Lesson Planning Template

A Context (INTASC F)

Your first and last name: Samantha Mullins Semester/year: Spring 2014 Lesson topic: Animals and life cycles Subject area/s: Science Time allocation: 45 minutes On which day of the unit will you teach this lesson? Day 7

B Performance objectives (INTASC D)

Objectives: Identify what the student is expected to know and/or be able to do as a result of the lesson; contain conditions and behavior; use active verbs; represent at least 2 of the 3 domains (cognitive domain, affective domain, psychomotor domain); domain is noted; covers one full day of the ten-day unit plan.

Cognitive domain: Students will be able to identify inherited physical and behavioral traits of animals to 100% accuracy.

Affective domain:

Psychomotor domain: Students will be able to demonstrate understanding of life cycles and metamorphosis by creating a chart of a frogs lifecycle to 100% accuracy. C Grouping (INTASC F) Grouping strategy for activity #1: For the first activity students will be participating in whole group instruction with all of their peers in the class. Rationale behind the grouping strategy in activity #1: This is for the introduction of the lesson. I felt it would be best to activate students background knowledge as a whole group. Students could relate to each others comments and help each other think of connections they can make between the the concept of life cycles and their own experiences growing up, a siblings, or a pet they had growing up. Grouping of students: Identify a grouping strategy for each activity (individual, small group, large group); include the reason for choosing the type of group.

Grouping strategy for activity #2: Students will remain in whole group for this activity.

Rationale behind the grouping strategy in activity #2: Students will watch the videos on metamorphosis as a whole group, mainly for resource purposes as we would only have one smart board. If necessary students could watch it independently on the computers if available.

Grouping strategy for activity #3: This activity will be done independently.

Rationale behind the grouping strategy in activity #3: Students will be required to complete the frogs life cycle diagram on their own as the final assessment for the day. D Teaching strategies (methods) (INTASC E) Activity #1: Indirect Teaching strategies (methods): Name the teaching strategy for each activity of the lesson. Label each activity as direct, integrated, or indirect. Give a brief rationale for the choice of the method.

Brief rationale for the choice of method: I chose indirect instruction for the introductory activity to this unit because I wanted students to activate prior knowledge and make real life connections with the support and ideas of their classmates.

Activity #2: Direct

Brief rationale for the choice of method: I chose direct teaching instruction for this activity because I will be more of the director role in this activity as I set up the videos and instruct students in paying attention to specific details shown that will assist them in the next activity.

Activity #3: Indirect

Brief rationale for the choice of method: Students will be required to complete the last activity individually but I will be walking around assisting students that are using glue and scissors being sure that everyone is making safe choices. I will also be open to questions students may have as I am walking around as support for students who may just need prompted to find the answers. E Standards (INTASC D) Content standard #1: LS. Standards: Specify at least 2 Ohio academic content standards (at the benchmark, grade level indicator, or equivalent) on which the lesson is designed. Text of the standards is included.

3 Topic: Behavior, Growth and Changes

Text of content standard #1: Offspring resemble their

parents and each other.

Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next. This topic explores life cycles of organisms and the relationship between the natural environment and an organisms (physical and behavioral) traits, which affect its ability to

survive and reproduce

Content standard #2: ELACCS.

RI. 3. 3.

Text of content standard #2: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/ effect.

F Modifications for special needs (INTASC B, C, F)

Modification for special needs: Describe at least 2 modifications to the lesson that you would make in this lesson for the students with special learning needs.

Modification #1: A student with a hearing impairment would have the option to watch the video on a computer with headphones, being able to control the volume at his or her choice.

Modification #2: A left handed student will have a left handed pair of scissors available to use. G Advanced organizer (INTASC B, D, E, H) Advance organizer: For my advanced organizer I will show students a timeline of photos of myself during my life cycle. I will point out changes that happen of the course of a life cycle. This will get students thinking about changes they may have went through, or of another person or animals changes they have witnessed. This will hopefully get the students to begin to think critically about life cycles and examples that they can relate to. Plus, the pictures of their teacher that they may find funny will be attention getting to begin the activity with. We will only spend about 5 minutes on this. Advance organizer: Uses a provocative question, model, picture, demonstration, etc. to generate interest in the lesson, translates the lesson objective to set the stage for learning, or asks a question to pre-asses students readiness for this lesson.

