LESSON PLAN TEMPLATE –Biology Program Area, Winthrop ...



LESSON PLAN TEMPLATE –Middle/Secondary Science Program Area*, Winthrop University 8/2016

Intern_________________ School___________________Block_________ Subject_____________ Mentor Teacher____________ Date________________

Central Focus/Question_____________________________________________________

I . Overview

|A. National/State Standards (as required by subject area) |B. Objective(s) |C. Assessment of Objective(s) |

|National Standards (aligned to NGSS disciplinary core idea | | |

|standards): | | |

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|South Carolina Academic Standards (2014): | | |

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|ning/documents/South_Carolina_Academic_Standards_and_Perform| | |

|ance_Indicators_for_Science_2014.pdf | | |

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E. Student Prerequisite knowledge (use Supporting documents to see what they should have learned in previous grades and also consider what they have learned so far in the course):

F. Academic Language Functions and Supports (include vocabulary, discourse and/or syntax of lesson and language supports that will be used)

II. Instructional Plan

A. Materials –also attach or include any instructional materials or assessments

B. Safety Precautions

i. Consider materials used (preparation, disposal etc.):

ii. Discuss relevant safety equipment used:

iii. Ethical treatment of living things if applicable:

C. Procedures-written so anyone can implement

• Introduction/ ENGAGE

• Steps of Instruction (try to include aspects of Explore, Explain and Elaborate and incorporate science and engineering practices)

• Closure (find a way to recap the central focus/big ideas)

• D. Accommodations/Modifications (make sure they are lesson specific and take into account individual needs as applicable)

IV. Resources for this Lesson:

QUESTIONS TO CONSIDER WHILE CREATING LESSON PLANS

1- What is the central focus/ question (i.e. big idea) for this lesson or set of lessons?

2- Will this lesson be co-taught? If so, in what way?

3-Are the lesson objectives specific, measureable, and directly aligned with curriculum standards?

4- What teacher and student materials are needed for this lesson?

Include specific learning technologies needed.

5. Consider the following about academic language:

• What is the key language demand?

• What academic language will you teach?

• What are the key vocabulary terms/concepts/symbols?

• How will students practice content language/vocabulary to develop fluency?

6. Consider the following about formative and summative assessments.

Formative

• How will students demonstrate understanding of lesson objective(s) and monitor their own understanding, fluency, etc.?

• How will you monitor and provide feedback to students regarding strengths and needs?

• How are students supported to apply feedback?

Summative

• What evidence will you collect to document student learning and mastery of lesson objective(s)?

• Specifically identify what is required to determine mastery.

Why are you assessing students this way?

• Think about connections between practice and theory and make connections to knowledge of students.

7. Consider the following about Instruction:

Engage/Opener

• How will the opening peak student interest? Is it connected to everyday life and help show the importance of the topic?

• Are there connections between objectives and students; personal, academic, and cultural/community assets?

• How is prior knowledge activated?

• Is there a way to include science and engineering practices (inquiry)?

Procedures/Learning Tasks

• Provide specific details of lesson content and delivery (so anyone could implement).

• How do interactions facilitate concept development?

• Are you including science and engineering practices (inquiry)?

How will you accommodate your instruction?

• Provide evidence of various opportunities to engage ALL students with the content, process, product, and learning environment.

• Provide specific evidence for how the content, process, product and/or learning environment will be adapted for individual student needs.

Questions/Activities for Higher Order Thinking

• How is a challenging learning environment constructed?

• How is respect for varied perspectives supported?

• How are extensions of prior knowledge framed?

Closure

• Did you include a check for individual student understanding of lesson objective(s)/the “big idea”?

• Also might forecast connection to future learning.

Why are you instructing students this way?

• Think about connections between practice and theory and make connections to knowledge of students.

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