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Nicole & Chelsea Core 2 Spring 2011

Cooperative Learning. “My Place in Space”. Nicole & Chelsea Core 2 Spring 2011.

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Nicole & Chelsea Core 2 Spring 2011

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  1. Cooperative Learning “My Place in Space” Nicole & Chelsea Core 2 Spring 2011

  2. Our cooperative lesson plan was based on the solar system, and was practiced in a first grade classroom at Natchaug Elementary School in Willimantic, CT. The solar system topic was suggested by the head teacher; the first graders had recently been studying the concepts of outer space.

  3. We decided to use the story, Me and My Place in Space by Joan Sweeney as the literacy piece for our initiation and a guide for designing our lesson plan…The planet chart we used was seen in this book and created as a replica.

  4. Whole Group Initiation: First Teach Before reading aloud the story by Joan Sweeney, we asked students to share with us what they already knew about outer space and wrote their responses on easel paper, we also shared a list of space-related vocabulary (found in the story). A demonstration was also included; Chelsea used a light bulb and a model of planet Earth to show students the relationship between the sun and our planet/why we have night and day.

  5. Procedures for the first teach Students would work in small groups of four to design and describe a planet that hey have discovered as a team of astronauts. Each student had a different role in the group: The Captain- demonstrates the rotation of the group’s finished planet using the light bulb to show how long a day/night was on their planet. The Speaker-Reports to the rest of the class the name of their group’s planet and the rest of the information on the group’s planet log. The Writer- Records all the details and information about the group’s planet on the provided log. The Artist- Designs and decorates the blank sphere representing the undiscovered planet, according to suggestions by team members.

  6. Grouping Strategy: First Teach

  7. Materials: First Teach • Each group received: • Written directions • Markers/pencils • A white/”undiscovered” planet (consisting of a balloon & paper mache) for the artist to design • A planet log for the writer to fill in • Nonfictional books to use as reference • Four “explorer journal” sheets for everyone to complete individually • Paper to create a cover page & combine the group’s work

  8. Scaffolding was required by both of us; several students complained about their individual jobs, others were just uninterested in the activity, and some wanted to cause trouble!

  9. However there were also several students who completed their parts, no questions asked, and seemed passionate about their planet. We even saw a few students help out their peers, which is benefiting the learning of both students.. Clearly, some first graders enjoyed the idea of cooperation while others resented it.

  10. Outcomes: First Teach Although there were many behavioral issues during the first teach and none of the groups were very successful when it came to finishing and presenting their planet, we saw many students engaged in the activity. Also, all of the groups were able to name and design some of their planet.

  11. (top)-Planet Rock star (bottom)-Planet Skeleton (top)-Planet Alien (bottom)-Planet Dolphin

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