Lesson Plan Format - Example 1
Shared by: whattaman
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.