H Activity one and transition (INTASC B, D, E, H)

Activity #1: Student task is described with appropriate detail; time allocated is listed. Task adequately reflects method chosen in D above; tasks are described in doing terms.

Activity #1: I will then ask students to share any life cycles they have witnessed in their lives. This will also help students to gain interest as they continue relating the life cycle concept to their own lives and experiences. Students will have time to share their stories which will also help to activate prior knowledge to their classmates. Students will have about 10 minutes to share.

Transition #1: I will then turn out the lights which will signal the students to all listen up and look at the teacher for instruction.

I Activity two and transition (INTASC B, D, E, H)

Activity #2: Student task is described with appropriate detail; time allocated is listed. Task adequately reflects method chosen in D above; tasks are described in doing terms.

Activity #2: Students will then watch a video on YouTube. See the link provided, and be sure to skip the first 30 seconds of advertisements. Then show students the second video that reinforces concepts in more depth. Students will see the life cycles a frog goes through during its life while watching this short and cute animation. I be asking open ended questions during and after the movie to see how well students are paying attention and the promote them to pay attention to the specific stages a frog goes through. I will use comparisons of the frog to the human life cycle as far as the baby, toddler, teenage, and adult stages go, but being careful point out the transformation of the frog generating lungs, growing legs, and shedding its tail during a frog life cycle. This part of the lesson will take approximately 15 minutes. Video 1: http://www.youtube.com/watch?v=3pOsKcs78C4 Video 2: http://www.youtube.com/watch?v=xl5wpy1vZwM

Transition #2: For the transition into the next activity I will ask students to give me thumbs up or thumbs down if they think they are able to put pictures of a frog during its life cycle in correct order.

J Activity three and transition (INTASC B, D, E, H)

Activity #3: Student task is described with appropriate detail; time allocated is listed. Task adequately reflects method chosen in D above; tasks are described in doing terms .

Activity #3: For the third activity students will first color, then complete a guided worksheet where they cut and paste photographs of a frog during its life cycle in the correct order on the life cycle diagram template provided on the worksheet. Allowing the students to color their frog pictures gives them a sense of selfexpression in their work because their papers wont look exactly like their neighbors. This will take about 15 minutes. Be sure to give students a 5 minutes warning when wrapping things up.

Transition #3: The transition for this activity will be for students to complete the task of laying their guided worksheet diagrams out to dry in a space instructed, and for them to return to their seat for a wrap up meeting.

K Closure (INTASC B, D, E, H)

Closure: For our closure we will have a wrap up meeting as we typically do at the end of lessons. This is where students can present any further questions they have or connections they have made. I will ask students to rate on their fingers 1-3 how confident they feel about knowing a frogs life cycle. 1 being not confident, 2 being sort of confident and 3 being extremely confident in what they know about the stages of a frogs life cycle. Traditional Assessment: Describe traditional measurements that will be used to identify student success in meeting lesson objectives; detail is sufficient to communicate what students will do; assessment is appropriate for the concepts to be learned.: Students traditional assessment of this subject will be at the end of the unit when they take to test over the entire animals unit. Students will be required to

L Assessment (INTASC H)

fill in a diagram of a frogs life cycle.

Authentic Assessment: Describe authentic measurements that will be used to identify student success in meeting lesson objectives; detail is sufficient to communicate what students will do; assessment is appropriate for the concepts to be learned.: The authentic assessment of this material will be when students complete the cut and paste guided worksheet diagram provided. This has more guidance then to traditional assessment that is on the test, and will be used as a study guide for students for the test.

M Materials (INTASC F)

Materials: Representative resources and materials needed to deliver each of the three activities are identified (print and non-print, electronic, etc.). Bibliographic information and web-address (if used) are given. Video 1: http://www.youtube.com/watch?v=3pOsKcs78C4 Video 2: http://www.youtube.com/watch?v=xl5wpy1vZwM Material #1: See attached below.