Learner Description

Four groups of fifth graders, several from each of the fifth grade classes, a different group per quarter of the school year.

Overview

At the beginning of each section of the unit, I do direct teaching of basic concepts and allow student discussion and inquiry. This often evolves into a discussion of life elsewhere in space and space travel, as well as science fiction and UFOs. The youngsters in each of the quarter classes are divided into cooperative learning groups which we call study groups. These groups are heterogeneous in make up and use the textbook as a resource to complete study guides, questions, and to prepare for "Heads Together" competitions. The first unit involves distances in space; stars--brightness, color, size, temperature; galaxies--types, sizes, distances. The second unit deals with the movements of the Earth, rotation, revolution; what constellations are and their importance in history; and circumpolar and seasonal constellations The study groups change with the beginning of each new topic of study.

The students select their own research groups which stay together for the full quarter. After some sharing of ideas of the wonder of space, this group decides what it is in space they would like to know more about. They use research techniques for resource books, encyclopedia, and the internet. There is no limit as to topics that can be researched. Most choose to complete a HyperStudio stack to present their search. A few have chosen to make posters and to give a talk about that which they have discovered.

Rationale

This is a segment of the unit on astronomy. It will take up about 2/5 of the quarter. The students will be learning abut the vastness of space and what is out there--stars, supernova, galaxies, movements in space, planets, moons, quasars, constellations--an example of only a few topics that would be available for their study. Each group will only study one topic, but will be presenting their acquired information to the whole class. They will also be working on cooperative learning skills as well, such as sharing, helping each other, listening, taking turns, problem solving, among others. Also, learning more about using the Internet and the computer.

The students select their own topic of study and plan their own agenda as to how it is to be completed and how it is to be presented. Information is plentiful on the Internet and is a required part of their research. The students download pictures and diagrams and include them in their HyperStudio presentations or on their posters. Some use the scanner to copy pictures and/or diagrams they have found in books they would like to use in their presentations. They even scan pictures for use on their posters because then they can use a picture in color printed on the laser/color printer. The students feel they "own" their topic when they have finished and are doubly proud of their final product. They learn a great deal more than is shown in their presentation to the class which shows that they are indeed responsible for their own learning. As we move along in our studies, the students are always bringing in newspaper articles about something happening with astronomy, it is indeed real to them.

Goals - Content, Cognitive and Social

They achieve many of the State Standards in English/Language Arts and Science. I feel they also gain in working collaboratively in cooperative groups.

State Standards met in English and Science are as follows:

English--1.A, B, C; 3.A, B, C; 4B.2b; 5A, B, C.2a

Science--11.A.2, a, b, c, d, e; 12F. 2b, 2c; 12F. 3c, 5a

I act as a facilitator and coach. I prefer using peer coaching whenever I can. As they begin to work in HyperStudio, I look for another student who can assist with whatever problem has raised its head. I f that is not possible, then I work with the group.

Learning Activities

First, comes research of whatever topic has been chosen, using books, encyclopedia, newspapers, magazines, the Internet.

Twice a week, the entire class goes to the computer lab. Those who are doing a HyperStudio, work on that. Those who are doing posters, etc. work on that, some on the computer preparing captions or finding information, others in the library working on posters or speeches.

During the next to final week of the quarter, the youngsters present their work.

Student Assessment

The students and I put together a checklist of what is expected from them. I sit at the computer with the keyboard in my lap while they look at the large monitor as we put this together. I print it out and make a copy for each student. We revise it as we get closer to due dates. It is what we use to determine the final grade. (I have used other methods during the year, but this is the one that seems to work best. A rubric takes too much time away from the students attending to the presentation.) After each exhibit of work, the class is invited to give opinions and comments, ask questions for clarification, and to share their idea of a grade based on the checklist and the work presented.

Resources

A lab so that computers are available for all students to use.

Peer coaches for help

I have had an aide with us this quarter and that is such a help!

Management

I use peer mediators if a need arises. I also wander around the lab and the classroom to see what is happening and to help if needed. Students feel free to find me to ask for help. I am confined to the set-up of the lab as to room arrangement there. Any instruction that needs to be done in the lab is done before we go there. In my classroom, the desks are arranged in table groups. I would prefer round tables to desks in my classroom, but no such luck. During the last quarter, a young person in a wheelchair is in my class. He sits right at the front of the room in either case. I pair or group at risk students with those who can be helpful to them.

Unit Evaluation

At first, I had the students prepare a checklist and a rubric. At that time, I had students use the rubric to assess the report of the research groups. We then evaluated the process used. Almost to a student, they found the rubric to be too intrusive in their attentiveness to the presentation. The comments came down to this, "I did not feel I had learned enough about their topic because I was so busy with the rubric, I did not have time to listen well." Since then, I have tried general class discussion and grading which worked fairly well, but found we needed to have more specific items from which to work. Therefore, I decided we needed to use a checklist the class had devised at the beginning of the quarter to guide our discussion. At this time, that seems to be the best I have tried with the classes.

I use a guideline information sheet with the students so they don't lose track of their goal. I have added it to the end of this framework.

In the future, I hope to find a way to add the sites I find to a folder that would be available to the youngsters no matter where they are using a computer. Bookmarking is good as far as it goes, but is not the best use of the computer for research.

I have tried to let them use the four computers in my class as well, but when there are 7 or 8 groups or pairs, it just isn't enough. Therefore, I only use the lab. I am fortunate this year to have found 2 empty slots a week during science time to make working in the lab feasible.

You are investigating one of the phenomena of the universe or space exploration. During your research and project preparation you should:

research the space phenomena or exploration

discover the development of the space phenomena or exploration

analyze and demonstrate the space phenomena or exploration

explain important information of your topic

analyze the data you have collected

discover the importance of your topic

demonstrate the ability to collect data, from books and/or technology

demonstrate the ability to organize and analyze data

keep a record of the information you have collected

effectively communicate the results of the group's research orally, visually, in writing, and/or on hyperstudio

Decide with your group how you are going to share your knowledge with the rest of the class.

Inform Mrs. Turner and the class what you have decided to do.

help the group make progress

make the effort to help your group get along

stay on task

do your fair share

help solve problems as they occur

ask for help if you need it

behave properly--quiet voice, no interrupting, listening, etc.

finish your tasks on time

My topic of study is: ___________________________________________

Due date: __________________________________________________