TE 408: 1st Lesson Plan and Reportscienced/Assignments/TE408/2006TE408/4083D… · Web viewTE...

TE 408: Plan and Report for Three-Day Lesson SequenceNote: Titles and parts written in plain text are meant to be included in your final report.

Notes in red italics (including this one) are advice on writing the report that you can erase from the final version This plan is essentially the same as for single lessons except for the addition of Part III, on Lesson Sequences.

Your plans turned in before the lesson should include Parts I-IV. Your report turned in after the lesson should include revisions in Parts I-IV and

Part V.

Name: Partner:Mentor Teacher: School: Date:

Part I: Information about the Lesson or UnitThis section contains basic information about the lesson that will help other teacher

candidates who are teaching related lessons find your work. The information in this section will eventually be searchable in LON-CAPA, and useful for others making lessons.

Topic: Choose one possibility from each of the lists below. You can delete all the options that

don’t apply.Subject:

Life scienceEarth sciencePhysical sciencePhysicsChemistry

Topic: Scientific InquiryReading and Writing Scientific TextScientific Argumentation and Standards of EvidenceHistory and Culture of Science, Science in a Diverse SocietyScience, Technology, and SocietyGlobal Economic and Ecological InteractionsMolecules of living thingsCell Structure and FunctionMetabolism: Energy and GrowthLiving Things: Characteristics of Life, Taxonomy, and SystematicsLiving Things: Structure and Functions of Body SystemsHeredity: Mendelian Genetics and PedigreesHeredity: Reproduction, Mitosis, MeiosisHeredity: DNA structure and Protein SynthesisEvolution

Ecosystems: Matter Cycling and Energy FlowEcosystems: Interactions among Populations, Niches, and HabitatsEcosystems: Succession and Human Effects on EcosystemsMatter and Energy: Structure of Atoms and MoleculesMatter and Energy: Energy Conservation and TransformationsPhysical Properties of Matter: Description and MeasurementKinetic Molecular Theory and Physical Changes in MatterChemical Properties of Elements: Atomic Structure and Periodic TableChemical Bonds and CompoundsChemical Changes in Matter: Types of ReactionsConservation of Mass and Stoichiometry Motions of Objects, Newton’s LawsWaves and Vibrations: Sound, Periodic Motion, and Mechanical VibrationsWaves and Vibrations: Light and VisionElectricity and MagnetismGeosphere: Structure of the Earth and Plate TectonicsGeosphere: Erosion, Sedimentation, and Ice Age TheoryMovement of Surface and Ground WaterOceans and OceanographyPrecipitation and the Water CycleDescribing Weather, Winds, Fronts, and StormsRegional and Global Climate PatternsEarth-Moon-Sun System: Seasons, Phases of the MoonSolar System, Galaxy, and Universe

Type of ClassChoose the appropriate descriptors from the lists or substitute your own descriptions.

Grade level(s): 6 7 8 9 10 11 12 High school basic elective/high track advanced (e.g., AP)

Type of school: Urban Suburban Rural Tracking level: Untracked Lower track College bound Inclusion

AbstractWrite a short description (100 words or less) that provide a brief snapshot of the content

and activities of your lesson. Include information about what your students will do as well as what you will do as a teacher.

Part II: Clarifying Your Goals for the TopicThis section lays out a general understanding of the topic at a level that is appropriate

for your students. Note that Big Ideas, Objectives, and Experiences/Patterns/Explanations are rarely covered completely in an individual lesson. If necessary, you should add material not included in your lesson in order to develop a more complete picture of the content that you are teaching. It may be useful to use colors or italics to distinguish between content taught in the lesson and experiences or ideas that are not included in this lesson, but help to complete the topic.

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In this section you should feel free to copy from the website or from resources such as state and national standards. Modify the text so that it matches your lesson. For a more detailed discussion of Clarifying Your Goals, including examples, see Teaching Science for Motivation and Understanding.

Knowledge: Big IdeasDescribe the most important patterns, models, and theories for this topic in 300 words or

less. Use the language and ideas that you would like students in your class to be able to use. If appropriate, copy language from Benchmarks for Science Literacy or the National Science Education standards or other sources.

You do not need to limit your Big Ideas to the ideas presented in this lesson. If it is useful to connect them with other ideas in the unit or the course, include those other ideas in your statement of Big Ideas and highlight the ideas you will be addressing in this lesson sequence.

Checklist for Big Ideas. Check to see if your big ideas meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.

Do you have a coherent summary of the most important patterns, models, and theories for your topic? Big ideas should express the key patterns and explanations in student language, not just name them.

Have you used important ideas from Benchmarks for Science Literacy or the National Science Education Standards?

