Final Open 3

Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans

_____________________________________ Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who are you teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

Second grade students

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? One instructional aide

Be able to identify different types of penguins as well as understand the similarities and differences between penguins What is the long range goal(s) that is tied to this lesson?

The students will be able to make a Radial Diagram on Microsoft Word and then fill out the Radial Diagram with at least 2 facts about each penguin. What is the specific learning objective(s) for this lesson?

This will be a unit. There are no prerequisite skills needed. I will teach students al l they need to know What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

This would be taught on one of

the last days of the unit When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This will be a one or

two day lesson taught at the very end of the unit. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom,

In the classroom. I will need my computer and a projector. Technology will be used because I will be allowing my students to use Microsoft Word. science lab…) AND what materials will be needed? How will technology be incorporated into the lesson?

Students learn about living and nonliving things in Science. We do a whole unit on penguins in 1st grade. It is important for students to know this information Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

because they need to be able to distinguish between two similar animals and then generalize all the information they learned in Science to other content areas. 3.3 Biological Science 3.3.4.A Know the similarities and differences of living things. Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat. How does this lesson relate to the PA Academic Standards?

It will relate to their Reading Story and Math word problems and there will be many Science lessons on Penguins How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

There will be assessments throughout the unit, for example: naming parts of penguins, naming different types of penguins and etc. At the end of the unit, students will create their own word document showing an understanding of the similarities and differences of two penguins How will you determine if students have met the lesson objective? (Think assessment)

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…) I

will use a variety of methods. I will lecture in a small group setting, they will have the opportunity to work independently and with cooperative learning groups, I will use visuals such as Photo Story and PowerPoint and Word documents.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action

______________________________________ LESSON PREPARATION Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

3.3 Biological Science 3.3.4.A Know the similarities and differences of living things. Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat.

Lesson Objective(s) (Stated in observable and measurable terms)

The student will be able to know and list the similarities and differences of living things by completing a radial diagram with 90% accuracy. The student will be able to identify 4 different penguins that were presented to them with 95% accuracy. The student will be able to list one characteristic of each penguin with 90% accuracy Assessment Plan (What will be done to determine if lesson objectives have been met?)

I will use a variety of methods. I will lecture in a small group setting, they will have the opportunity to work independently and with cooperative learning groups, I will use visuals such as Photo Story and PowerPoint and Word documents.

Materials:

Teacher computer, student computers, paper, pencil, projector Inclusion Techniques for Students with Special Needs:

This whole unit will be taught in a small group setting so students will have plenty of one on one instruction with the teacher. There will be an aide in the room if students have extra questions or need extra help. If students are having trouble, they may identify only 2 or 3 penguins instead of 4. If they have trouble with a computer, I could print out the radial diagram and let them fill it out with paper and pencil. Enrichment Techniques:

If students get done early, they may research other penguins. If they get done with their word project early, they may add pictures for extra credit. Students who are finished early may help students who are having problems Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

This whole unit will be taught in a small group setting so students will have plenty of one on one instruction with the teacher. There will be an aide in the room if students have extra questions or need extra help. If students are having trouble, they may identify only 2 or 3 penguins instead of 4. If they have trouble with a computer, I could print out the radial diagram and let them fill it out with paper and pencil.

______________________________________ LESSON PRESENTATION Introduction/Motivational Activities/Anticipatory Set: We will review our KWL chart and look at our Photo Story to remind us of the different types of penguins. We will review our Power Point to remind us of different characteristics of each penguin. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

1. Review KWL Chart 2. Review Photo Story 3. Review Power Point 4. Students will have an assignment to complete a Radial Diagram on Microsoft Word. They will have to make a Radial Diagram on Microsoft Word. We will practice this together and then they will try this on their own while following written directions. They may complete the Radial Diagram on the computer by typing in their answers or they may print out their diagram and write in the answers. They must list at least 2 facts about each penguin. They may use their notes or classroom charts for this. If they get done early, they may add pictures or “spice up” Microsoft Word for extra credit. 5. In journals, they must reflect on the unit. What did they like? What did they not like? Do they have any suggestions for when the teacher teaches this unit again? Guided Practice/Independent Practice/Assessment Activities

As a group, we will review KWL chart, Photo Story and Power Point Independently, students will write in their journals and complete Radial Diagam Assessment would be taken by whether or not the student participated and followed directions while reviewing, attempted their journal entry, and a formal assessment will be done on their Radial Diagrams. There will be a rubric to help grade this. Closure:

Have students share thoughts that they wrote in their journals.

Lesson Planning Waynesburg University Post-Instructional Reflections and Evaluation: Using self-evaluation to enhance professional development

______________________________________ What do I think about the overall lesson?

What were the lesson strengths, and what were the lesson limitations?

What if anything was missed/omitted during the pre-instructional planning?

What if anything was missed/omitted during the writing of the lesson plan?

Were the lesson objectives met?

What facilitated and/or hampered efforts to achieve the lesson objectives?

How effective was the Assessment Plan?

What facilitated and/or hampered the implementation of the Assessment Plan?

Did the lesson accommodations and modifications and the inclusion and enrichment techniques enable ALL students to gain access to and participate in the lesson?

If I were to teach this lesson again, what would I do differently?