Cooperative learning lesson plan

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Sample Cooperative Learning Lesson Plan

OVERVIEW
Subject Earth and Space Science / Weather
Grade Level Second
Topic Types of Clouds
Brief Overview
and Explanation Students in the second grade learn to identify various forms of
weather and clouds. Cloud types can be a predictor of weather;
hence students will learn the four most common types of clouds.
This is a follow up to our lesson on different types of weather and
charting the daily weather and precedes our lessons on the water
cycle. PLANNING
Objectives In cooperative learning groups, students will create murals that
include one of the four types of clouds learned in yesterday’s science
lesson.
Assessment
Pre / Diagnostic
Formative
(informal and/or formal)
Summative / Post

Individual Grading Rubric
:
3 Points: Cloud is accurately drawn, including shape, color and
precipitation as appropriate.
2 Points: Cloud is mostly accurately drawn. May be incorrect in one
area: shape, color or precipitation.
1 Point: Cloud is somewhat accurately drawn. May be incorrect in
two areas, either shape, color or precipitation.
0 Points: Cloud is not accurately drawn in respect to shape, color or
precipitation.
Curriculum
Standards Kansas, K-2, Earth and Space Science
Standard 4.
The student will observe closely the objects and
materials in their environment.
Benchmark 2: The student will observe and compare objects in the
sky.
Indicator 1: The student observes and recognizes the sun, moon,
stars, clouds, birds, airplanes, and other objects in the sky.
Teacher
Materials Pictures
of Cumulous, Cirrus, Stratus and Cumulonimbus clouds-
located on the science bulletin board.
Group Assignment sheets with heterogeneous groups listed on them.
Also in folder labeled science.
Poster with cloud characteristics from yesterday—located on the
science bulletin board.
Student
Materials Assignment sheets located at the group work areas.
Their science book (for cloud pictures). Located at their desks.
Art supplies: Crayons, markers, watercolors, scratch paper and 1
large sheet of poster paper / group. These are located at each group
location. Teacher Computer to create grading rubric.
For cloud pictures and descriptions:

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Technology http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml
Cloud poster: http://www.urbanext.uiuc.edu/weather/2.html
Student
Technology None.
Differentiated
Instruction This should not be needed, as art is very subjective and skill level
does not apply. However, if any student needs additional assistance
with specific cloud characteristics, I will be available, and there will
be pictures available as well. Culturally
Responsive
Adaptations None. Clouds are universal.
Integration
(across and/or within)
Art and science. This also ties to our Language Arts read aloud
book- Cloudy With a Chance of Meatballs.
Reading and/or
Vocabulary
Strategies None needed for this activity.
Writing
Strategies None needed for this activity.
Difficulties
In Content This is a review of yesterday’s lesson. The concepts should be clear
and group members can help each other. Should students forget the
specific characteristics, they will be on our poster from yesterday, in
their science book and evident in the available pictures. Difficulties in
Management Students will be placed in heterogeneous groups by the teacher and
given the specific area in which their group is to work. Students will
each be given a group job which will also help keep the groups
working effectively. Additionally, each group will be presenting
their portion of the mural to the class, so they will want to do a
quality job. The most likely area of difficulty will be in sharing of
supplies and allocating individual space on the mural paper. The
materials manager for the groups should assist with this, and I will
be moving between the groups assisting as necessary should
difficulties arise. INSTRUCTION
Model of
Instruction Cooperative Learning
Clarify Aims &
Establish Set 5 minutes
“Yesterday we learned about four types of clouds. What are they?
(Wait for responses) Good! Today, we’re going to combine art and
science to make a classroom mural (a very big picture) that
incorporates the four types of clouds. I hope you’re ready to draw,
paint, color, and create! And guess what? Your finished product
will be displayed in the hall outside of our classroom so the other
students can learn about clouds AND see what great artists we are! Instructional 45 minutes

