CRITICAL TASK - Science Lesson Plans (70 points) - Rubric is located @ http://www.jhargis.com/lplanr.htm and Accomplish Practices Critical Task Rubric @ http://www.jhargis.com/lplancr.htm.  For even more assistance and the professor's advice, feel free to access http://www.jhargis.com/LPlanAs.htm.  Also, an INCOMPLETE example is provided at  LPlanEx (however, please remember that this is an example, which should be used as a supplement, not a direct template).

Task: Design three conceptual science lessons to teach one of the elementary science concept (s) you previously selected for your Concept Map assignment (http://www.jhargis.com/cmapcc.htm).  Keep in mind that the three lessons must be connected to each other. To obtain full credit, each person will present the hands-on portion only of ONE of their active, student centered, 'hands-on' lessons. Your lessons must be geared for a grade level from third through sixth grade.

Your THREE conceptual science lessons must:

  • Follow the “Sample Lesson Plan Format” below
  • The learning cycle model (5 E's) must be used throughout the three lessons. All components of the model (engage, explore, explain, expand, and evaluate) should be clearly present throughout the three lessons.
  • Use ALL OF THE instructional strategies below at least once for the three lessons:
    • Inquiry (a questioning sequence to develop the concept)
    • Science Process (or Integrated Science Process)
    • Informal Settings
    • Project-Based Science
    • TABA model
  • Include at least two lessons that incorporate hands on activities (with foundational learning theory rationale as to the power of hands on: minds on)
  • Include at least two lesson that uses a rubric or performance based assessment
  • Include an accommodations section for for special needs learner. (refer to accommodations link for needs to address - please address ALL of these in detail)
  • Include a Graphic organizer or concept map (at least 2). One graphic organizer or concept map must be employed as an assessment instrument.
  • Include two lessons that incorporate hands on activities. The hands on activities must:
    • Clearly help to develop the concept
    • Have clear directions
    • Note safety precautions
    • Include student informational and/or data collection sheets
    • Include a debriefing of the activity within the lesson
    • The activities must have an assessment component.
    • Do not Xerox activities or use an activity as is from the internet. If you use an activity from a source, modify the activity to fit your lessons and remember your citations.
  • Include at least one lesson that is assessed by means of a rubric.
  • Make sure that your assessments match your objective(s), that you have included the actual assessment task, and that you have criteria attached to each assessment task. Do not use generalities. Be specific.
  • Include an accommodations section for a TESOL student and an identified special needs learner. Make sure that you have made accommodations for all the learning and assessment tasks that you have employed in the lesson. Do not use generalities. Be specific.

Analysis of Instructional Strategy - State and discuss the instructional strategies that you used in the lessons, why you selected them, and how they are implemented in the lesson (s).  Remember this should CRITICALLY EVALUATING AND COMPARING YOUR IS WITH BEST PRACTICES, MODELS, LEARNING THEORIES AND THEORISTS, ETC.  YOU SHOULD POINT OUT THE ADVANTAGES, HOWEVER A GOOD ANALYSIS ALSO IDENTIFIES THE WEAKNESSES.

Resources - Cite the resources that you used in developing your lessons, especially when using information from websites. Use the APA style. (please maintain Academic Integrity)

Sample Lesson Plan Format

Topic:

Intended Audience:

Time:

Objective (s): What you wish the learner to know or be able to do and under what conditions.  Please use student centered, active, higher level terms.  DO NOT USE TERMS SUCH AS UNDERSTAND, COMPREHEND OR WILL KNOW, THESE ARE VERY DIFFICULT TO ASSESS... and then state to what level you will expect the student outcomes, quantitatively.

Standards/Benchmarks: Should include the number AND a narrative description CONNECTING YOUR PLAN TO THE STANDARDS.

Activities: A list of the activities in the order that you plan on teaching them - VERY DETAILED.

Materials: A list of ALL materials and resources that you or the learners will use - SPECIFIC AND IN METRIC UNITS... i.e. what type of water - distilled, RO, tap, potable, surface, subsurface, groundwater, rain, GAC, bottled, purified, non-potable, etc..

Content: A description of the information that you intend to present to the learners. This is the knowledge (concepts, facts, theories, definitions, laws, etc.) and skills that you will be teaching - NOT ONLY VOCABULARY.

Procedures: These are your SPECIFIC, SPECIFIC, DETAILED, SPECIFIC directions. This section should include key higher level questions and experiences that help to teach the concept or skill.

Opening (hook): This sets the stage for the lesson. Your opening should include a motivational hook, purpose of the lesson, or an opening CURIOSITY-GENERATING question.  THIS IS WHERE YOU WOW THEM AND BEGIN THE IP MODEL.

Middle: This segment includes SPECIFIC procedural steps and HIGH LEVEL key questions.

Close: A summary of what the students have learned, how they learned it, and why? Use HIGH LEVEL questions to make important connections and review the material taught.

Follow Up: This extends and enriches the material covered or presents a preview of coming attractions - CONNECTIONS TO SUBSEQUENT LESSONS.

Assessment: How you will assess what the learners have mastered. Be specific. Your assessments should relate back to your objectives. Include the criteria that you will use to assess the learning tasks/experiences. Make sure that you are assessing the content that the learners are responsible for learning.  SHOULD INCLUDE SIGNIFICANT MATERIAL ON FORMATIVE, AUTHENTIC/INFORMAL AND SUMMATIVE - THIS IS NOT A ONE PARAGRAPH SECTION.

Accommodations: What changes in the lesson will you make for learners with special needs? Be specific - REFER TO LINK ABOVE FOR TYPE AND EXAMPLE.

Resources: Cite the resources used in creating the lesson - USE APA Ed. 5., the reference book is available in the UNF library reference desk.

Keep in Mind...

Before you begin planning the lesson ask yourself:

  • Is the lesson student/conceptually centered?
  • What learning goals do I want the students to accomplish?
  • What materials are needed to accomplish this lesson: ideally, practically?
  • How will I hook students? What strategy will be my invitation to learn or motivation?

As you plan think about the following:

  • How will this lesson relate to students’ every day experiences? 
  • How will this lesson relate to what they know so knowledge construction will occur?
  • How much time is needed to complete the lesson, inquire, experiment and reflect?
  • What choices will students have in the materials they use or what they do with them?
  • What kind of data will be collected - do the students know how to collect data?
  • What can I say to students to challenge them to be scientists and explore?
  • How will I assist students to make sense of knowledge they have generated?
  • What questions can I ask to encourage students to think about what they have done, how they have organized their data and how the data can be interpreted?
  • What questions can I ask to encourage students to analyze, synthesize and critically reflect on what they have done and what they have learned?
  • How will I assess whether the goals set for the lesson have been achieved?