ALEX Lesson Plan

     

Isaac Newton

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  This lesson provided by:  
Author:Sue Zupko
System: Huntsville City
School: Weatherly Heights Elementary School
  General Lesson Information  
Lesson Plan ID: 7242

Title:

Isaac Newton

Overview/Annotation:

During this lesson, students have the opportunity to explore the life of Isaac Newton. Students use reference books and the Internet to investigate Newton's life. Following group discussion and individual research, students create a slide of an aspect of Isaac Newton's life. The class will create a slideshow presentation and students will deliver it to other classes.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
1 ) Use input and output devices of technology systems.

Examples: input—recording devices, keyboards, touchscreens

-  output—printers

•  Demonstrating ergonomics relative to technology systems
•  Demonstrating correct keyboarding techniques
•  Demonstrating safe removal of storage media
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
Technology Education
TC2 (2009)
Grade: 3-5
10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts

•  Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects

English Language Arts
ELA2015 (2015)
Grade: 5
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write pieces that inform or explain about a topic by:
  • introducing the topic clearly
  • providing general observations and focus
  • grouping related information logically
  • using linking words, phrases, and clauses to connect ideas within and across categories
  • including formatting, illustrations, and multimedia purposefully
  • fully developing a topic through relevant facts, definitions, concrete details, and quotations
  • using precise word choice including domain-specific vocabulary
  • ending with a relevant concluding statement or section
Teacher Vocabulary:
  • informative / explanatory texts
  • examine a topic
  • convey ideas and information clearly
  • introduce a topic clearly
  • provide a general observation and focus
  • group related information logically
  • formatting
  • headings
  • multimedia
  • precise language
  • domain-specific vocabulary
  • concluding statement or section
Knowledge:
Students know:
  • informative/explanatory texts teach readers about a topic by examining the topic and conveying ideas and information clearly
  • informative/explanatory texts should be engaging and may be entertaining to readers
  • formatting (e.g. headings), illustrations, and multimedia may aid comprehension
  • informative/explanatory pieces follow a predictable structure (e.g. introduce topic, develop topic, concluding statement)
  • topics are developed with facts, definitions, and details, quotations, and other information
  • linking words and phrases and their functions
  • precise language and domain-specific vocabulary are used to inform about and explain the topic
  • relevant concluding statement or section relates to the information or explanation presented
  • vocabulary: informative, explanatory
Skills:
Students are able to:
  • identify qualities of informative/explanatory pieces
  • write informative/explanatory pieces with a predictable structure (introduce topic, provide a general observation and focus, develop topic, and conclusion)
  • incorporate useful formatting, illustrations, and multimedia
  • employ facts, definitions, details, quotations, examples, and other information to develop topics
  • arrange related information together
  • employ linking words and phrases to connect ideas
  • include precise language and domain-specific vocabulary
Understanding:
Students understand that informative / explanatory writing defines a selected topic and conveys facts about it.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.23.1: Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
ELA 5.23.2: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
ELA 5.23.3: Develop the topic with facts, definitions, and details.
ELA 5.23.4: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
ELA 5.23.5: Provide a concluding statement or section.
ELA 5.23.6: Use a variety of sentence types (e.g., declarative, imperative, interrogative, exclamatory).
ELA 5.23.7: Write sentences with correct capitalization and punctuation.
English Language Arts
ELA2015 (2015)
Grade: 5
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Conventions of Standard English
Evidence of Student Attainment:
Students, when writing and/or speaking, apply standard grammar and usage including:
  • understanding parts of speech (conjunctions, prepositions, interjections)
  • varying verb tenses (including perfect verb tenses)
  • recognizing and correcting shifts in verb tense
  • using conjunctions
Teacher Vocabulary:
  • demonstrate command
  • conventions of standard English
  • grammar and usage
  • conjunctions
  • prepositions
  • interjections
  • perfect verb tenses
  • verb tense
  • inappropriate shifts in verb tense
  • correlative conjunctions
Knowledge:
Students know:
  • correct grammar and usage impacts how well a message is understood
  • techniques for recognizing incorrect verb tense
  • vocabulary: conjunctions, prepositions, interjections, verb tenses
Skills:
Students are able to:
  • explain the function of conjunctions, prepositions, and interjections in particular sentences
  • vary verb tenses (including perfect verb tenses)
  • use verb tense to convey time, sequence, state, and condition
  • recognize and correct shifts in verb tense
  • use conjunctions
Understanding:
Students understand that the effectiveness of a message is enhanced through appropriate usage and grammar in authentic, real-world situations.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.38.1: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
ELA 5.38.2: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
ELA 5.38.3: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
ELA 5.38.4: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
ELA 5.38.5: Form and use prepositional phrases.
ELA 5.38.6: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
ELA 5.38.7: Correctly use frequently confused words (e.g., to, too, two; there, their).
English Language Arts
ELA2015 (2015)
Grade: 5
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Conventions of Standard English
Evidence of Student Attainment:
Students, when writing, apply standard capitalization, punctuation, and spelling including:
  • using punctuation to separate items in a series
  • using a comma to separate an introductory element
  • using a comma to set off the words yes or no
  • using a comma to set off a tag question
  • using a comma to indicate direct address
  • using underlining to indicate titles of works
  • using quotation marks to indicate titles of works
  • using italics to indicate titles of works
  • spelling grade-appropriate words
  • consulting word reference materials to check and correct spellings
Teacher Vocabulary:
  • demonstrate command
  • conventions of standard English
  • capitalization
  • punctuation
  • spelling
  • comma
  • introductory element
  • tag question
  • direct address
  • underlining
  • quotation marks
  • italics
  • grade-appropriate words
  • references (for spelling)
Knowledge:
Students know:
  • punctuation is used to separate items in a series
  • commas are used to separate an introductory element from the rest of the sentence
  • commas are used to set off the words yes and no
  • commas are used to set off a tag question from the rest of the sentence
  • commas as used to indicate direct address
  • titles of works are indicated through underlining, quotation marks, or italics
  • correct spelling of grade-appropriate words
  • techniques for consulting word references
  • vocabulary: punctuation, comma, introductory element, tag question, quotation marks, italics, reference material
Skills:
Students are able to:
  • use punctuation to separate items in a series
  • use a comma to separate an introductory element
  • use a comma to set off the words yes or no
  • use a comma to set off a tag question
  • use a comma to indicate direct address
  • use underlining to indicate titles of works
  • use quotation marks to indicate titles of works
  • use italics to indicate titles of works
  • spell grade-appropriate words
  • consult word reference materials to check and correct spellings
Understanding:
Students understand that the effectiveness of a message is enhanced through correct capitalization, punctuation, and spelling.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.39.1: Use correct capitalization and punctuation.
ELA 5.39.2: Use commas and quotation marks to mark direct speech and quotations from a text.
ELA 5.39.3: Use a comma before a coordinating conjunction in a compound sentence.
ELA 5.39.4: Correctly use commas in addresses.
ELA 5.39.5: Correctly use commas and quotation marks in dialogue.
ELA 5.39.6: Form and use possessives.
ELA 5.39.7: Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
ELA 5.39.8: Use conventional spelling for high-frequency and other studied words and for adding prefixes and suffixes to base words.
English Language Arts
ELA2015 (2015)
Grade: 5
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]

