Spring Arbor University School of Education

Title of Lesson: Characteristics of Waves Subject(s): Science Grade Level: 6th Materials Required: - Student textbooks - Three-column note taking sheets _____________________________________________________________________________________ Common Core Standard: (Number and narrative) RST.6-8.2 Determine the central ideas or conclusions of a text, provide an accurate summary of the text distinct from prior knowledge or opinions. Objective(s): The learner will identify the central ideas of the text and record them using their notes sheets (Understand). The learner will teach the rest of the class about their central ideas using an accurate summary of the information and the jigsaw strategy (Apply). Purpose of the lesson: The purpose of this lesson is for students to learn some characteristics of waves by using both the threecolumn note taking method and the jigsaw strategy during the lesson. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective? Time Essential Elements Allotted 5 min. 1. Anticipatory Set: To begin, the teacher will start a discussion about different types of waves to access the students prior knowledge. They will talk as a class about the types of waves students have encountered previously such as waves in a pool, waves in the ocean, or even microwaves. The teacher will then tell the students that they will be learning about waves and their properties during this lesson. Also, the teacher will let the students know that in this lesson, they will be the ones doing both the learning and the teaching. They will have an opportunity to study a section of the chapter in the book, become experts on their material, and then teach their peers Teacher Candidate: Emily Thompson Time Allotted: 55 minutes

what they learned. Behavioral expectations for this lesson include: full cooperation by all members of the class, noise during group work should stay at a low level, and students should support each other when they need assistance and act like a community rather than individuals. 2 min. 1. State Purpose and Objective(s) of Lesson: The purpose of this lesson is for the students to use two separate strategies to learn and report on the different characteristics of waves. The two strategies they will use are the jigsaw strategy and the three-column note taking strategy. Both of these strategies are important to learn because they help students organize information that they then must relay to another individual. 2. Instructional Input Plan: 13 min. a. Modeling: Since the students have never used these strategies before, the teacher will need to take time to demonstrate how to implement each one during the guided and independent practice of this lesson. The note taking strategy will be used while students are working in their groups to identify and record the central ideas or important concepts they glean from the reading. First, the teacher will do a sample notes sheet so the students can see what they are supposed to do. The teacher will give the sheet a title for the lecture and the date just as the students will be required to do. Then, the teacher will explain each column of the template and write an example in each one showing the students how they will be completing the document as well. For example, in the first column the teacher could write a header from a different section of the book which would represent a main idea. The teacher will then explain that the class notes section is reserved for what the students will learn from their peers as they listen to the different presentations. The third column is what the students will use for their note taking

from the textbook. This column is where the teacher will show the students how to write down an important detail from the text that they think would be good for the other students to know. These are the details they will present when they teach their peers during the lesson. The jigsaw strategy will break the students into groups of four or five. These groups are called home groups. Each home group will then number off and move into new groups called the expert groups. Students expert groups will be assigned a section of the text to study and become experts on as a group. They will take notes on the section on their individual notes sheets while still working as a group to create a structured lesson for their peers. After they have finished, the students will return to their home groups and teach the new information to their peers. The teacher will explain all of the above to the students before the activity is started as well as monitor how well the students carry out the strategy. 15 min. b. Guided Practice: Guided practice will be done as the students are in their expert groups. This is when they are working as a team to create a lesson to teach their fellow classmates. The teacher will travel around to each group and offer suggestions as to what information is more important than other information as well as guidance for the students in presentation and note taking skills. The teacher will act as a guide for the students as they progress in both the note taking strategy and the jigsaw strategy in order to make sure the strategies are effective. The teacher may also take this time to assess whether the students understood the instructional strategies and make adjustments as needed. 15 min. c. Independent Practice: The students will ultimately go over their notes on their own for a few minutes prior to presenting the information to their home group. This allows them to make changes to the information, presentation, or organization as they see fit. They will then give their mini lesson to their home group as the expert for that section of the text. As each student gives their

presentation, the other students will take notes in the middle column of their note sheets for future reference and to help them retain the material. The teacher will walk around during the presentations to assess the effectiveness of the strategy and observe the students progress towards meeting the objectives for the lesson. 3. Differentiation Considerations (accommodations): Students who have more difficulty presenting in front of their peers may ask for teacher assistance in presenting. They will receive verbal prompts from the teacher which will guide them through their presentation smoothly. 4. Assessment: Informal interim and summative assessments are done throughout the lesson as the teacher walks around to the different groups and observes their work. Students are required to turn in their notes sheets to show the teacher their level of participation. This also shows the teacher which section of text each student studied and how well they understood the information. An additional informal classroom assessment will be done during the closure portion of this lesson. 5 min. 5. Closure: As closure, the teacher will ask the students a few questions relating to the content material they taught each other. This will also serve as an assessment of the strategies and the students understanding of the material.

Three-Column Notes
Topic: Triggers or Key Concepts Date: Class Notes Name: Text Notes