Is the language (e.g., vocabulary level) appropriate for students in your class? Big ideas don’t include every vocabulary word in the unit (though they should include the most important ones), and they don’t have many specific examples. The language you use in your summary of big ideas should be the language you would like your students to use.

The word “students” does NOT belong in your statement of big ideas. Think of big ideas as what you would like your students to be able to tell you after the unit or lesson is over.

Knowledge: Experiences, Patterns, and ExplanationsUse the table to explain how you will help students extend their experience and reduce it

to order. Use the first row to list: Observations or data that you expect many or all of your students to have made before

your lesson. These could be personal experiences or data that they collected in previous lessons or data that students get from demonstrations, websites, etc. They should be direct descriptions of objects, systems, or events in the material world.

Patterns that you expect many students to be aware of in their experiences. Explanations that you expect students to have for the patterns that they are aware of.

Use the second row to list: Observations or data that you want your students to be aware of and work with. These

could be personal experiences or data that are collected during this lesson or data that students get from demonstrations, websites, etc. They should be direct descriptions of objects, systems, or events in the material world.

Patterns that you want your students to see or be aware of in the data.

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Theories or models that you want your students to use to explain or understand the observations and patterns. You may not be able to fill in every cell of this table. In particular, it will probably be

hard to predict students’ initial patterns and explanations unless you have a chance to interview them or give them a pretest before doing the lesson. It is useful to think about what their patterns and explanations might be, though, as you plan your lesson.

In the Observations column, you may find it useful to group your examples into classes, naming the class and giving specific examples. For example: “Mass changes in growing plants (e.g., bean plants growing, bean plants making beans, oak trees growing, spirogyra (an alga) growing).” See Teaching Science for Motivation and Understanding for other examples.

Checklist for Experiences, Patterns, and Explanations. Check to see if your observations, patterns, and explanations meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.

Are your observations/experiences specific real-world objects, systems, or phenomena? Observations focus on specific real-world objects, systems, or phenomena, not the concepts we use to explain them. For example, “light-dependent reactions” and “light independent reactions” are not good real-world examples for photosynthesis. Similarly, “temperature,” and “convection” are not good real world examples for heat transfer.

Are the observations experientially real to your students. They should be either systems or phenomena that your students have already experienced or that you could help them experience, first hand or vicariously. (This does not imply that your list should consist only of examples actually included in your class activities.)

Do your Observations, Patterns, and Explanations fit into a coherent whole? Your observations, patterns, and explanations should be connected to one another. For example, each model or theory that you list should have observations and patterns to go with it.

Are your observations, patterns, and explanations connected to your big ideas? The key models, laws, and theories in the big ideas statement should be listed in summary form in the Patterns or Explanations column of your table.

Observations or experiences (examples,

phenomena, data)

Patterns (laws, generalizations, graphs,

tables, categories)

Explanations (models, theories)

Initial Student EPEGoal EPE

Application: Model-based ReasoningInquiry: Finding and Explaining Patterns in Experience

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Possible Objectives for Student LearningUse the table below to list one or two Michigan Objectives and a small number of

specific lesson objectives that you will be addressing during this lesson. The Michigan Objectives should be copied from the Michigan Framework Objectives available in your reading packet or on the course website. For each objective, use the second column to say what type of objective it is.

Checklist for Objectives for Student Learning. Check to see if the objectives in your table meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.

Does each objective describe student learning—something that your students will be able to do after the class is over—not just a teaching activity to be completed in class? For example, “Conduct an experiment on plant growth under different environmental conditions” is a good learning activity, but not a good objective. It doesn’t say what students will learn to do as a result of conducting the experiments.

Does each objective relate to a set of examples, not just a single example? For example, “Explain how plants get their food” is a better objective than “Explain how an oak tree gets its food.”

Are your objectives connected with your Big Ideas and Experiences/Patterns/Explanations? Does each objective describe ways that you would like your students to connect experiences, patterns, and explanations?

Do you have a small number of objectives that describe significant learning? Do not write too many small objectives. Even a unit that is several weeks long should be organized around a small number of significant objectives.

Objective TypeMichigan Objective(s)

1. Choose one:UsingConstructingReflecting

2. Specific Lesson Objective(s)

1. Choose one:Telling the storyUsingConstructingReflecting

2. 3.

Part III: Lesson SequenceYou will need to Choose A, B, or C below.

