LESSON PLAN FORMAT
Leah Goodnoe Mrs. Ellen Crane Dr. Lyke
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Teacher Education Candidate Classroom Teacher UWG Supervisor
8 September 2005 12 September 2005
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Date of Submitted Lesson Plan Date of Implemented Lesson Plan
Block I___, II_X_, III___, or IV___ Subject: Science Grade Level: Second
Mrs. Crane and Leah Goodnoe
If applicable, Author(s) or Source(s) of Lesson Plan: ______
1. National or Learned Society Standard(s):
NCTE
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
2. State of Georgia’s Q.C.C.’s:
QCC’s:
Strand: Life Science
12 / Topic: The Living World: PlantsStandard: Identifies and explains function of main parts of a plant. Names parts of plant and explains function of each (root, stem, leaf and flower).
GPS’s:
Not Available at this time
3. Specific Objective(s): Use the following A-B-C-D format:
a. Audience -The students in this fifth grade;
b. Behavior - will describe the life cycle of a butterfly;
c. Condition - by writing a sentence for each stage under corresponding picture; and
d. Degree - with 90% accuracy.
The students in this second grade class will identify and know the functions of a plant, and use vocabulary with 70% accuracy.
4. Materials (List everything you and students will need to complete lesson.)
-Johnny Appleseed Books
-Plant books
-Tree books
-Pictures of living and nonliving things
-Paper
-Crayons
-Scissors
-Dictionaries
-Unlined white paper
5. Procedures:
a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)
Read books pertaining to Johnny Appleseed, plants, trees, living organisms, nonliving organisms.
b. Tie to previous learning. (How is this lesson related to prior learning?)
Talk with them about what they already know on plants, the parts, what plants and trees are for, and the importance of them.
c. Teaching methods sequence. (What will you do first, second, etc?)
-First read the books and review important vocabulary words. Refer back to the pictures in book when doing the review.
-Second have them go to their desk and make a chart with twelve spaces (it does not matter how the chart is organized, so long as it has twelve spaces). Then have them write the vocabulary words in the box (one word per box; explain that they will be putting other information in the box so they need to save room; write small).
-Third call out one of the vocabulary words and have a student come to the board to illustrate the word. Have the rest of the class illustrate their picture in one of the boxes on their chart. Do this for all of the vocabulary words.
-When finished illustrating all the vocabulary words, have the students tape their chart on the board in a horizontal line.
-Next, have them line up at the board and allow them to look at everyone’s drawings. When they are finished looking at the illustrations have them return to their desk.
-Finally ask the students if they noticed that not everyone’s pictures looked the same. Explain that several different pictures could illustrate one definition.
d. Closure. (How will you summarize or bring lesson to a close?)
When students finish illustrating the vocabulary words, have them tape their chart on the board in a horizontal line. Next have them line up at the board, and allow them to look at everyone’s drawings. When they are finished looking at the illustrations have them return to their desk. Ask the students if they noticed that most everyone’s pictures looked the same. Explain that several different pictures could illustrate one definition.
e. Transition (How will you move from the end of this lesson into the next lesson?)
Have everyone clean up their area, put there materials away, and get ready for reading. Ask questions like: Can anyone tell me the difference between Johnny Appleseed and Paul Bunion? We just read about Johnny Appleseed; what do we know about him? Etc.
f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)
Have students perform the task in their designated area and move as a group (so students with special needs can see what is going on), keeps students active; do not let them get bored, and maybe have their charts pre-made with the words on it.
6. Connections (How will this lesson be related to other content areas in the curriculum?)
This lesson will tie in with art, geography/location, and reading.
7. Related independent activities. (What will students who finish early do?)
-clean up their area
-put away unneeded materials
-read other books related to plants and trees
8. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)
-Evaluate students on their vocabulary and pictures (make sure their illustrations match the vocabulary word or ask the student to explain their illustration to the teacher)
9. Documentation or record keeping of students’ academic achievement.
Come around and check to see if everyone is participating and completing work. Grade on participation, neatness, and vocabulary matching illustrations.
10. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)
The lesson plan, overall, was satisfactory. It was not as calm or organized as I was planning and expecting. Some students did not stay actively involved. Some finished their picture quicker than others, while others complained of not being able to draw. We ran out of time so I did not get students to post their pictures on the board so everyone could see them. If I was to teach this lesson again I would definitely make sure that this step was included.
The illustrations were great; I was impressed. They were able to match the vocabulary words with a picture; I didn’t know if some could do this but they did. Reviewing the vocabulary, reading stories, and showing pictures seemed to help because the students knew the vocabulary words when we did the illustrations.
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