Learning
Teacher Name: Mrs. Kuiper	Grade Level: 6th Grade	Project Title: Ancient Greece Olympic Games
Classroom Composite: Brief summary of whole group and 3 learners (ELL, IEP, SEL) describe their assets and needs.  The class is composed of 19 students: 10 girls, 9 boys. Students sit in table groups of 4 throughout the classroom. The class is known to be talkative, but can be redirected easily. There are students in the class who try to push the limits, having a direct set of expectations and behaviors will best suit the class. Libby: Cerebral Palsy, has a 1:1 aide. Physical activity is modified to due to Libby’s arm crutches. Accommodations to the lesson plan: Libby will take breaks standing as needed. Libby’s aide will help Libby complete Athen Games. Logan: ADHD. Can be distracted easily, and distracts others. Logan benefits from having expectations and behaviors repeated to him when he is acting up. Accommodations for this assignment: Logan can take breaks as he sees fit. Logan will self-monitor his behavior. Abel: ELL, Speech/language, SLD. May struggle with vocabulary used in this lesson. Abel will benefit from connecting English vocabulary to Spanish. Providing a Spanish translated lesson plan will benefit Abel. Accommodations to this assignment: Abel will work with other Spanish speaking students, in order to immerse himself in English and Spanish simultaneously.
Content Standards Addressed: Develop understanding of statistical variability. CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages. *Students will compete in a series of Ancient Olympic Games. Students will find the average of the group, and decide who is the winner in each event. Cross-Curriculum Connections: 6th grade standards: PHYSICAL EDUCATION: 5.1 Participate productively in group physical activities. *Students will actively participate in a series of Olympic Games, students will know wanted/unwanted behavior, and learn sportsmanship. SOCIAL STUDIES: 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. *The Olympic Games are based on Ancient Greece. Students will be immersed into Ancient Civilization culture.
STAGE 1: PLANNING:
Driving Question:	Who scored the 1st, 2nd and 3rd place in the class?
Project Summary: (what students will do, learn and accomplish by the end of the project) How will you assess the evidence that students have met the standards?	Students will complete in a series of Athen Olympic type games: Shot put (students will throw an object as far as they can, and measure the length), long jump (students will jump as far as they can, and measure the length), 100 meter dash (students will be timed while running the 100 meter). Students will be utilizing their ability to find the average score, variabilities, and determine the winner in each category. (Mathematics) Students will actively participate in each activity, increasing knowledge in sportsmanship and ability to work in a group setting. Students will gain a deeper understanding of physical activity, and how this is beneficial to the body. (Physical education) Students will be researching Ancient Greece “olympic games” and create a presentation that coincides with this activity. Students will be introduced to Ancient Greece culture. (Social Studies) Students will be aware of desired behaviors and expectations during the Olympic Games. Students will be redirected as necessary, and disciplinary action may follow. Students will work in small groups to complete a presentation on Ancient Greece Olympic Games. I will monitor student progress for the presentation, and be actively involved with student cooperation during the Olympic Games.
21st Century Skills: (to be taught and assessed) Based on 4Cs Framework	Creativity: Students will be given the option to use digital media, pen/paper, or oral presentation to complete the assignment. The Olympic Games will give students a real life example into Ancient Greece culture.		Critical Thinking: Students must determine who the 1st, 2nd, and 3rd place winners are for the Olympic Games. Students use critical thinking to compete for 1st place. Students use critical thinking to create project.
	Collaboration: Students will be working in small groups of 4 to complete the research project. Students will work in a whole group to compete in Olympic games.		Communication: We will have whole group discussions before and after the Olympic games are completed. Students will communicate within their small groups to complete the research project.
The Hook: How will you engage the students and spark their interest	The Ancient Greece Olympic Games are a fun way for students to immerse themselves in ancient civilizations. Students compete for 1st, 2nd and 3rd place. Students will then complete a small group research assignment. Prior to breaking off into groups, I will guide the class in a group discussion. ‘Winners’ of the Olympic Games will win a special prize. (CANDY!)
Resources & Materials	Technology: Students will be using Chromebooks to research Ancient Greece. Pen/pencil Measuring tape Heavy object for shot put Stop watch Group presentation (exit ticket)

Learning Outcomes & Targets:

