The SIOP LESSON PLAN Design Oakcliff's New Play Space - Playgrounds, Soccer Fields, and Blacktop: A STEM Unit Plan Integrating SIOP Language Goals
Purpose of the Unit Plan
To include SIOP in a Computer Lab Lesson Plan using Microsoft Excel Online, Microsoft Sway Online, TinkerCAD, Snipping Tool, and student chosen research tools to complete a STEM Design and Virtual Build.
Unit Objectives Content Objectives: Computer Lab uses International Society for Technology in Education (ISTE) standards for Students. This SIOP integrated unit will focus on: ISTE 3 Knowledge Constructor - "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE 3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
ISTE 3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
ISTE 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ISTE 4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE 4b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
ISTE 4c. Students develop, test and refine prototypes as part of a cyclical design process.
ISTE 4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Math Standards (link):www.georgiastandards.org/Georgia-Standards/Frameworks/5th-Math-Curriculum-Map.pdf Adding, Subtracting, Multiplying, and
Dividing Fractions MGSE.5.NF.6 Solve real world problems involving
multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent
the problem
SWBAT recall the STEM EDP and the Online STEM Notebook,
SWBAT understand the Ask, Discuss and Plan stages, and begin working with their STEM Team, including sharing the online file.
Language Objective:
SWBAT discuss with the STEM partner the elements of play for the play space, and jointly develop an internet resource based research plan for pictures of play equipment, play structures, field sizes.
Interactive Activity Opinion Continuum. Students in class will stand in corners according to their favorite recess activity. Students will count classmates in each group. Students will create a graph in Excel in later lessons. Student created design should reflect student's preferences in percentages, fractions, or decimals. Students will read and discuss (think-pair-share) with the class what is being asked of them at the ASK stage of the EDP. Students will work with thier STEM partner to create the shared Online STEM Notebook (Microsoft Word Online) to prepare a place to organize and collect picture ideas of the school's existing space, ideas for play structures, and field spaces.
Group Configurations / Composition Students self-selected STEM groups of two or three students in January. The STEM groups sit next to their partner in the computer lab for easy think-pair-share, and "repeat to your neighbor" tasks. At least 85% of the student body is ELL or former ELL student, so almost all groups have at least one ELL.
Academic Language in Activity Select, count, compare, STEM Engineering Design Process, ask, imagine, plan, create, iteration, cycle, Excel, Google Chrome, Snipping Tool, switch programs, search bar, screenshot, arial, image, photograph, fraction, percent, decimal, graph, overlay, grid, CTRL+C (copy), CTRL+V (paste), save, save as, insert
Ideas for Academic Interaction Possible sentence frames...
I like to play...
I prefer to play...
At recess, I wish I could play on...
In PE, I want to play ___
What is the count of the preferred play in this class?
I think the neighborhood people come to our play space to play ___.
I like to play ___ because ____.
Your idea is fun because ....
I might play ___ if ____ were available.
Let's research ___ first and ____ next.
I want my school's play space to include playground equipment, fields, and ____.
I want soccer goals to be movable or stuck in the ground because...
SWBAT research ideas in pictures and words using the online STEM Notebok to store images, ideas, and math of fractions, percentages, or decimals.
Language Objective:
SWBAT search online exploring play structures and equipment focusing on pictures, then the students will read the descriptions of the images they like in conversation with their partner, discussing the benefits of the structure and layout of the elements of play for the play space.
SWBAT jointly pick the team's favorite 3 to 5 images of play equipment or structures and justify those choices with a short label of each picture.
SWBAT discuss and then and write 1 to 2 sentences on what it is that they like about the images.
Interactive Activity Formulate-Share-Listen-Create The teacher presents a question:
"If you could design the perfect play space for this school, what would you include for equipment, fields, blacktop markings?"
"What are the space requirements for our STEM team's selection?"
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. Later they will share with the rest of the class.
Group Configurations / Composition Students self-selected STEM groups.
Academic Language in Activity Select, count, compare, STEM Engineering Design Process, ask, imagine, plan, create, iteration, cycle, Excel, Google Chrome, Snipping Tool, switch programs, search bar, screenshot, arial, image, photograph, fraction, percent, decimal, graph, overlay, grid, CTRL+C (copy), CTRL+V (paste), save, save as, insert
Ideas for Academic Interaction Possible sentence frames...
At recess, I wish I could play ...
In PE, I want to play ___
I like to play ___ because ____.
Your idea is fun because ....
