Lesson 5

The SIOP LESSON PLAN #5:
formatted for the ESOL Course

5th Grade Will Design Oakcliff's New Play Space Including Playgrounds, Soccer Fields, and Blacktop:  A STEM Unit Plan Integrating SIOP Language Goals

Task Constraints for Lesson 5:
PRESENTATION of FINAL PRODUCT.   The easiest thing to present would be your Online STEM Notebook. If your STEM Notebook is not presentable, you will need to EDIT it so that it is presentable.  You may also create a PowerPoint or SWAY (copy and paste the most persuasive parts of your STEM Notebook).

Things you need to have in your final presentation include:

1. The Original Survey Data, turned into percents, fractions, or decimals of the entire space,
   
2. 1 to 3 graphs that make understandable the Original Survey Data.
   
3. Your Excel map drawing of your play space design with a key or legend (or your PAINT overlay).
   
4. At least 4 Pictures of play equipment, with a caption that tells what it is used for, and the dimensions in square feet.
   
5. A calculation of the square footage percentage, fraction, or decimal that your design will take up.
   
6. The comparison of your design percentages versus the original survey data percentages.
   
7. Typed and spoken statements that are persuasive as to why you chose the play area and equipment.
   

At the end of this lesson

• I will be able to recall the STEM EDP and the Online STEM Notebook and download a shared copy with my STEM TEAM,
• I will organize for presentation my STEM Teams' designed plan, in one of the following: (1) WORD Online STEM Notebook; or (2) into a SWAY using photo stacks, measurements, and our grid plan; or (3) into a PowerPoint with pictures, or organize for presentation
• I will be able to organize the play structure idea pictures, grid created in Excel, and math calculations from their STEM Notebook using the website platform SWAY, or PowerPoint.
• I will be able to describe (speaking and writing) the benefits of my STEM Team's planned allotment of percentage/fraction/decimal of space allotted to each play activity, comparing their math percentages to the preferred activities of the class from previous lessons.

Collecting the Data - Opinion Continuum

1. Formulate-Share-Listen-Create The teacher presents a question:
   
2. "Should your STEM Team use the STEM Notebook or SWAY or PowerPoint to present an organized and persuasive representation of the information in your STEM Notebook?
   
3. Whichever program you decide to use, think about how to include your Excel Grid, math representations showing how much space your design covers, pictures of equipment, and the original math survey. How could you use screen shots?
   
4. The students formulate an answer individually. Then they share their answers with their STEM partner. They listen carefully to their partner’s answer, note the similarities and differences, and they both create a new answer that incorporates the best of both ideas, typing  their combined answer into their STEM Notebooks, SWAY, or PowerPoint. Later they will share with the rest of the class.
   

Ideas for Academic Interaction
Possible sentence frames...

1. I prefer to use the STEM Notebook/PowerPoint / Sway because ___.
   
2. We should include these 5 images of ___ in our presentation because ___.
   
3. The way we presented this math data is effective because ___.
   
4. Did we use the Snipping Tool to collect information into my STEM Notebook?
5. Did we end with a persuasive argument sentence showing that  our design meets the math of the class's preferred play from day one?