a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. [L.5.3b]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Knowledge of Language
Evidence of Student Attainment:
Students, in writing and/or speaking:
  • expand, combine, and reduce sentences for meaning, reader/listener interest, and style
  • compare and contrast varieties of English used in stories, dramas, or poems
Teacher Vocabulary:
  • conventions
  • varieties of English
Knowledge:
Students know:
  • techniques to manipulate sentences (expanding, combining, reducing) for meaning, listener/reader interest, and style
  • different varieties of English (e.g. dialects, registers) are used in stories, dramas, or poems
  • vocabulary: conventions, style, compare and contrast
Skills:
Students are able to:
  • expand, combine and reduce sentences for meaning, reader/listener interest, and style
  • compare and contrast varieties of English (e.g. dialects, registers) used in stories, dramas, or poems
Understanding:
Students understand that creating effective sentences and using varieties of English (e.g. dialects, registers) impact reader/listener engagement.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.40.1: Define effect, style, dialect, register and conventions.
ELA 5.40.2: Recognize and observe differences between the conventions of written and spoken Standard English.
ELA 5.40.3: Choose words and phrases to convey ideas precisely.*
ELA 5.40.4: Choose punctuation for effect.*
ELA 5.40.5: Choose words and phrases for effect.*
English Language Arts
ELA2015 (2015)
Grade: 5
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Vocabulary Acquisition and Use
Evidence of Student Attainment:
Students employ a variety of strategies in writing or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content by choosing strategies including:
  • using the following context clues to determine meaning: cause/effect relationships, comparisons in text
  • using Greek and Latin affixes and roots as clues to the meaning of a word
  • checking reference materials (glossaries, dictionaries, thesauruses) in print or digital format, for the pronunciation and precise meaning of a word
Teacher Vocabulary:
  • grade 5 reading and content
  • common, grade-appropriate Greek and Latin affixes and roots
  • range of strategies
  • precise meaning
Knowledge:
Students know:
  • context (e.g. cause/effect relationships, comparisons in text) is a clue to the meaning of the word
  • many words or parts of words come from the ancient Greek and Latin languages
  • understanding Greek and Latin roots provide clues to meanings of unknown words
  • reference materials (e.g. glossaries, dictionaries, thesauruses) provide information about words
  • reference materials are in print and digital formats
  • vocabulary: context, clue, affix, root word, roots, glossaries, dictionaries, thesauruses, reference materials, digital, pronunciation, cause/effect relationship, comparison, compare
Skills:
Students are able to:
  • determine the meaning of unknown words or phrases by drawing upon context clues (e.g. cause/effect relationships, comparisons in text)
  • identify and use Greek and Latin affixes and roots as clues to the meaning of a word
  • use reference materials (e.g. glossaries, dictionaries, thesauruses) in print and digital formats to ascertain the pronunciation and establish the precise meaning of a word or phrase
Understanding:
Students understand that they can determine meaning by using context and identifying Greek and Latin roots and affixes and this can be verified by consulting reference materials.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.41.1: Define multiple-meaning words, strategies, affixes, root, thesaurus, and glossary.
ELA 5.41.2: Use sentence-level context as a clue to the meaning of a word or phrase.
ELA 5.41.3: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
ELA 5.41.4: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
ELA 5.41.5: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Local/National Standards:

