BASIC LESSON PLAN Title (descriptive, perhaps the ordinal number for location in unit) Objectives Learning Objectives:

(usually the learning as opposed to the foundational objectives) Factors of Scientific Literacy: (if you plan to address all those listed, try to limit the list to three to five. If you are writing the lesson for others, you can suggest a longer list, and the person using the lesson will select three to five to emphasize. Notice that some factors are repetitive.) Common Essential Learnings: (only suggest those which you specifically address. Do not list PSVS just because you are using small groups. This does not teach, nor even allow students to practice, PSVS. You must teach or set up practice situations for the common essential learnings for me to believe they have been addressed.) Multiple Intelligence (If it is required) Instructional Method (this will be short hand for teachers familiar with instructional methods for using your lesson. I expect all education students to be able to plan using at least eight different instructional methods. Once you are an experienced teacher, you will mix up your instructional methods. But it is helpful once in a while to revisit the pure forms carry out a few lessons in each pure form.) Time (estimated. When you use transactional and transformational methods, you never can tell how long a lesson will take. But you can fake it! The best fake for interning is to plan each lesson in three components of what you guess will be approximately equal time. Plan to cover two components. If the students are really interested in or having trouble with the first, you might just cover the one. However, if they master the lesson quickly, you have the second and third to go on to.) Materials (this is the part you must check at least two days before you teach, so that you have time to run off copies, make overheads, get out to the store, set things up. If the materials are those readily available in most classrooms, you do not need to list them.) Activity Motivational set: (you might have this, you might have had a motivational set for the unit, which will keep the students interested throughout the unit. Some co-op teachers and faculty advisors demand motivational sets for every lesson. Not me, but I will not be either your co-op or your faculty advisor.) Body of the lesson: (usually, you will talk for just a few minutes, to calm the students, welcome them, set the tone of how the class will proceed. Then, as much as possible, the students are active which means in science that they are intellectually active.) (During student activity, visit student groups as much as possible for monitoring and setting the tone of small group work, and for carrying out assessment. Assessment might be informal or you might have checklists or anecdotal comment sheets with you.) Debrief: (there are a number of different debriefing methods suggested on my web page. Mix the different debriefing methods with the different instructional methods. You will carry out assessment

during debriefing. Did your students learn what you wanted them to learn? What evidence do you have that they learned this? By they which particular students demonstrated learning? Which did not demonstrate learning?) Evaluation (You do not formally evaluate for every lesson. However, you will formally evaluate every objective all the learning objectives, all the factors of scientific literacy you taught, all the common essential learnings. If you do not have a formal evaluation for a particular lesson, how will you formally evaluate those objectives in a long term assignment? in an exam? in a class presentation? List the form and anticipated date of the evaluation.) Rubric for Evaluating Lession Plans 5 Components 4 3 2 All components present 1

Components Components All demonstrate masterfully components an intuitive integrated accurately understanding represented of teaching As for 4 and is assessed Objective named is masterfully addressed Objective named is recognizably addressed

Objectives

Learning objective(s) (from science unit) and/or FSL named

Instructional Method

As for 4, & assessment matches method As for 4 and well assessed

Named and masterfully described At least one named, and masterfully integrated Plan for teaching content and strategies for identified differences

Recognizable Named but Neither not named nor recognizable recognizable At least one named, and recognizably there Plan for teaching content to identified differences Needs of two or more differences identified and addressed At least one named

Common Essential Learnings

Incorporating Plan for Difference (gender, teaching and cultural, physical, etc.) assessing identified differences

Identify that some students might have trouble