1. Cycles and Patterns MSI 2015 Ginger Tutton Debra Curtis Riverfront Christian School

2. Our Class Riverfront Christian School in Warren County, Virginia 3 rd and 4 th grade Math and Science There were 19 students in the two classes 4 diverse learners

3. Our Unit Target Science Literacy Atlas: Mathematical Inquiry: MP 2A/1 (3-5) Target Science Literacy Atlas: Flow of Matter and Energy: FM 5E/3 Target Science Literacy Atlas: The Universe: Solar System: 4B/2; 4A/4 (3-5)

4. Our focus of this unit is to have students learn what patterns and cycles are and then apply that knowledge to other cycles. We want them to make the connection that patterns repeat themselves. I.E. moon, life, apple. Unit Learning Focus

6. 5E Learning Cycle Instructional Strategies for our Unit Phase 1: Engage Capture student attention, activate student prior knowledge, stimulate thinking, raise key questions, etc. Lesson 1.  Students will be given Lego’s and told to make a pattern.  Read Pattern Fish by Trudy Harris or Pattern Bugs  Write a definition of patterns and cycles in Reflections Journal  Did I make a pattern?  Can my neighbor understand my pattern?

7. Phase 2: Explore Allow students to observe, record data, isolate variables, design and plan investigations, create graphs, interpret results, develop hypotheses, and organize their findings. Lesson 2.  Use a handout with math concepts to fill in the apples on the tree  YouTube video, Apple tree life cycle animation “Life for Beginners”  Apple sequencing cards for group activity  What is a cycle?  What is a pattern?  Do you see any similarities or differences between the two?

8. Phase 3: Explain Introduce laws, models, theories, and vocabulary. Guide students toward coherent generalizations, and help students understand and use scientific vocabulary to explain the results of their explorations Lesson 3.  Use a video to show students how the moon goes through the different phases.  Oreo cookie activity  Review days, weeks, months, year  Students will be asked to diagram the moon phase for a week’s time.

9. Phase 4: Elaborate/Extend Provide students an opportunity to apply their knowledge to new domains, raise new questions, and explore new hypotheses. May also include related problems for students to solve. Lesson 4.  Moon sequencing worksheet  Baseball, globe, and flashlight to observe how the light changes through reflection. Draw your observations.  Did you see any similarities to what happens to the moon as to what happened to our baseball?  How does the shape of the moon affect the amount of light reflected?

10. Phase 5: Evaluate Administer formative assessment (although checking for understanding should be done throughout the lesson) Lesson 5.  Students will complete a worksheet of complex patterns.  Students will do a Reflections Journal throughout the week. We will update definitions if needed.  Students will create a birth to 100-year life cycle of their lives.  Complete a cut and paste worksheet on the apple life cycle and moon cycle.

11. Blooms’ Taxonomy

12. Differentiation On the apple lesson we differentiated the math sheet by eliminating the apples from the tree, the words from the bottom of the worksheet, and the numbers above the trees This made the worksheet a higher level assignment On the moon phase plate project we could have made this a lower level assignment by labeling the plate

13. Data and Outcomes For our pre and post assessments we asked the following questions: List three things that you know about life cycles. List three things that you learned about life cycles. The post lesson journal topic following our second lesson was, “What new information did you learn about the moon today?”

14. Student Surveys We shortened the student survey to only the top smiley face section. This was given to the students at the beginning of the first lesson.

15. Observations While the students were engaged we noticed that they were fully invested in the lesson. They enjoyed the videos and the hands on projects (Oreo moon phase, apple life cycle). 4 th grade students were quicker to respond to journal questions since they had already learned the life cycles. The lower level learners only struggled while completing the apple life cycle and the moon phase cookie project. The students took their time with the worksheets and projects. Some students already had a basic knowledge of cycles and patterns.

16. Lesson 2 YouTube video, Apple tree life cycle animation “Life for Beginners” Apple sequencing cards for group activity Discuss life cycles

17. Lesson 4 Moon sequencing worksheet Baseball, globe, and flashlight to observe how the light changes through reflection Moon Phases Mini-Book Videos of moon phases: http://www.ducksters.com /science/phases_of_the_m oon.php

18. Reflections Challenges Time Combination Classes Oreo project was confusing Classroom change Successes You Tube videos Excitement over subject Moon Chart What would I change? Allow more time over multiple days to complete planned activities Single grade classes Make a sample of the apple tree page to model directions Allow more time for post assessment following the lesson

19. Thank You!!!!