 

Primary Learning Objective(s):

Students will use reference books and the Internet to research contributions to science made by Isaac Newton. Students will develop key words to use for Internet searches. Students will edit work to refine grammar and spelling. Students will create a slide that will be incorporated into a presentation for the class. Students will practice and present a slideshow.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Any reference books available that contain information about Isaac Newton

Technology Resources Needed:

Computers with Internet access, presentation software

Background/Preparation:

Teachers should have a basic knowledge of Isaac Newton's explanations, including his work with the telescope, color and light, calculus, gravity, and the laws of motion. Students should have a basic knowledge of slideshow software unless the teacher is using this lesson as an introduction to this software.

  Procedures/Activities: 
1.)Introduce the lesson and create interest by asking what students know about Isaac Newton. Most often they will say he discovered gravity by having an apple fall on his head. Some know he was "Sir" and that he was smart. Write all answers on the board, overhead, or chart paper.

2.)Ask students where they might go to find information on Isaac Newton. The most common answer is the Internet, so ask where else. Have reference books hidden from view. When someone mentions a specific book, hand it to them and ask them to wait for everyone before starting.

3.)If students falter over how to proceed, ask what field of study people usually associate with Newton. Most often they will say science. Hold up different science reference books and ask if they think it might be in there. Hand out books which most probably would have information on Newton after asking if they think they might find something helpful inside.

4.)Check for understanding of using reference books by asking how information is found in books. For example, words are arranged in alphabetical order in the dictionary. Another response might be that the index would have topics listed alphabetically.
Ask what they might look up to find Isaac Newton (i.e., which volume in the encyclopedia or what keyword to use on the Internet). When students have suggested several good ways, have students open their books and find information on Isaac Newton.

5.)When all students have some information on Newton, have them share an item they learned with the class. Write all answers on the board including key words used. This gives more ideas on places to find information and key words to use.

6.)Hand out copies of the "Isaac Newton Information Sheet" (see attached). Divide categories among student groups and have them be responsible for a section of the slideshow presentation the class will assemble. Show the class the teacher-prepared slide show (see attachments). This slideshow demonstrates what is expected of each group.

7.)Explain the rubric which will be used to evaluate their work. Students will need to do more research on their topic to make their slides complete. Provide copy of rubric to all.
After students have used the reference books, allow them to visit the following sites to gather more information on Isaac Newton.
(Sir Isaac Newton)
This site provides details about Newton's life.

8.)Website:
(Force and Inertia)
This site informs students about Isaac Newton and provides experiments.

9.)Once all research is complete, have students complete their slides. When slides are complete, combine into one slideshow by copying and pasting. Have each group help assemble and add the appropriate hyperlinks and animation so the show will flow smoothly.

10.)Discuss Newton's life. Ask what they have learned about him they did not know before. After hearing answers from all students, ask what they noticed about Newton's discoveries (it does not take them long to notice that Newton built on other's ideas and gave more accurate explanations).

11.)Have students practice presenting the completed slideshow. Make appointments and have students present the show to other classes.


Attachments:
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  Assessment  

Assessment Strategies

The teacher will use the attached rubric to assess students' work.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.