# Case Study: Cooperative Learning

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¶ … Cooperative Learning Science Model for Grade 2

Cooperative learning is effective because it brings together students with different abilities and allows them to work together to achieve their goals and improve their learning abilities. It encourages students to help one another which not only improves learning but also improves social skills. According to Kagan (1994) "Research has shown that cooperative learning techniques:

promote student learning and academic achievement

increase student retention

enhance student satisfaction with their learning experience

help students develop skills in oral communication

develop students' social skills

promote student self-esteem

help to promote positive race relations"

It seems clear from the majority of educational research children learn most effectively when engaged in assignments that are both collaborative and participatory. All of the above-mentioned advantages of cooperative learning can enhance the learning and the teaching experience. Teachers do not want to be bored or unenthusiastic about a lesson any more than their students do. By creating exciting learning activities that children at different levels of aptitude can work together on, teachers can feel confident that their students are learning in the most effective way possible.

Science is a subject that lends itself especially well to cooperative and participatory lessons. As such, I have devised the following cooperative learning model that promotes students working together, and helping each other solve problems, while approaching learning from a real world perspective.

Science- Grade 2

Key Concepts: _Magnetization

Science Objective:

Students will learn the basics of scientific methods for science inquiry: i.e. state the problem, formulate the hypothesis, conduct the experiment and analyze and verbalize the results

Language Objective:

Basic: Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary words.

Higher: Students will be able to articulate their discoveries verbally and in writing.

Materials:

3 different sized magnets (each student will have 1 size)

A box of paper clips for each student

Science Voc.

Problem

Hypothesis

Experiment

-- Magnetic attraction

-- Magnetic strength

Basic Voc.

Magnet

Paper clip

Chain

Attraction

Strength

Lesson

Lesson Introduction: Strategy: Anticipation Guide

Teacher will explain the basics of magnetization

Teacher will ask students to hypothesize (guess) how many paper clips they think their magnet will be able to pull as a 'chain'

Teacher will ask students to write this number on their anticipation guide

Lesson Focus: Strategy: Cooperative Learning

Teacher will divide students into groups of three, each with a different size magnet

Teacher will tell the students to go ahead and start hooking paper clips to one another, by attaching the first one to the magnet and making a 'chain'

Students will write the actual number on their anticipation guide and observe the other students in their group as they perform the same experiment

Lesson Closure: Strategy: Cooperative Learning

Teacher will inform students that this how a scientific experiment is conducted, scientists begin with an idea they plan to test or measure

Teacher will have the already divided student groups discuss what they learned

Assessment

Whole Class: The class as a whole will learn about the basics of magnetization

Cooperative Groups: Students will be broken up into groups to do the experiment and for discussion

Individual: Each student will decide for him or herself how many paper clips to predict

Lesson Extensions: Teacher could hold a contest to see which student's prediction is the most accurate and give that student a prize

Anticipation Guide

Name____ Date

Prediction

How many how many paper clips do you think your magnet will be able to pull as a 'chain'?

Is your magnet the smallest in your group, the biggest, or in the middle?

Do you think the size of your magnet will make a difference in how many paper clips it will carry as a chain?

Why or Why Not?

After the Activity

How many paper clips did your magnet carry ?

Did the size of the magnet will make a difference in how many paper clips it was able to carry as a chain?

Why or Why Not?

Science- Grade 2

Key Concepts: _Sound/vibration

Science Objective:

Students will learn the basics of scientific methods for science inquiry: i.e. state the problem, formulate the hypothesis, conduct the experiment and analyze and verbalize the results

Language Objective:

Basic: Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary words.

Higher: Students will be able to articulate their discoveries verbally and in writing.

Materials:

3 rubber bands of different sizes (thicknesses)

1 shoebox

Scissors

Flipchart

Science Voc.

Problem

Hypothesis

Experiment

Basic Voc.

Sound

Vibration

Pitch

Rubber bands shoebox

Lesson

Lesson Introduction: Strategy: Anticipation Guide

Teacher will explain the basics of sound and vibration

Teacher will, in front of the students, cut three slits into the shoebox.

Teacher will then stretch each of the 3 different sizes of rubber bands around the box, tucking them into the slits.

Teacher will ask students the following question: "Does the size of the rubber band affect the pitch of the sound that it makes when it is plucked and vibrates against the box?"

Teacher will ask students to formulate a hypothesis and explain that this means they must decide whether they think the answer to the question is "yes" or "no" using the anticipation guide.

Teacher will create a T-chart- students vote either "yes" or "no" on chart paper using sticky notes with their names.

Teacher will break students up into two groups -- those who think the answer is "yes" and those who think the answer is "no"

Lesson Focus: Strategy: Cooperative Learning

Teacher will use a flipchart that is divided into two columns: "size of rubber band" and "pitch." The chart is also divided into 3 rows describing the size of the rubber band, small, medium and large

Teacher will then ask one person in each group to come to the front of the class and pluck each rubber band individually

After each size is plucked by both students, the teacher will ask students if the sound they heard was high pitched or low pitched, using inflection in his or her voice to emphasize the difference.

Once the students recognize the state of the pitch the teacher will write it on the flipchart

Teacher will ask students to fill out the rest of the anticipation guide.

Lesson Closure: Strategy: Cooperative Learning

Teacher will inform students that this how a scientific experiment is conducted

Assessment

Whole Class: The class as a whole will learn about the basics of sound vibration as it relates to pitch

Cooperative Groups: Students will be broken up into groups to do the experiment and for discussion

Individual: Each student will decide for him or herself whether to answer yes or no

Anticipation Guide

Name____ Date

Prediction

Do you believe that the size of the rubber band will affect the pitch of the sound that it makes when it is plucked and vibrates against the box?

Yes ____ No

Why or Why Not?

After the Activity

Did the size of the rubber band affect the pitch of the sound that it made when it was plucked and vibrated against the box?

Yes ____ No

Why or Why Not?

Science- Grade 2

Key Concepts: _"Mystery Substance"

Science Objective:

Students will learn the basics of scientific methods for science inquiry: i.e. state the problem, formulate the hypothesis, conduct the experiment and analyze and verbalize the results

Language Objective:

Basic: Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary words.

Higher: Students will be able to articulate their discoveries verbally and in writing.

Materials:

Corn starch

Green food coloring

Water

Plastic cups

Spoons

Flipchart

Science Voc.

Problem

Hypothesis

Experiment

Basic Voc.

Substance

Texture

Liquid

Solid

Lesson

Lesson Introduction: Strategy: Anticipation Guide

The students will make their own "Mystery Substance" by working together in small groups of four.

The teacher will have set up four areas with tables for each group to work

Each table will have a plastic cup, tablespoon, a bowl of corn starch, green food coloring, and water (all labeled).

Teacher will ask students to write down on their anticipation guide five words that they predict will describe the texture of the substance that will result from all of these ingredients mixed together. Teacher will give examples such as sticky, warm, cold, mushy and hard

Lesson Focus: Strategy: Cooperative Learning

Teacher will show the whole class a chart with the following simple directions listed:

Mix four tablespoons of corn starch with two tablespoons of water.

Add a drop of green food coloring and mix.

Teachers will ask students to 'dig in' to the mixture with their hands and really feel the texture

Teacher will ask the students to write down five words that actually describe the mystery substance, telling them that they can use…
[END OF PREVIEW]

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