Students will gain knowledge of Ancient Greece Olympic Games. Students will better understand how physical fitness affected Ancient Greece society. Students will use mathematical tools (measuring tape) to determine the distance of shot put attempts and long jumps. Students will use a stopwatch to record how long each student takes to run the 100 meter dash. Students will use mathematics, social studies and physical education knowledge to complete this project/activity. CCSS.MATH.CONTENT.6.SP.A.1 5.1 Participate productively in group physical activities. 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

Instructional Strategies: This project will be done in class, and will take a few days to complete. Day one: students will be introduced to the assignment and will pick their groups for the presentation. Day two: students participate in Ancient Greece Olympic Games, and determine who the winners are. Day three: students begin research for Ancient Greece project. (main figures, society standards, population growth, how income was made, who was considered wealthy, what the society ate, art of the society) Day four: students continue project research, and should be finished by the end of the period. Day five: Class presents their projects! Students will compete in Olympic Games as a whole group Students will work in small groups, and join together for whole group instruction Students will work in groups to complete a presentation of the project (digital media, oral, pen/paper, etc.)

Checkpoint: Before breaking into small groups, I will explain the project to students.  Students will be reminded of acceptable group behavior, and sportsmanship needed during Olympic Games. Day 1: students are introduced to project details, and we spend a majority of the day discussing expectations during Olympic Games. Day 2: students participate in Olympic Games. Day 3: students begin research for presentation, students should be about half way done by the end of the period Day 4: students should be working on presentation, must be done by the time class ends Day 5: students are ready to present.

STAGE 2: ASSESSMENT

Assessment Products:	Individual: Student behavior in group setting. Student’s ability to accurately measure long jump and shot put results. Students are able to record 100 meter dash times. Students presentation is turned in and group presents to the class.	Specific Evidence and Completion: Students find adequate information regarding Ancient Greece,, can accurately measure and record times, and analyze results. Students can work in a group setting. Students use proper grammar on presentation, and cover each topic that is required.
	Group: Informal Group Assessment The group is on task, focused, and completing work. Students show proficient research skills, and can record information found. Students are able to measure each other’s jumps, throws, and running times.	Specific Evidence and Completion: Students find adequate information regarding Ancient Greece, can accurately measure lengths and record running times, and analyze results. Students can work in a group setting. Students create a presentation to showcase what they have learned from this assignment.
Reflection Methods: (how will students capture their thinking across the scope of the project)	Individual: (graphic organizer/journal) Students will keep a journal of their findings and analyze research.	Group/Team: The team will create a presentation of their research and present to the class. Students showcase what they have learned from this assignment.
	Whole Class: Each student will keep a journal, and contribute to the group presentation.	Other: Students will collectively contribute to the small group presentation.

 Lesson Reflection:

●      Based on what you know about your learners and class how does this lesson support their needs and integrate their assets?

Students will enjoy the physical activity in the Olympic Games (students can be squirrly when sitting too long.) This lesson will be great for students in this class because it is hands on and require group work. Students will be able to talk in a positive learning environment. Students will collaboratively work in groups, and can rely on each other for help.

●      What specifically will you do to support students with language acquisition throughout this lesson?

I will discuss the important concepts used in this project, and check for understanding before students break off into groups. For students who struggle with the academic language used, I will connect new vocabulary to Spanish (or other 1st language). Students will write new vocabulary in their journal, along with a definition and a picture.

●      How will you make accommodations so that your student with an IEP can meet grade level standards?

Students with IEPs will be able to take self-monitored breaks when feeling overwhelmed with the assignment. Students with an IEP will receive more direct instruction with the assignments and I will monitor student progress. I will redirect students when necessary to ensure focus and attention is on the project tasks.

●      How will your student with social-emotional issues feel supported throughout the lesson to ensure this is a safe learning environment?

I will provide positive feedback to students who are on task. I will encourage students who are struggling, and redirect when needed. I will give students the opportunity to self correct their mistakes, enhancing student confidence. Students will be encouraged to ask questions for clarification, and reassured that the class has an open door policy.

●      In what ways does this lesson meet the principles of UDL (multiple means of action & expression, representation and engagement)?

This lesson meets the principles of UDL for several reasons: 1) students use digital media to conduct research and organize results. Students will actively participate in Athen Games. (engagement)  2) students create a presentation using digital media, pen/paper, posters, oral presentation, etc. (representation) 3) students converse in a whole group and small group setting (action). At the end of the project students showcase what they have learned, and reflect upon their work ethic as a group.