Effective Pedagogy for fourth-grade science curriculum

The main goal of the fourth-grade science curriculum is to help the students comprehend the solar system, its past, and facts about celestial bodies. Through the use of models and KWL charts among other materials, some of the data includes the separation of the planets from the sun, their sizes and distances, lunar phases, and dwarf bodies.

According to the state standards, students must be able to describe the position and motion of the planet Earth in the solar system, use this information to determine the phases of the moon, and demonstrate sizes in order from the sun. This is covered in the earth science literacy comprehension S4E2 standard. Further, they should explain events, historical concepts, and scientific texts under the state standard of ELAG SE4R13. On the other hand, the learning objectives include comprehending different planets and their features, naming them, classifying them by size, colour and number of moons, identifying the distances between each one and to the sun, and lastly getting knowledge about differences between the dwarf and other planets. In this regard, the teacher follows the guidelines and adheres to the standards which then guide them to ensure that each student has a good understanding of the terms and information about the solar system. Also, through using models, assessment of make a planet through materials, using KWL charts, laptop for research, and power point representations, the students will be able to achieve the learning outcomes through creating and responding to the visual art concepts that aid their comprehension.

1c.

The plan incorporates systems that cater for the different literacy competency levels, abilities, and attitudes that help students create, make connections, and respond to the structure, personal perspective, production, and art context. The plans are progressive with earlier processes laying necessary groundwork for latter plans. In this regard, the lessons are split into four with singled out learning objectives that build on each other from features of a planets to the understanding of the difference between them, and other dwarf planes in relation to the sun. Further, activities such building models of the solar system enhance comprehension through the art context. Lastly, at the end of each lesson the next topic is introduces while at the beginning the teacher guides the students in a recollection exercise of previous information.

2a.

Students are in the fourth grade and in their cognitive formative years. The students are capable of recognizing and recreating taught content, and can relate it to their contemporary lives. Regarding the solar system, they have the knowledge that they live on earth, can be able to breath, and that there are other planets. They can be able to research more to understand the properties of earth. However, the earning of the same will enable them not only to comprehend earth and its motion relative to the sun but also properties of other significant heavenly bodies, the relationship with each other, as well as support to human existence.

2b.

There are 22 students from different backgrounds, 2 Hispanics, 4 African American, and the rest Caucasian. The cultural differences account for different earning abilities such as ELL, EIL, and average learners. The reason is that the family and community contributes to their comprehension skills such through language development and attitudes towards learning. They exhibit different interests and have varying experiences every day through class activities which demystifies the variations. The students also exhibit different literacy levels which does not impact their association with one another.

2c.

The students exhibit different levels of refined motor skills. Some are more athletic than others. Boys have been noted to be more physically active than their female counterparts. Some students are noted to exhibit developmental issues such as attention deficit, thus considerably affecting instruction for the solar system. However, through peer pairing, group activities, and accommodation of their needs in the lessons, the variation has limited impact on the literacy levels of the students.

2d.

Most of the students have shown demonstrated dedication in applying visual arts concepts. They appear to enjoy responding to visual art as opposed to other forms of learning at their disposal. The students show great propensity to learn and incorporate art into other aspects of their lives such through making planets in their play time.

3a.

Understanding the needs of the students is an important aspect in achieving positive learning outcomes through enhancing adequate preparation to respond to each one’s cognitive ability (Tomlinson et al. 3). In this regard, the different levels of development led to grouping of students into teams and peers through mixing them is to enhance group learning from those who are fast learners. Also, the preference to earn and develop positive attitudes towards the same by most students led to the choice of the models and materials to make examples of a planet by incorporating facts earned. Lastly, use of laptops, charts and power point representation with various graphics increases the level of attention hence the students will retain most of the information.

3b.

The two main pedagogical approaches and planned supports are problem-based and classroom learning. Problem-based learning involves the solution of challenges by students in small groups through assessments and grading rubric which indicates the level of comprehension and what areas to improve on each student. As a result, strategies such as peer grouping with fast earners will help students achieve same level of outcomes. Group participation in class activities encourage teamwork and the virtue of accommodating each other’s differences and weaknesses. Conversely, classroom learning provides a forum for a centralized flow of information. The strategy is critical as it imparts the values of discipline, and regard for authority to the teacher as a resource to address problematic areas.

3c.

The common misunderstanding in my content focus is the assumption that the students have same cognitive abilities within the select classroom. As a solution, understanding the developmental stages and needs of each student’s literacy levels enhances appropriate responses in planning by instructors, which objectively lead to content uniformly.

4a.

Compare and contrast is one of the most powerful language function utilized by students in learning visual arts. Students are presented with different graphic arts they analyze side by side; hence, they further their understanding of the solar system and related vocabulary.

4b.

In lesson 4 of September 5th, students had a lesson on the solar system and were assigned the task of differentiating between dwarf planets and other regular ones learned in previous lessons. The students were given the opportunity to use compare and contrast to point out the difference between the heavenly bodies in the assignment.

4c.

The first additional language command that the students’ utilized other than compare and contrast is vocabulary and key phrases. For example the teacher will ask and help define terms such as attributes, dwarfs, asteroids, distance, planets, orbit, solar system, and classify. Also, through group work and classroom discourse, the students debate amongst themselves and register their findings, a process that would require the use of the student’s oral and written skills.

4d.

The language function of compare and contrast was supported through the directive by the teacher to thee students of carrying out the task in various groups, assessing their correctness, and allowing presentations in class. Also, through explanations and listing of key vocabularies in each lesson prior to the lesson by the teacher, the class was able to focus on them and understand the meaning in relation to the solar system. Lastly, the use of discourse is evident in the group discussions and coming up with findings, as well as class presentation with aid of various materials such as power point, KWL charts, and models of the planets.

5a.

The planned formal assessments are grading rubrics, note taking, and worksheets while the informal ones include observation by the teacher and oral presentations. Therefore, the evidence of the student’s abilities will be through the results in the assessments which determine the comprehension level, information retention, adhering to instructions of make a planet, and correctness of research.

5b.

The assessments are uniform and accommodative of the students with disabilities through modifying them to be readable, audible, and visible each student. In this regards, children with special needs can demonstrate learning through their abilities. For example, a visually impaired child can be taught through oral presentations in which the teacher can read the questions and the student fills in data through a braille machine. Further, the results after assessment using the grading rubric will indicate the level of understanding of the solar system.

Works Cited

Tomlinson, Carol Ann., Moon, Tonya., And Imbeau, Marcia B., “Assessment and Student Success in a Differentiated Classroom.” ACSD. 2015, pp. 1-17.