BLM T-20 Lesson Plan Template #1 - DOC

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BLM T-20 Lesson Plan Template #1 - DOC Powered By Docstoc
					                                         Kristi Larsen’s Inquiry Lesson
                                                    FOCI 270
                                            PLANNING THE LESSON

Grade: __6_____________________________________                   Title of the Lesson: ___________________________
Curriculum Area: _Science and Technology___________               Unit of Study: _Diversity of Living Things___________

Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating?
- science: culminating (have already been studying characteristics of a variety of living things; aware of upcoming project)
- inquiry: introductory/middle (have some experience with jot notes, but not with a research project of this size)
Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?

Academic:                                                                           Social:
- teach students to take organized notes from more than one source so that          - demonstrate a positive attitude towards
they can complete a research project on an animal of choice                         inquiry and project-based learning
- formulate questions about and identify the needs of different types of            - take ownership of chosen topic
animals, and explore possible answers to these questions and ways of                - show initiative in brainstorming ideas and
meeting these needs                                                                 finding information related to topic

Assessment Strategies: How will you assess the learning expectations?
     Observation                          Learning Log/Journal                     Presentation/Performance
   Anecdotal Notes                        Self-assessment                          Audio/Video/Technological Presentation
   Work Samples                           Peer-assessment                          Project (in the end)
   Interview/Conference                   Rubric                                   Oral Reports
   Checklist

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?

- students will hand in their jot notes along with their completed project
- I will be asking for student input throughout the lesson



Modifications: How will you change the lesson to meet the needs of individual students?
  Increase time, space, amount        Scribe                                  Use manipulatives
  Decrease                            Oral explanation                        Include visuals
  Change                              Peer tutor/Partner                      Extend



Materials/Resources: What will you need to prepare in advance?

     Teacher Resources                Human Resources                   Student Materials                   Equipment
- overhead of short (1/2                                          - short (1/2 page) non-fiction   - overhead projector
page) non-fiction excerpt                                         excerpt about an animal
about an animal                                                   - highlighters
- overhead of mind map                                            - graphic organizers
- overhead on which to write
notes made from excerpt
- handout: graphic organizer
Personal Notes/Reminders/Homework/Other Considerations:

                                                                                                                    (continued)




               Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.
                                        DELIVERING THE LESSON
Timing   Grouping*    Mental Set:                                                                   Materials/Resources
         W   S    I   - ask students about the kinds of questions that they may have
                      as a result of the information they’ve been learning about the
         X            diversity of learning things
                      - remind them that they will be completing a research project on
                      an animal of their choice where they will have the opportunity to
                      find the answers to their questions
                      Sharing the Purpose/Objectives:
                      - let students know that in this project they will be required to use
                      more than one source of information  as such they will need to
                      learn some ways to organize their information so that it will be
         X            easier to write the final product




    Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.
    X             Body: (Input, Modelling, Check for Understanding, Guided Practice,
                  Independent Practice)

                  Activity Before Learning:                                                     - handout: non-fiction
                  - give each student a copy of the short non-fiction excerpt about             excerpt
                  an animal
                  - read excerpt aloud as a class
                  - have students highlight the information that they feel would be
                  important for a project like the one they will be doing (they are
                  already aware of the assignment, and have learned how to take
                  jot notes)                                                                    - overhead projector
                  - have a class discussion to summarize the points that they                   - clear overhead and
                  highlighted, which the teacher will write in point form on a clear            marker
                  overhead
                  - when finished, discuss why it might be difficult or easy to
                  organize their notes from different sources when writing the
                  rough draft of their project

                  New Learning:
                  - model ways to organize notes with the class (on the overhead)               - clear overhead
                  using the same animal excerpt, using suggestions from the                     (now with notes on it)
                  students
                  - teach the following organizational ideas:
                        Create a mind map of the subjects/topic headings that                  - overhead with mind
                           they would like to find out about their animal (review)              map on it




                          In the circle of each topic, have students brainstorm
                           important questions that they want to answer
                          Circle each topic with a different colour so that notes can
                           be colour-coded
                          Use a different page for notes from each resource
                          Write the resource at the top of the page so that they do
                           not forget
                          When taking notes, write the page # in the left margin
                           and highlight with the colour that represents the category
                           it relates to (this makes it easier to locate similar
                           information later)
                          Model this process using the excerpt on the overhead
                           with coloured markers
                          Show students that when they are writing their rough
                           draft, they can cross out the coloured page # after they
                           have included it in their writing (this process will be a
                           separate lesson when they reach that stage)

                  - provide students with reproducible graphic organizers or let                - graphic organizers
                  them make one that works for them


Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.
                    I    Closure:
                         - allow students to begin working on mind map (i.e. choosing a                - graphic organizers
                         topic, subtopics, questions, etc.)

*Grouping: W = Whole class; S = Small group; I = Independent




       Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.

				
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