Lesson plan

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fwrss

Science

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Assignment 1 For this benchmark, you will create a week-long unit (five individual lessons) on life sciences integrated with health, preparing students for a science fair. The science fair unit will be based on the Life Sciences standards from NGSS integrated with health (aligned to national and state content standards).

Select a 1-8 grade level to design your unit. Use the “Class Profile” as background information on your students. Use the COE Lesson Plan template for each of the five lesson plans.

In your unit, design the five lesson plans so they:

Address the steps needed to prepare for a science fair:

  1. Pick a topic to investigate
  2. Research the topic
  3. Create a hypothesis to test
  4. Design the experiment to test the hypothesis
  5. Collect data
  6. Analyze the data and draw conclusions
  7. Create a presentation of findings for the fair

Include classroom safety guidelines. Incorporate digital tools and resources.

Differentiate instruction based on the needs of students in the class.

Use a combination of instructional strategies (outlined below) that are best suited for each lesson and student.

Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed.

  1. Direct instruction
  2. Indirect instruction
  3. Collaborative learning
  4. Experiential learning
  5. Independent study
  6. Interactive instruction

Along with the unit, submit a 250-500-word rationale that explains your reasoning behind your instructional strategies and choices.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Assignment 2 (piggy back off assignment 1) Using the grade level, learning objectives, and standards you selected for your Benchmark Assignment, create a rubric that can be used to grade the science fair project. The rubric should clearly communicate expectations for executing a science fair project based on the life sciences integrated with health. It should also assess how well students completed the steps of creating their project, including picking a topic to investigate, background research, designing the experiment, collecting data, analyzing data, and drawing conclusions.

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College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 1 of 2 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 2 Male No Tier 2 RTI for Reading Grade level Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Emma No Mid SES White Female No None Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year above grade level One year below grade level One year above grade level Two years above grade level Internet Available at Home Hispanic Parental Involvement Low SES Math Performance Level Reading Performance Level Yes Age IEP/504 Arturo Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No At grade level At grade level Low Yes One year below grade level At grade level Low No One year below grade level One year below grade level Yes Frances No Francesca No Low SES Mid SES Low SES White Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level White Male Learning Disabled Grade level Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Fatma One year below grade level One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes Fredrick No Low SES Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Low Yes Age Other No Gender IEP/504 Ethnicity Socio-economic Status English Language Learner Student Name Sharlene One year below grade level One year below grade level Two years above grade level © 2014. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level
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Explanation & Answer

attached is my rationale

Rationale
The course gives an unmistakable and firm establishment in science. It additionally
makes a setting for an assortment of parts of everyday life which ranges from standards from
NGSS integrated with health. This additionally runs turn in with current administration hone.
Life Sciences standards from NGSS integrated with health is a remain solitary course that offers
two courses in one.
The life sciences include the branches of science that include the logical investigation of
living beings, for example, microorganisms, plants, creatures, and individuals, and in addition
related contemplations like bioethics. While science remains the centerpiece of the life sciences,
innovative advances in sub-atomic science and biotechnology have prompted a thriving of
specializations and interdisciplinary fields. Some life sciences concentrate on a particular sort of
life. For instance, zoology is the investigation of creatures, while natural science is the
investigation of plants. Other life sciences concentrate on viewpoints regular to all or numerous
living things, for example, living systems and hereditary qualities. However different fields are
occupied with innovative advances including living things, for example, bio-building. Another
major, however more particular, branch of life sciences includes understanding the psyche –
neuroscience.
Nonetheless, regardless of the expansive extent of life science, there are sure broad and
binding together ideas inside it that oversee all investigation and research, combining it with a
solitary, rational field. By and large, science perceives the cell as the fundamental unit of life,
qualities as the essential unit of heredity, and advancement as the motor that impels the union
and formation of new species. It is additionally seen today that all life forms get by devouring

and changing vitality and by directing their interior condition to keep up a steady and crucial
condition.
In conclusion, life sciences standards from NGSS integrated with health incorporate
endeavors to decide the whole DNA succession of living beings and fine-scale hereditary
mapping. A restorative gadget is an instrument in vitro reagent, or comparable or related article
that is utilized to analyze health or different conditions, and does not accomplish its motivations
through concoction activity inside or on the body. While therapeutic items accomplish their
essential activity by pharmacological, metabolic or immunological means, medicinal gadgets act
by different means like thermal means. On the contrary, the determination of the parts as well as
the elements of single qualities is an atomic science’s essential concentration and also
demonstrates present-day restorative and natural research.

References
Panksepp J (1992). "A role for "affective neuroscience" in understanding stress: the case of
separation distress circuitry". In Puglisi-Allegra S, Oliverio A. Psychobiology of Stress.
Dordrecht, Netherlands: Kluwer Academic. pp. 41–58.

attached is my lesson plan template

College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

Your Name Here
10th grade
10/17/2017
Life Sciences
Life Sciences standards from NGSS integrated with health
I. PLANNING

Lesson
summary and
focus:

This lesson will instruct students to look further into Life Sciences standards from NGSS
integrated with health. The appraisal does exclude recognizable proof of particular cell or tissue
sorts, entire body frameworks, particular protein structures, and works, or the natural chemistry of
protein blend. Accentuation is on capacities at the life form framework level, for example,
supplement take-up, water conveyance, and life form development in light of neural jolts. A case
of a connecting framework could be a vein contingent upon the correct capacity of versatile tissue
and smooth muscle to direct and convey the best possible measure of blood inside the ...


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