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Activities You will be working in assigned groups to make one portion of the
mural. In your groups you will need to draw both land and sky
elements. In the sky, you will be placing a specific type of cloud.
Be sure to accurately represent your clouds, because you will be
sharing them with the rest of the class to guess what type they are.
Do all clouds have rain? Do all clouds look alike? These are things
to keep in mind. You want to be very accurate in your drawings. I
have included reminders on your direction sheet at your group work
areas, but also feel free to look at our poster on the science bulletin
board, in your science book or at the additional pictures located on
the bulletin board. Also, be sure to talk with your group members
too. In each group you will choose one job, but you only have one
minute to do that. Let’s review the jobs. A material manager (wait
for responses) ---yes, helps with the supplies and sharing. The
encourager (Wait for responses)---yes, points out all the good things
the others in the group are doing and then talks about it, or gives a
compliment or a high five etc. The observer (Wait for responses)
watches to make sure all parts of the assignment are being done and
done correctly. This person will want to pay particular attention to
the specific types of clouds being drawn. Each of you will draw a
cloud on your picture, and help draw some portion of the land as
well. Feel free to fill in the rest of your picture any way your group
would like. There could be trees, flowers, roads, cars, houses etc.
You have a sheet of scratch paper at your work area to make your
plan on before placing on the final poster paper. The red group will
be meeting on the north end of the room, the green group in the
south end of the room, the blue group in the east end and the orange
group in the west. Do not move until I say “GO”. The groups are as
follows: (read off the group names and members from the attached
sheets.) OK, when I say so, you may walk quietly to your group area.
Any questions? (Answer as needed). “GO”. “You now have one
minute to choose your jobs, and write your name next to your job on
the assignment sheet at your work area. Thirty seconds. Five, 4, 3,
2, 1—OK, raise your hand if you do not have a job. Good, now you
should look to see what type of cloud you will be drawing. If you
have a question, be sure to ask your group members. I will only
answer questions that all members in your group have. You have 40
minutes to create the best cloud posters ever.
Closure 15 minutes
“Wow, what wonderful artists we have in this room. Now that we
have our group pictures done, we’ll have each group present their
picture to the class. (Have the class guess what type of cloud is in
the picture.) Point out all the specifics about your picture and cloud
type. Also, be sure to tell us who in your group drew which
elements. When we are finished, we will put all the pictures together
in the hallway, making a large mural of clouds. I will add labels so

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other students will be able to learn about clouds too.” Call up one
group at a time and ask each person to describe what they drew and
why. After each presentation, have the class applaud to recognize
the group’s and each individual’s efforts. “You have done a
wonderful job and worked well in your groups. Let’s go outside and
see what types of clouds we see, and then have a few minutes of
extra recess!”

Assignment See attached color sheet for group and individual assignments.




STANDARD 4: EARTH AND SPACE SCIENCE Grades K-2

EARTH AND SPACE SCIENCE – The student will observe closely the objects and
materials in their environment.

Benchmark 2: The student will observe and compare objects in the sky.

Grades K-2 Indicators Instructional Examples
The student…

1. observes and recognizes the sun, moon, stars,
clouds,
birds, airplanes, and other objects in the sky.


The student…

1. observes day and night sky
regularly.




Teacher Notes:

The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can
be observed and compared.

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Red Group
Bob, Sue and Jim
Jobs:
Materials manager ___________________
Encourager _____________________
Reporter _____________________

Cirrus Clouds

These are thin and wispy or curly and generally occur in fair weather.

6. 6
Green Group
Kaylee, Tara and Josiah

Jobs:
Materials manager ___________________
Encourager _____________________
Reporter _____________________

Cumulous Clouds

These are puffy cotton balls floating in the sky or piled up in the sky.

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Blue Group
Grace, Tim and Gabriel
Jobs:
Materials manager ___________________
Encourager _____________________
Reporter _____________________

Stratus Clouds
These are flat and/or layered, often dark, low-level clouds accompanied by light to
moderately falling precipitation. They can be uniform grayish clouds that often cover the
entire sky.

30 April 2006 to 3  December 2007
  Warrumbungles , NSW

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Orange Group
Carly, Tyler and Danni
Jobs:
Materials manager ___________________
Encourager _____________________
Reporter _____________________

Cumulonimbus Clouds

These are thunderheads.

