Candidates regularly assess individual and group performances to design and modify instruction to meet learners’ needs in each development area (cognitive, linguistic, social, emotional, and physical). 

SWBAT: utilizing the 5W’s and H to ask and respond to questions to determine facts about the invasive species (mynah birds) and summarize their finding. 

Learning Activities
Focusing Event:
Who Am I? Students will be introduced to this game using their prior knowledge of identifying animal posts on their foreheads with questions asking for clues. 

I do:
Introduce the theme. Introduce the lesson for Day 1. Read the article "Indian Mynah." Explain the key factors from the article. Explain the 5W's and H strategy.

We do:
Use the 5W's and H strategy to formulate questions with group members. Answer questions that were formulated. Share questions and answers with the whole class.

They do:
Summarize their findings.

Closure:
Exit ticket: State one question you formulated in your group.
Integration:
Technology, Science & S.Studies
Evaluation:
85% of students will formulate and answer questions indicating their understanding of the text, while 15% can only formulate with no response, which suggests no comprehension whatsoever.
Differentiation Plan: 

Audio
Engaging in discussions or group activities can help process information by hearing it spoken aloud.
Visual
The article Indian Mynah will be projected on the board, and charts to be visible for students to see. 
Kinesthetic
Create a 5W’s + H Poster

Candidates incorporate strategies, support students' development of mathematic skills, access resources, and design instruction that uses each learner’s strengths to promote growth. 

SWBAT:
compare data/statistics on the population of Mynah Birds in American Samoa using a graph.

Assessment:
Graphing

Learning Activities
Focusing Event:
SORTING: The teacher will group students into groups of 3. Each group will receive a bag of M&M’s and be tasked to sort them in colors utilizing three different graphs

I do:
Display and explain the collected data on myna birds to the students  

We do:
Students will work in the 5 stations set up by the teacher. Each station is a different type of graph which they will utilize to graph the Myna bird population. They will rotate clockwise when the time is up.

They do:
Students will compare the difference of the population between the villages collected.

Closure:
Choose five volunteers to present their different graphs to their classmates

Integration:
Technology, science, art

Evaluation:
90% of students mastered the objective, while 10% of students needed further assistance

Differentiation Plan: 

Audio
Engaging students in discussions or group activities can help them process information by hearing it spoken aloud.

Visual
The collected data  Myna Bird Collected Data will be projected on the board for visual learners. Copies of different types of graphs (Pie Graph, Column Graph, Bar Graph, Line Graph, and Pictorial Graph) will be visible either distributed to them or on the board.

Kinesthetic
Make use of the technology utilizing Google Sheets to work on graphing. 

The teacher uses various methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments. 

SWBAT: Generate a trap to prevent the Myna bird population in our environment.

I do:
Discuss and share information on how myna birds affect our health and environment with the students. Talk about ways to prevent the growing population of Mynas in American Samoa.

We do:
After watching the video clip, students will generate traps to prevent the growing population of mynas on the island. 

They do:
Students will work in groups of five to generate and create myna traps using the tools and materials provided

Closure:
Exit Ticket: To close the lesson, ask: What is the best solution to prevent the growing population and human health issues from mynas on our island?

Benchmark 6.4.2:
Investigate ways environmental factors and processes influence human settlement and activities in different places and regions (e.g., bodies of water, landforms, climates, vegetation, etc.).
Hawaii Teacher Performance Standards (HTPS)
Standard 3: Collaborative Learning Environment

Candidates know what to do with the classroom learning environment for students to understand their learning goals and can act accordingly. 

SWBAT:
Using a map, record the findings of Myna Birds within each particular area in American Samoa.

Assessment:
Questions/Answers
R.A.F.T. (Role, Audience, Format, Topic) Writing

Learning Activities

Focusing Event:
Where Am I? This activity will help students with their prior knowledge of the island of Tutuila and some of its landmarks or surroundings. Students will be in five groups of three. Each group will be given five pictures of different sceneries and a map of the island of Tutuila (Sceneries). They will place the scenery on the map so that they will sort, discuss and choose what and why that scenery is important to them or the island. They will share their findings with the class. 

I do:
Distributes the data, map & article or have them look it up on their laptops.
Discuss the pages given and what the data means.
Explain their task using the data given on the pages.
Reiterate to the students that they will do something similar to what they did in the focusing event, but this time it is from the data, not the pictures.
The teacher will monitor students' work.

We do:
Divide the class into five groups of three. Each group will have a copy of the map, laptops, data and article. 
Discuss the data given.
Each group will present their work as a group presentation.

They do:
They will look at specific areas of the island where the myna birds are settling more, and record the findings in that particular area on the map. The areas are Fagatogo, Fagasa, Utulei, Gataivai, and Futiga. They will present their maps and their conclusions afterward.

Closure:
Their Ticket out is to write a reflection(RAFT) on what they have learned from the myna birds and their settlement.

Integration:
Reading, Technology, Art, & Math

Evaluation:
89% of students mastered the objective, while 11% of students needed extra assistance.

Differentiation Plan:

Audio: Students participated in discussions: Engaging in discussions or group activities can help process information by hearing it spoken aloud.
Visual:  Myna Bird Collected Data

This data will be distributed together with other handouts for the activity that will be done for the lesson.

The plain map together with other materials will be used to display the area where the settlement of the myna birds is being collected and recorded.

Standard 8: Students inquire how organisms and populations of organisms obtain resources from their environment,
6.8.2 Describe coral reefs as ecosystems within ecosystems. (Myna birds)
Hawaii Teacher Performance Standards (HTPS)
Standard 3: Collaborative Learning Environment

Candidates create collaborative learning lessons that encourage intrinsic motivation, social interactions, engaged learning, and a safe physical and emotional environment for students.

SWBAT: Identify the cause and effect of Myna Birds in our territory
Assessment:

(in the style of DUCK, DUCK, GOOSE)  

I do:
The teacher will review the cause and effect organizer, distribute the article entitled: Invasive Myna Control in American Samoa, and analyze key facts about the article

We do:
Divide students into five groups of three. Provide each group with chart papers and markers to complete the cause and effect organizer. Using the chart paper, each group will identify the cause and effect of the Myna birds from the article and present their findings.

Independent Practice:
Students will write a summary of the cause/effects based on what they learned during group work.
Closure:

Integration:
Reading, Technology, and Art
Evaluation:
90% of students will master the objective, while 10% need further explanation.
Differentiation Plan: 

Audio
Students participated in discussions: Engaging in discussions or group activities can help process information by hearing it spoken aloud.
Visual
As you introduce cause and effect, an anchor chart can help reinforce the concept. They’re great to refer back to when reviewing and are helpful for kids to look at when working independently.
Kinesthetic
Ahead of time, write causes on sentence strips and matching effects on other sentence strips. Make sure there are enough for your whole class. Pass out a sentence strip to each child with a cause or an effect. When you say “go,” have the kids walk around until they find a match. When they’re done, they can quickly share their answers. This cause-and-effect lesson is a great way to get kids out of their seats and moving.