Diana Hall Christina Davis EDUC 2040 4/20/11 Week 13 Reflection: Ch. 10- Planning and Conducting Instruction- Developing a Lesson Plan For this lesson plan, think of a current topic/unit in your Field Experience, a topic of interest to you, or a topic you are currently learning how to teach in another EDUC course at Century. This is not a formal lesson plan. It was created using Burden’s Chapter 10 as a guide to what will make a difference in managing instruction and student behavior. Be sure to follow along in your text as you develop your lesson. Read Ch. 10 and complete the following lesson plan. Turn the lesson plan in to the dropbox for grading Upload in your eFolio as an artifact for any Standard/Competency related to “Planning and Conducting Instruction”. Lesson Topic: Volume Age/Grade Level: Third Grade Beginning of Lesson: Page 200 1.What/how might you need to “review” first? A good review before the start of a new lesson about volume will be of surface area and the formula to finding the area of a space. A short review of the formula will help to refresh the students’ memories, and then a short game of Surface Area Smackdown. The students will have to find out the surface area for their teams block or “boxer” for the game. The students will get into four or five small groups. They will each be given a block (boxer) of varying size, and they will have to find out the surface area for their block (boxer). Each group will then say their answer and how they found their answer, and the block (boxer) with the highest surface area wins. There will be different size blocks for each round of Surface Area Smackdown. This activity will go on long enough for each group to have a winning block. (I will know which blocks (boxer) in each set of blocks for each round.) 2.Establishing Set - How will you motivate/capture student interest as an introduction to this topic? To introduce the topic of volume, I will stand in front of the class wearing a pair of rain boots and a rain jacket. I will have the students pass around a small jar full of M&M’s around. I will have the students make a guess as to how many M&M’s take up the volume of the jar; they will write down their guesses and hand them in. I will tell the students that near the end of class I will tell them the answer and whoever is the closest will win the M&M’s. I will then go on to ask them if they think guessing is a good way to find the volume of an object. I will have several different sized containers paired one half full of water and the other without. As I hold a discussion on if it is a good idea to guess the volume of a container or object. I will start to pour one into the other and as some overflow all over the floor and others fall short, I will introduce the concept that not all containers or objects have the same volume. I will explain that it is important to be able to calculate the volume of a container in order to not make a mess out of the floor, or to have enough of something so you are not without the amount you need. I will explain to the students that we will be learning how to calculate the volume of containers much like we learned how to calculate the Surface areas of shapes and objects. I feel that having the induction set designed as so, I will be getting the students interested in the lesson topic, as well as, giving a sufficient explanation of the lesson activity. I feel that the set induction is connected to the lesson idea along with it being related to the students’ lives and prior lesson ideas. 3. Lesson Objectives- Your goals: What do you want the students to know how to do once they are done with this lesson. The students will: learn that the definition of volume is the amount of space occupied by an object. The will also learn how to calculate the volume of basic cubes, and for advanced students the opportunity start learning how to calculate the volume of a cylinder. 4.Materials Needed- The materials needed to teach this lesson would be some manipulatives, such as: different sized cubical containers, small blocks (used to fill the containers showing students a visual of volume), paper, pencils, cylinder containers, and towels to dry the floor from the induction set. 5. Give an example of clear and focused “Directions” for this lesson- I want you to carefully pass the jar of M&M’s around the classroom. Look at the jar, but do not open it. I would like everyone to get a chance to look at the jar. Do not try to count the number of M&M’s, it won’t work. Once you have looked at the jar of M&M’s, I want you to carefully pass the jar to the person next to you. Once you have passed the jar to the person next to you, I want you to write down your guess as to how many M&M’s are in the jar on the half sheet of paper I passed out to you. After you write down your guess, write your name at the top of the paper. Then, I would like you to hold your paper up in the air and I will come around and collect them. Middle of Lesson: Pages 205-210 1. Discuss how you will plan for any of the following- pacing, transitions, task-oriented, learning times, clarity, smooth transitions, and enthusiasm- while you teach your lesson. Pacing – I plan on periodically assessing my own teaching tempo by videotaping lessons. I also Plan on monitoring students’ non-verbal cues. I will look for students to look confused or bored. I plan on including different learning styles such as the opening of the lesson for visual learners, and manipulatives for hands-on learners. I also plan on breaking the lesson into little segments, such as the M&M guessing game, the visual of pouring the water into the different containers, having students work with manipulatives for a while, and then with pen and paper to do calculations. Transitions – To aid in transitions I plan on posting a daily schedule, so students know what will be done and when. I also plan on having materials ready for each lesson prior to the start of the lessons. For instance; all of the materials needed for the lesson in volume will be set out ahead of time. I will also have had taught students the procedures of transitions prior to transitioning (at the beginning of the year with frequent reminders of the procedures throughout the year.) Students will be taught that they need to listen to instructions until they hear a designated cue word, then they will be allowed to complete the tasks in the instructions. The cue word might be banana peels, so until the students hear that word they will sit and listen to the directions. For example, I would give my directions from above (#5) and the students will not do anything until I say banana peels. Then, they would proceed with the task. Task-oriented – In order to be task-oriented I will have pre-formed lesson plans that reflect the curriculum as with the volume lesson. I will monitor behavior and have a plan for misbehavior and discipline that will not interrupt or affect lesson plans. I will have methods of reviewing the students work and progress along with giving them appropriate feedback. I will walk around the room during group and individual work to monitor comprehension and help with questions. For example, while students are working on the assigned work for the volume lesson I will walk around the room to assist students who need help and to make sure students comprehend the topic and tasks. Learning times – To assist with learning times I will monitor students’ comprehension, and assist those who need help. I will also vary work or structure work on student’s abilities. If students are completing too early I will have alternative assignments or have them move to other activities. For instance, for students who are struggling during the volume lesson I will provide extra help and for those who finish early I will have them continue on working on how to calculate the volume of a cylinder. I will always have extra related tasks for students to do. Clarity – Avoiding Satiation – In order to avoid satiation I will plan to observe students reactions to lessons, and avoid too much of a good thing. I will give them opportunities to experience progress, by creating a progress chart. I will have the main topics of a unit posted on a chart in the room and as they complete each topic we will mark it off of the chart, to show them what they have completed and what they have learned, along with what they will be learning. For example there will be a chart in the room containing surface area and volume as we complete the topic of area and move onto volume we will check off the surface area space on the chart. I will also make sure each student is given the appropriate degree of challenge on each topic. Enthusiasm – I will show my enthusiasm by demonstrating interesting ways to learn the topic. I want to teach children that learning can be fun. For example, standing in front of the classroom in my rain boots and rain coat pouring water “all over the place” (in reality just spilling a little out of some containers) demonstrating volume. End of Lesson: Pages 21-212 1. Discuss how you will “provide closure”. I will end the lesson by summarizing and reviewing the main points of the lesson: the definition of volume, the importance of learning to calculate volume, and how to calculate volume. I will finish by revealing how many M&M’s are in the jar, and who was the winner by guessing the closest to the amount. I will also hand out fun-sized bags of M&M’s to the rest of the class for doing such a good job at learning volume.
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