Photograph by: NOAA

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Types of Clouds Poster 
Clouds come in many shapes and forms. Some are high in the sky, while others are so low
they touch the ground. No matter what shape or elevation, clouds form the same way, by
having water vapor condense onto small solid
particles like dust, sea salt, and pollution.
Clouds serve several important functions. One of
these is providing rain and snow. They also help
retain heat, so it doesn’t escape quickly back into
space. On hot days, clouds provide shade
There are three main cloud types.
Cumulus clouds are the puffy clouds that look like
puffs of cotton. Cumulus clouds that do not get very
tall are indicators of fair weather. If they do grow
tall, they can turn into thunderstorms. The bottom of
cumulus clouds are fairly close to the ground.
Stratus clouds look like flat sheets of clouds. These
clouds can mean an overcast day or steady rain.
They may stay in one place for several days.
Cirrus clouds are high feathery clouds. They are up
so high they are actually made up of ice particles.
They are indicators of fair weather when they are
scattered in a clear blue sky.
Nimbus is another word associated with clouds.
Adding "nimbus" means precipitation is falling
from the cloud.
Cumulonimbus clouds are the "thunderheads" that can be seen on a warm summer day and
can bring strong winds, hail, and rain.
Nimbostratus clouds will bring a long steady rain.




Cumulus Clouds

Cumulonimbus Clouds

10. Rev. 10-28-09 tg
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Cooperative Learning Lesson Plan - Criteria for Eva luation



Domain Unsatisfactory Basic Competent Target
PLANNING
0 points
1 point
2 points
3 points
Explanation:
Relationships to
curriculum goals
and other subjects
Thoughts and ideas for how
this lesson will relate to
other situations are not
stated
An attempt is made to relate
the lesson to the broader
curriculum, but connections
are very vague
Candidate is able to relate the
objectives for this lesson with
other lessons the student has had
or will observe in the future
Candidate has a clear under-
standing of the “big picture” and
is able to describe how this lesson
is connected to other content

Goals/Objectives
Candidate does not list any
goals and/or objectives
Goals and/or objectives are
vague, unclear, or may be
difficult to assess/measure
Candidate has well defined
objectives that would be easily
measured and/or assessed.
Objectives are well defined,
content related, and will be easily
measured and/or assessed.
Assessment
(Make sure the assessment
matches the objectives)

No thought is given to
assessment
A description of how and
what to assess is included
Clear procedures, a copy of the
assessment, scoring guide (key)
Clear procedures, copy, answer
key, good alignment to objectives
Connected to P-12
state curriculum
standards
No connection between this
lesson and state or national
standards exists
The relationship to the
standards is attempted, but
vague or unclear
The objectives for this lesson are
clearly connected to standards-
grade and content are identified
Clear connection to curriculum
standards and grade level, and a
highlighted copy is included
Instruct. Materials
and Resources
None listed or none are
needed
Items needed are listed and
copies are attached
Items listed, references listed,
copies attached
Items listed, references listed and
described, all copies attached
Difficulties
anticipated
No anticipation of difficulty
is documented
Candidate predicts possible
difficulties that may arise
Difficulties are predicted and
possible solutions listed
Difficulties (and solutions) listed
relate to both content and control
INSTRUCTION
(This must be written so that a substitute could te ach the lesson – be detailed!) (Identify the specif ic phases on the lesson plan)
Clarify Aims and
Establish Set (anticipatory set)
No documentation is found
for how the candidate will
establish the set
Candidate lists some way to
try to set the stage for lesson
Clear description is provided for
clarifying aims or establishing
set/engaging the students
Clarify Aims (clear statements on
what & why),Connect prior know
ledge, Establish set - engage class
Present Information

(verbally or text)
(major bulk of content)
No clear sequence of
events is established
Confusions over tasks
General flow & resources are
described with an overview
of expectations
Specific sequence of events,
expectations are clear, resources
(text/verbal/other) are identified
Specific sequence, clear
expectations, identified resources,
ideas for reading strategies
Organize into teams
(plan for space/time)
Assist the teams

No clear direction for
organizing into groups
No plan to assist teams
Candidate lists a general way
to organize teams, but is not
clear or specific
Student teams are heterogeneous
Specific organizations for teams
Plan for assistance is described
Heterogeneous teams, detailed
organization, ideas for assistance
given, specific roles assigned
Test or Presentation
Provide Recognition
Not addressed Attempts to check under-
standing/recognize student
Specific ways to check under-
standing and recognize work
Checks comprehension, plans to
recognize groups and individuals
Assignment Not addressed Assignment is described but
no copies included
Assignment and instructions are
described, copies attached
Assignment w/instructions,copies
attached, aligned w/objectives
Closure Lists no clear method for
providing closure
Ends group work, but does
not bring closure
Lists a plan to bring closure to
the group work &/or lesson
A creative way to close and
summarize the lesson is explained
Total points earned: ______/36 points