Difference between revisions of "Lesson plan guidelines"

Latest revision as of 17:06, 21 August 2014

TITLE & AUTHOR

Make this descriptive enough that anyone knows what the lesson is about, just like any good paper in a journal. Include your name so we know who the expert is for this lesson.

TOTAL TIME

Include the ideal time needed (or a range) in order to complete the lesson (not including setup time).

GOALS

List overall goals as a short summary of the lesson. Example: A scale model will be created and analyzed to give students the scope, sizes, and distances of planets in the solar system.

LEARNING OBJECTIVES

Include specific process skills. What will students be able to do/demonstrate as a result of this lesson? Ex. Students will be able to: Measure the scale distance of the planets in meters, Contrast the size of the nine planets and make generalizations

Do not use the terms “learn” and “understand” when writing objectives. These terms are too general and impossible to assess. Use terms that can be demonstrated, such as explain, identify, measure, compare and contrast, calculate, identify, justify, create, develop, etc.

• Include the Next Generation Science Standards this lesson addresses. They are found at http://www.nextgenscience.org/search-standards-dci

INSTRUCTIONAL PROCESS

Preparation (materials & setup)

• List all materials needed, noting quantities. Include any handouts or pages that need to be included in students’ journals
• Describe any preparation that needs to be done ahead of time

Introduction/Engagement

• What essential questions (big ideas) does this lesson address? Ex. How do astronomers learn about places in the universe they cannot visit?
• Access prior knowledge-make connections between what students already know and experiences they’ve had with what you are presenting
• Find out what students’ ideas are on this topic – uncover misconceptions!
• Use materials to accent instruction – field guides, keys, diagrams, and everything in nature!
• Create and describe the structure for learning – individual (using journals?), small group, or whole group. If using small groups, what is the organization? Is there a group captain (or PI) or does each person in the group have a specific task assigned to them?

Exploration

• Describe in detail the activity or investigation students will pursue with clear directions (can be listed step-by-step).
• Include the path of inquiry or process of discovery to be followed. What questions will you ask? List them!
• How will students record information? Which pages in their journal will they use?
• Be sure to include making a hypothesis (predict & explain), then explore & discuss, and finally revise their hypothesis or further explain how their hypothesis was correct or not based on the data.
• Conclude, share results, discuss, ask and answer questions

Application

• How can the student apply what was learned today in his/her experience?
• How can the value of this lesson be made relevant to their lives?
• How does the learning in this lesson connect to the larger framework of science?
• How can interest be extended?
• What is a good follow-up activity to reinforce concepts learned today?

Assessment

• How do you know if they “got it”?
• Have your Goals and Learning objectives been met?
• How will you assist those who do not “get it”? Explain possible modifications you would use for a student with a special need.
• Once you have done the lesson, you could include pictures of student work illustrating different levels of student understanding.

REFLECTION

• Reflect on strengths and weaknesses of the lesson as taught and revise the lesson as needed
• What were some student misconceptions and how were they addressed?
• How would you modify this lesson?
• What did you find especially important in this lesson?

RESOURCES

• List resources that would help others be able to teach this lesson, such as websites, specific pages in a book, published research papers, etc.