ST – Mastery 35%

Strategies Planned
       Demonstration:
1. W: How to organize the outline for a writing piece including introduction,
supporting details (body), and conclusion.
2. M: How to solve subtraction problems using the vertical and arrow methods.

       Hands-on experience:

1. S1: How to build a tower using different objects.
2. S2: Students will build a prototype of their choice.

       Direct instructions:

1. R: How to determine the differences between the five expository texts.
2. M: Step by step on how to solve subtraction problems using vertical and arrow
methods.

       Categorizing:
1. R: Students are using an online learning site called IXL
2. W: Students are using the internet to research about a specific animal.
3. S2: Students are using the internet to research about preventions of rainforest
deforestation.

Multiple Intelligences fostered:

       Body/Kinesthetic:
1. W: Students learn the outline song and dance.
2. S1: Students build towers using various materials.
 
SF – Interpersonal 35%
Strategies Planned
       Group experiences and working with others:
1. S1: Students work in teams to build the towers.
2. W: Students work in pairs to check each other’s outline.
3. R: Students work in small groups and have peer chats.
4. M: Students are in small groups.

       Chances to share ideas with other students and present ideas to the class:
1. W: Students have a sharing time at the end of class.
2. S1: Groups of students present their findings from the experiment.
 
Multiple Intelligences fostered:
       Musical/Rhythmic
1. W: Students learn a song and dance about the sections in an outline.

       Interpersonal:
 1. R: Students are learning in small groups.
2. M: Students are working in groups and collaborating.
3. S1: Students are working on teams to build towers.
4. W: Students get to work with a peer and share at the end of writing time.

NI - Understanding 20%
Strategies Planned
       Relating and connecting different ideas:
1. W: Students are connecting the parts of the outline to the parts of the body.
2. M: Students are connecting the prior knowledge of the vertical and arrow methods
used with addition and applying them to subtraction problems.

       Gaining information through direct instruction and searching the textbook for
information.
1. R: Students read a passage on technology and must look back to find answers to
support reasoning.

       Chances to work independently in hands-on activities:

1. M: Students are solve the subtraction problems on their own using the different
methods.
2. W: Students are designing their own outlines for their animal research.

       Comparing and contrasting:

1. S1: Students are looking at different properties of objects to determine which one
is most beneficial to use.
2. S2: Students will be comparing the current preventions for deforestation
compared to a new design.
3. M: Students are determining the pros and cons of using the vertical method verses
the arrow method to solve subtraction.
 
Multiple Intelligences fostered:
       Intrapersonal:
1. W: Students write and draw about their favorite animal.
2. S1: Students are recording their own data on the recording sheet.

       Verbal/Linguistic:
1. S1: Students present their towers to the class.
2. S2: Students present their prototypes to the class.
3. W: Students have sharing time at the end to present to the class about what they
have accomplished or new ideas.

 
NF – Self-expressive 10%
Strategies Planned
       Discussion and chance to ask questions during instruction:
1. M: Students are able to ask questions during the mini lesson about steps in the
methods they do not understand.
2. R: Students can ask questions during the mini lesson about the types of expository
texts, if they do not understand or need clarification.
3. W: Students can ask question during the mini lesson or individual work time if
they need clarification.
4. S1: Students are able to contemplate and ask question during the tower building
experiment.
5. S2: Students are able to ask question throughout the research and experiment to
either a peer or me.

       Discovery learning:

1. S1: Students are discovering which materials help build the strongest tower based
on properties they possess.
2. S2: Students learn through a trial and error process on which prototype will work
best for the issue at hand.

       Creating hypotheses:

1. S1: Students hypothesis about which tower materials will create the tallest and
strongest tower.
2. S2: Students hypothesis which form of a new tool will help to prevent
deforestation.
 
Multiple Intelligences fostered:
       Logical/Mathematical:
1. S1: Students create hypotheses and conduct experiments to see which object
properties will build the tallest and strongest towers.
2. M: Students are thinking logically through the steps of the vertical and arrow
methods.

       Visual/Spatial:
1. W: Students are drawing and describing their favorite animal to research.
2. R: Studnets design a visual aide to represent their thinking on the reading skill.
3. S1: Studnets are drawing a picture to describe the objects they used to build the
tower.

       Naturalist:
1. S1: Students design prototypes to help prevent rainforest deforestation.