Foundations and Methodologies Benchmark Assessment and Rubric

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SIOP Model Lesson Plan on Teaching Science to Grade 1 students
Subject Matter:  The Five Sense Organs and Their Functions
Objectives:  At the end of the lesson, the students should be able to:
A: Course content:
tell the different sense organs of the body
compare the different functions of the sense organs
identify the different sense organs
B: Language content:
use the singular and plural forms of nouns when identifying the different sense organs in a reading text
use the specific vocabulary in a sentence
Materials:
Pictures of ears, eyes, nose, mouth with tongue, and arm (with labels)
Real objects to taste (sweet, sour, bitter, salty)
Different kinds of pictures that show various geometric shapes
A glass of cold water
A stereo or cd player
Jigsaw puzzles of the different sense organs
A big piece of paper
Glue
Cut out words (to be formed into sentences)
 
Procedure

  1. Preparation – Prepare the students by learning the song “Head, shoulders, knees and toes.” They have to sing this song with actions.
  2. Scaffolding – The teacher connects the lesson to the previous one using the parts of the body. Ask the students what part of the body the teacher is pointing at. Then call a representative of two students to work by pair in naming the parts of the body.

After the activity on the past lesson, the teacher emphasizes eyes, ears, nose, tongue, and skin. She then asks the students to point these parts in their own bodies. Moreover, she asks what each of these five parts do to our body. She has to do it one by one.
Integration of Processes – It is the integration of the four skills that would lead to the students’ comprehension on the task at hand.
C.1 The teacher lets the students listen to a tape. Every time the speaker/narrator says the part of the body that the teacher emphasized, the students have to touch them. For example, the narrator says, ‘I was looking at the dog and my eyes were tired.’ The students touch their eyes soon as the speaker/narrator says it.
C.2 The students recite the names of the sense organs of the body as the teacher shows the pictures with their labels. Emphasize the numbers of eyes and ears. Make sure the students pronounce them well.
C.3 The students are given the same story that was listened to earlier. This time, they have to read along. After reading, the teacher asks the students some comprehensible questions.
C.4 The students then need to write down the names of the five sense organs of the body. Then they have to guess their functions. 
Application – Starting with the eyes, the students look at the different shapes and sizes that the teacher prepared. She asks the students what they see. As the students become interactive, they also have to be reminded of the sense organs that make them see those objects. In doing this, the students are able to tell the different sense organs and their functions as well.
For the ears, they have to listen to a very short story (through CD), and they have to identify if the speaker is a girl or a boy. What are they doing? Why were you able to tell us all these? What sense organ did you use?
For the sense organ of taste, students will taste the different food/taster that the teacher prepared.
For the sense of touch, the teacher uses some amount of cold water to drip on the arm of the children. Another thing is to allow the students to touch rough and smooth surfaces.
Grouping Options – To enhance what they have learned during this session, the students are formed into different groups of 5. Each member of the group should be able to tell the sense organ and its function.
-         This is a contest. The teacher prepares jigsaw sentences. Each group will be given a group of words at a time. They have to form it into a correct sentence. Example: for – eyes – the – seeing – are. Once they get the set of words, they have to wait for the teacher’s signal. The teacher says, “Go!”. Students have to arrange the sentence. The first one to finish gets a point.
Review and Assessment –

  1. The teacher shows the pictures without the label. Students need to tell the sense organ and its function.
  2. Each group of students is given jigsaw materials of the different kinds of sense organs. They have to put them together, glue them in a big piece of paper and label them. They should also write their respective functions.

Rationale:
SIOP (Sheltered Instruction Observation Protocol) is an approach to classroom instruction and management to enhance the language learning of the students especially the second or foreign language learners of English. In this lesson, two language acquisition theories were applied to develop the strategies in order to effectively materialize the instruction. These are the brain-based learning theory of Caine and Caine (1994) and Stephen Krashen’s Theory of Second Language Acquisition (1988).
Brain-based learning (BBL) is a combination of different theories of language acquisition like Behaviorist, Cognitive, and Natural Order Theories. It is concerned with repetition using varied activities to help the children remember the vocabulary and be able to draw it from their memory when needed. It is more on hands-on learning where students are having fun so they will be able to associate the words with the good memory. This also frees the children from anxiety since they are having fun, thus learning the language seem to come so naturally. BBL is more on learning with others since one of its principles states that the brain is social and it learns best when working with other brains.
Krashen’s theory is not very different with BBL in that he believes in acquisition of language through meaningful interaction. He also believes that a child who is learning a new language needs to be able to “use” the target language naturally. Krashen, on the other hand, is more on metacognitive approach in which the students acquire some knowledge of the language and then correct their own selves by monitoring their performance.
Both theories are different yet there are so many points that they agree upon. Both believe in interactive learning, children must learn hands-on in order to make the experience meaningful, and children need to learn by bridging the gap between what they already know to what they will be learning. According to Krashen (1988), "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

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