This idea is better because___
I like this part of that idea ___but I like this part ___ better.
I might play ___ if ____ were available.
Let's research ___ first and ____ next.
How can we have more soccer fields?
How could an obstacle course be made safe?
I want soccer goals to be movable or stuck in the ground because..
SWBAT use fractions, decimals, or percents to design the playground space using MS Excel as a design grid,
SWBAT display the math as charts and graphs using Excel as a calculation tool.
Language Objective:
SWBAT read the descriptions of the play equipment's size and space requirements, and transfer the dimensions onto the scaled grid created in Excel, using the picture with the grid overlay for reference.
SWBAT argue the benefits of their plan's allotment of percentage/fraction/decimal of space allotted to each play activity.
Interactive Activity Formulate-Share-Listen-Create The teacher presents a question:
"Using the school's aerial picture with the grid overlay, how can your STEM team calculate the percentage, fraction, or decimal math to show how much space your design covers?"
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. Later they will share with the rest of the class.
Group Configurations / Composition Students self-selected STEM groups.
Academic Language in Activity calculate, grid overlay, Select, count, compare, STEM Engineering Design Process, ask, imagine, plan, create, iteration, cycle, Excel, Google Chrome, Snipping Tool, switch programs, search bar, screenshot, arial, image, photograph, fraction, percent, decimal, graph, overlay, grid, CTRL+C (copy), CTRL+V (paste), save, save as, insert
Ideas for Academic Interaction Possible sentence frames...
Looking the aerial map of the school with the grid overlay, how can we use the grid in EXCEL to find the percentage/fraction/decimal of the total play space area that the different play areas cover?
How should we present this math data?
Which is the clearest representation of the math, a bar graph, a table, a pie graph?
How do we create a chart that turns into a graph in MS Excel?
How can I use Snipping Tool to collect information into my STEM Notebook?
Does our design meet the math of the class's preferred play from day one?
SWBAT put your designed plan together in SWAY using photo stacks, measurements, and your grid plan or use PowerPoint with pictures.
Language Objective:
SWBAT organize theplay structure idea pictures, grid created in Excel, and math calculations from their STEM Notebook using the website platform SWAY, or PowerPoint.
SWBAT describe the benefits of their plan's allotment of percentage/fraction/decimal of space allotted to each play activity, comparing their math percentages to the preferred activities of the class from lesson 1.
Interactive Activity Formulate-Share-Listen-Create The teacher presents a question:
"Should your STEM Team use teh STEM Notebook or SWAY or PowerPoint to present an organized and persuasive representation of the information in your STEM Notebook? Whichever program you decide to use, be sure to include your Excel Grid, math representations showing how much space your design covers, pictures of equipment, and the original math survey."
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.
Group Configurations / Composition Students self-selected STEM groups.
Academic Language in Activity culminate, calculate, grid overlay, Select, count, compare, STEM Engineering Design Process, ask, imagine, plan, create, iteration, cycle, Excel, Google Chrome, Snipping Tool, switch programs, search bar, screenshot, arial, image, photograph, fraction, percent, decimal, graph, overlay, grid, CTRL+C (copy), CTRL+V (paste), save, save as, insert
Ideas for Academic Interaction Possible sentence frames...
I prefer to use the STEM Notebook/PowerPoint / Sway because ___.
We should include these 5 images of ___ in our presentation because ___.
The way we presented this math data is effective because ___.
Did we use the Snipping Tool to collect information into my STEM Notebook?
Did we end with a persuasive argument sentence showing that our design meets the math of the class's preferred play from day one?
Standards
Georgia Standards (Math)
Background Information
Or school is an AdvancEd STEM Certified elementary school. We are also a Dekalb County, Georgia "Choice School." Our official name is Oakcliff Traditional Theme School and our theme is STEM. Parents apply to the lottery for their kids to attend. We are Title I school with 85% or higher of our students speaking a language other than English at home. We have parent volunteer requirements, PTA membership, school uniforms, and nightly reading requirements. We also have many events that celebrate our staff and student body.
Every student attends a Computer Lab specials class once a week on a rotation with the other once-weekly specials classes,
Why was this Unit Plan created? This unit plan was created as partial fulfillment of the Dekalb County ESOL Endorsement program, February 2019 by Heather M. Miller, ESOL Endorsement Candidate. This is a Sheltered Instruction Unit Plan for 5th grade students in Computer Lab Class at Oakcliff Elementary. The unit is designed to be completed in 4 to 5 weeks, meeting once a week for 45-minutes.