Next Generation Science Standard
The students are now applying a great deal of observations, research, and knowledge to present their poster model of a playground. They are first going to think about what they are going to share about their playground. Then the students actually present their poster design to the class.
This unit began by identifying a problem. Then we developed a solution to the problem that the students do not have enough locations near their homes where they can play outdoors. Then we researched equipment, surfaces, and locations. Next, I decided to teach the students to develop a scale model, so they could create a scale model of the playground they decided to create. We even surveyed other classes to determine how other children felt about the equipment, surfaces, and location of a playground. This brought up to creating a poster model of the playground.
There is an attempt on my part to teach the students to attend to precision and really help them develop a sense of measurement. So, they are supposed to use the scale of 1 foot= 1 inch as they transferred their rough draft to a poster. So, the poster they are presenting should have all equipment about nine inches apart. I hope the students are able to analyze their peers' work and determine who has their equipment and spacing accurate. The students listening are going to use a rubric to evaluate the students presenting their poster.
As I begin the lesson I call the class to the lounge. I want to help the students remember what we have been learning, and I need to tell them the plan for the lesson.
To help activate my students thinking I say, "Tell your partner what you have been doing to fix the problem in our community. What have you done to help children have a safe place to play outside near their homes? Tell your partner." (We are designing a playground.) This engages every learner. I listen then I allow one or two students to share their discussion. So, the entire class is learning from those who share. It's a nice and casual way of reflecting on prior learning which I am trying to develop as a habit for my students.
Last, I say, "Today you are going to explain your design and evaluate the design of your peers." By sharing the plan early in the lesson I set my students up to follow my instructions and meet my expectations.
Each student stands in front of the class and explains their playground design. Then the students listening have to evaluate each student as they present their designs.
So, I give each child sixteen evaluation rubrics (presentation evaluation rubric). I go over them and read what each section means and tell them to circle a 0 if they do not see it and a 1 if the presenter does it. Then I use my popsicle sticks to call on students. Each child's name is on a popsicle stick and I pull them out of my cup. This makes sure each child gets to participate in random order. After each presentation the students evaluate (student work rubric) their peers' work (poster) and presentation. They are encouraged to ask them questions. These questions can help them improve the quality of their design.
One thing that helps the students remember what to talk about are talking points that I write on an easel. They just state the three things I want them to share about their design. They need to mention all the equipment, surface, and location.
Now, the lesson is coming to a close we move to the lounge and I restate what we have done in the lesson. It helps the students remember what we have been learning. Then I share that I will be evaluating their work after they leave. I am using the same rubric and the students will get my feedback the next day. Immediate feedback really helps students with their revisions, and it helps them reflect upon their work.