Lesson Plan Format - Example 1

							                               Scientist Book Groups
                                 Brandee Mitchell

Curricular Area: Science      Grade: 7th Grade       Date: November 14-17, 2006

Activity/Focus: Reading about different scientists to see their accomplishments,
obstacles, and characteristics

I. Wisconsin Model Academic Standards
    1. B.8.1 Describe how scientific knowledge and concepts have changed over time in
       the earth and space, life and environmental, and physical sciences.
    2. B.8.2 Identify and describe major changes that have occurred over in conceptual
       models and explanations in the earth and space, life and environmental, and
       physical sciences and identify the people, cultures, and conditions that led to these
       developments.

II. Objectives
    1. Students will as a group read an assigned book (June 29, 1999, Snowflake
       Bentley, or The Librarian Who Measured the Earth).
    2. Students will compare each group member’s worksheet for the book to make sure
       they all have the same information.
    3. Students will construct a story map and presentation for their book.
    4. Students will prepare and present their book to the class.

III. Materials
    1. Books (June 29, 1999, Snowflake Bentley, or The Librarian Who Measured the
       Earth)
    2. Worksheet for each book
    3. Poster paper
    4. Markers
    5. Scissors
    6. Glue
    7. Construction Paper


IV. Procedure (including the anticipated time frame for each segment)

       Induction (beginning/anticipatory set) Anticipated time: 5 minutes
          1. Review over “Starry Messenger” and the characteristics of Galileo
              Galilei.

       Sequence (order of activities) Anticipated time: 70-75 minutes 1st day and 45
       minutes 2nd day
          1. Break tables up into three groups.
          2. Assign each large group one of the three books. Pass out the worksheet
              along with it.
          3. Have them read alone first and fill in their own sheet and then work as a
              team to fully complete the worksheet.
          4. Remind them that they will be teaching the rest of the class about the book
              and helping them complete the worksheet on their book in a jigsaw the
              following class period.
           5. Visit each group to see what they have filled in on their worksheets. Work
              with them if they need help getting all the key points.
           6. Give each paper a stamp once they have it completed.
           7. Have them begin to think of an idea as a group for a story map to present
              to the class after the jigsaw.
           8. On next class period allow them time to finish up on poster. Have each
              group refer to the presentation checklist poster in back of room for
              presentation requirements that they will be graded on.
           9. Once poster is completed and jigsaw is complete with entire class (see
              other lesson plan for jigsaw instruction); have each group present their
              book to the class. The presentations should be no longer than 15 minutes.

       Closure (summary of learning) Anticipated time: 5 minutes
          1. Have each group clean up work area, put away supplies and throw away
             garbage.
          2. Collect posters in a central location.
          3. Don’t let anyone leave until their area is clean.

       Transition Anticipated time: 1 minute
          1. Remind them they will finish up on posters, jigsaw with the other book
             groups, and present their books to the class.

V. Evaluation
       1. Formal grading of worksheet for each book and their presentations.
       2. Walk around and informally grade students on their effort working as a group;
          teamwork is part of their presentation grade.

IV. Reflection
        Remind students that they may not always be working with people they like
           but they need to work as a team to come up with a final product (complete
           worksheet and presentation).
        If only have a small number of books for a certain title, try to arrange groups
           so that everyone will have a fair chance to see and read the book all at once.
        Work with each group on worksheet before they get a stamp.
        Good job and working with each group one on one.
        Give them a few more ideas and explanations as to what is expected for the
           presentation.
        Most students enjoyed all the books.