Strategies
5 E’s
The unit will be taught utilizing the 5-E instructional model with the 5 E phases being Engage, Explore, Explain, Elaborate and Evaluate. The 5 E strategy is designed to trigger deeper student thinking through a more immersive, complex learning experience. In the Engage phase, students will start with an activity or demonstration that makes connections to their prior knowledge or life experiences. The hook of the unit will establish the focus of what students will be learning in the unit. In the Explore phase, students will explore a wide variety of unit content in different mediums related to climate change and global warming. Students will also conduct explorations on renewable energy sources in the Stations Lab. During the Explain phase, students will have opportunities to verbalize concepts they have been learning while the teacher provides definitions and explanations. This phase occurs at various points in the unit, especially when students perform the jigsaw activity about the greener home project. In the Evaluate phase, students will assess their understanding and have the teacher and peers evaluate concepts as well. The unit provides these opportunities when students evaluate their greener home project and when they compose their letter on climate change at the end of the unit.
Science Journals
Students keep science journals in my class. The journal serves as a tool for them to record key vocabulary and ideas. Students also draw out concepts they learn, and respond to thinking and writing prompts for think-pair-share discussions. The journal becomes a study guide and resource for students to utilize in the culminating project or summative assessment. The journal can also be used as a formative assessment evaluation tool for both students and teachers. Students will be using their Science journals frequently throughout my unit for the various activities, as well as note-taking and responses to writing prompts that activate critical thinking.
Student Dialogue
A big strategic focus in our district and school is structured student talk, or interactions where students engage in content through discussion using academic language. Our school’s population is composed of a high percentage of English learners; practicing academic language through discourse is an excellent scaffold for ELL students. For all students, a best practice for learning is to be active participants rather than passive observers. In this unit, I plan to provide multiple opportunities for various types of structured student talk including think-pair-share throughout the unit, whip around at the end of lessons and jigsaw in the culminating project.
Think Pair Share
This is a strategy where students are asked to reflect on a question or topic. They are given some wait time to think. This can also be modified to include writing time so that students can write down their thoughts. Then students pair with a partner and take turns sharing their thoughts or their writing. This strategy empowers students to engage in shared learning with their peers.
Whip Around
Whip around is a closure activity in which students respond to a question about the unit content by writing it down. Students can stand up and then are called on randomly to share their answers. Students sit down once their answer has been shared. Once all answers are shared, the teacher can have a quick review of the material and correct any misunderstandings.
Jigsaw
The jigsaw teaching strategy is where students must depend on each other to succeed. Students must work independently on one piece of an assignment or project; each student becomes a specialized content expert and must “finish” that piece of the puzzle. The group then assembles all the pieces together to complete the jigsaw. Students must cooperate and learn from each other to complete the assignment.
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