Science Lesson Plan

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varrquryc92

Science

Description

Using the attached lesson plan format, develop an original lesson plan for an elementary science lesson. Submit this lesson plan as an attachment to this task. (The standard and objective for this task need to focus on accuracy and error in data collection.)


WGU Lesson Plan Format (0913)-24.docx

Rubric that will be used for grading- Rubric-14.doc

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LESSON PLAN Name: WGU Task Objective Number: GENERAL INFORMATION Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: (e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays) STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s). Lesson Goals: (A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson) Lesson Objective(s): (Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria) MATERIALS AND RESOURCES Instructional Materials: Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates) Resources: Supplementary information and/or places where you found information for the lesson INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: (e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed) 2. Presentation of New Information or Modeling: (e.g., term definitions, concepts, processes and/or approaches) 3. Guided Practice: (e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students) 4. Independent Student Practice: (e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students) 5. Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students) Pedagogical Strategy (or Strategies): (e.g., direct instruction, cooperative learning groups, partner work) Differentiated Instruction: Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners. Student Assessment/Rubrics: Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.). EFT - ETP PCE Task 9 (602.4.17-07) Unacceptable Needs revision Meets standard Exemplary Articulation of Response (clarity, organization, word usage, ease of understandability) No evidence of response to prompt Weak articulation of response Adequate articulation of response Skillful articulation of response Accuracy of Mechanics (grammar, punctuation, spelling) Presence of several major errors that disrupt the meaning or flow of response Presence of a few major errors and/or many minor errors that interfere with clarity of the response Presence of a few minor errors; absence of readily detectable major errors Absence of readily detectable major or minor errors B. Lesson Plan Components The lesson plan does not present information for each component of the lesson plan format. The lesson plan presents information for each component of the lesson plan format, but some or all of the information is inappropriate. Not applicable. The lesson plan presents appropriate information for each component of the lesson plan format. B. Lesson Plan Alignment The lesson plan’s instructional plan/sequence of instruction and student assessment do not align with the standards and objectives. The lesson plan presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives. Not applicable. The lesson plan presents alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives. B. Lesson Plan Instructional Plan/Sequence of Instruction The lesson plan presents an instructional plan/sequence of instruction that does not meet the lesson’s objective(s). The lesson plan presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s). The lesson plan presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s). The lesson plan presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s). D. Level of Objectivity Evidence of inappropriate subjectivity, limited objectivity, or bias Limited evidence of objectivity Adequate evidence of appropriate objectivity Strong evidence of appropriate objectivity D. Fluent Use of Relevant Educational Terminology No evidence of use and/or application of relevant terminology Weak use and/or application of relevant terminology Adequate use and application of relevant terminology Skilled use and application of relevant terminology D1a. Instructional Setting The candidate does not provide a description of the instructional setting. The candidate provides an imprecise description of the instructional setting. The candidate provides a reasonable description of the instructional setting. The candidate provides a precise description of the instructional setting. Score/Level Unacceptable Needs revision Meets standard Exemplary D2a. Deviation From Prepared Lesson Plan The candidate does not provide an explanation regarding deviation from the prepared lesson plan. The candidate provides an illogical explanation regarding deviation from the prepared lesson plan. The candidate provides a logical explanation regarding deviation from the prepared lesson plan. The candidate provides a credible and well-supported explanation regarding deviation from the prepared lesson plan. D3a. Pedagogical Strategy and Effective Questioning Strategy The candidate does not provide a connection between a pedagogical strategy used in the lesson and an effective questioning strategy that could be used to determine accuracy and error in regard to recording data during a science lesson. The candidate provides an illogical connection between a pedagogical strategy used in the lesson and an effective questioning strategy that could be used to determine accuracy and error in regard to recording data during a science lesson. The candidate provides a logical connection between a pedagogical strategy used in the lesson and an effective questioning strategy that could be used to determine accuracy and error in regard to recording data during a science lesson. The candidate provides a credible and well-supported connection between a pedagogical strategy used in the lesson and an effective questioning strategy that could be used to determine accuracy and error in regard to recording data during a science lesson. D4a. Difficulty With Lesson The candidate does not identify an individual or group of students who had difficulty with the lesson. Not applicable. Not applicable. The candidate identifies an individual or group of students who had difficulty with the lesson. D4b. Explanation of Difficulty The candidate does not explain why the difficulty might have occurred. The candidate provides an illogical explanation regarding why the difficulty might have occurred. The candidate provides a logical explanation regarding why the difficulty might have occurred. The candidate provides a credible and well-supported explanation regarding why the difficulty might have occurred. D4c. Explanation of Thinking Process The candidate does not provide an explanation of personal thinking process used to complete the evaluation. Not applicable. Not applicable. The candidate provides an explanation of personal thinking process used to complete the evaluation. D5a. What to Do Differently The candidate does not provide an explanation of what would be done differently if the same lesson were taught again to the same group of students. The candidate provides an illogical explanation of what would be done differently if the same lesson were taught again to the same group of students. The candidate provides a logical explanation of what would be done differently if the same lesson were taught again to the same group of students. The candidate provides a credible and well-supported explanation of what would be done differently if the same lesson were taught again to the same group of students. D5b. Justification of Recommendations The candidate does not provide a justification of choice of recommendations. Not applicable. Not applicable. The candidate provides a justification of choice of recommendations. D6a. Comparison of Instructional Methods The candidate does not provide a comparison between instructional methods used in the lesson presentation and those used in the video. The candidate provides an implausible comparison between instructional methods used in the lesson presentation and those used in the video. The candidate provides a plausible comparison between instructional methods used in the lesson presentation and those used in the video. The candidate provides a credible and well-supported comparison between instructional methods used in the lesson presentation and those used in the video. Score/Level Unacceptable Needs revision Meets standard Exemplary D6b. Explanation of Considerations The candidate does not provide an explanation of what was considered regarding personal and/or professional implications. Not applicable. Not applicable. The candidate provides an explanation of what was considered regarding personal and/or professional implications. E. Sources If the candidate uses sources, the candidate does not provide in-text citations and/or references for each source used. If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with major deviations from APA style. If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with minor deviations from APA style. If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with no readily detectable deviations from APA style, OR the candidate does not use sources. General Teaching Dispositions as Indicated in the Teachers College Code of Ethics The candidate demonstrates inappropriate professional teaching dispositions. The candidate demonstrates questionable professional teaching dispositions. The candidate demonstrates appropriate professional teaching dispositions. The candidate demonstrates fully developed professional teaching dispositions. Score/Level
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