You should work to make your three lessons into a connected sequence. Choose ONE of the three strategies below for connecting of your lessons. (You may have activities that do not fit into your sequence or you may not be able to complete the sequence in three days; that’s OK as long as you have plans for one substantial sequence.) Your choices are:

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A. Activities conceptually connected by a Storyline that includes Big Ideas.B. Activities connected in a Learning Cycle that helps students master a practice or objective.C. Activities connected in an Inquiry Cycle that helps students find and explain patterns in

data.For more on storylines, learning cycles, and inquiry cycles, see pages 61-71 of Teaching

Science for Motivation and Understanding.

A. Storyline for the Lesson SequenceChoose this option if you want to emphasize connections that will help students develop

useful and connected knowledge. This means you will need to connect the details of your lesson with Big Ideas, with the students’ experiences, and with one another in ways that make sense to them. Explain your storyline below. As you explain your storyline, consider the following questions: Does your storyline connect the details of your lesson to your Big Ideas? Does your storyline help your students connect experiences, patterns, and explanations? Does your storyline connect your lesson sequence to the lesson sequences that come before

and after?

Stage Role in StorylineLessons before

your sequenceLesson 1Lesson 2Lesson 3Lessons after

your sequence

B. Learning CycleChoose this option if a key goal of your lesson sequence is to help students master a

particular practice (typically a using objective) for which they will need substantial scaffolding and practice.

Focus ObjectiveObjective Type

Write your key objective here Using

Examples and Pattern in Student PracticesIn the space below list the specific examples (i.e., experiences or data) that you will use

during your learning cycle and the pattern that you expect students to follow in accomplishing the objective for each example. If you have a handout or overhead that shows the pattern, refer to it in your pattern description and copy the file at the end of this paper or upload it.

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Checklist for examples and pattern. Check to see if your examples and pattern meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.

Does the pattern apply to all the examples? (Note that it might be a complex pattern that involves classifying examples and treating different examples differently.)

Does the pattern make it clear what the criteria are for adequate student performance?

Does the pattern suggest steps or stages in student work for complicated multi-step processes?

List of examples1.

Pattern in student practices that applies to all examples

Stages in Your Learning CycleUse the table below to lay out the stages of a complete learning cycle for your focus

objective. You should have enough of a description of each activity to make it clear how it meets the criteria for that stage. If have other files that describe the activities or are used in them (such as worksheets, handouts, or lab directions), include references to those files in you activity descriptions.

Stage Teaching Activities

Establishing the problem

ModelingCoachingFadingMaintenance

Criteria for a good learning cycleGeneral criteria for the whole learning cycle. Look at the learning cycle as a whole to

see if it meets the following criteria: Is the learning cycle built around sets of real-world examples that lend themselves to pattern

finding? Do the modeling, coaching, and fading stages each include the whole pattern, rather than

different parts of the pattern? Do students act with more individual responsibility and less structure across the modeling,

coaching, and fading stages? Are the modeling, coaching, and fading activities described in enough detail to see how the

common pattern is applied to different examples at each stage?

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Have you included enough detail (in the descriptions of the teaching activities or in attached materials) so that a teacher reading about this learning cycle could try it in his or her classroom?

Criteria for specific stages of the learning cycle. Your learning cycle should meet the following criteria for a good learning cycle (see page 16 of Learning to Teach for Understanding).

Stage Goals for Students Common StrategiesEstablishing the

problem• discuss relevant personal

experiences and ideas (even if they are incorrect)

• understand what they still have to learn

• believe that they are capable of understanding

• connect this topic to others

• building on questions raised by students or problems that they are curious about

• eliciting students’ ideas about discrepant events or familiar situations

• encouraging discussion and debate among students• discuss connections to previous units or learning

cycles

Modeling • see and understand how an expert accomplishes the objective

• understand what they know and what they still have to learn

• “think aloud” problem solving• presenting scientific ideas in the context of real

world problems• explicit contrasts between scientific and naive

thinkingCoaching • practice using scientific ideas to

accomplish the objective with support and feedback

• scaffolding (providing support and structure that will gradually be withdrawn)

• special problems that focus on student misconceptions or learning difficulties

• systematic feedback and reinforcement• cooperative group work• working with multiple examples of related

meaningful tasksFading • learn to do the task independently • gradually reduce scaffolding and other forms of

assistance• evaluation methods that maintain the integrity of the

task• test questions that focus on key student difficulties

Maintenance • apply knowledge in other contexts • providing opportunities to use the knowledge in other units or courses

• connecting key ideas and practices for this objective with other important ideas and practices

C. Inquiry Cycle Choose this option if you will engage students in using data to answer questions that they

cannot answer from authoritative sources.

Type of Inquiry CycleChoose one:Scientific Inquiry1. Naturalistic or field inquiry: students look for patterns in observations that they make. 2. Experimental inquiry: students create new experience in the lab, often with planned variation.

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3. Data analysis: students look for and explain patterns in “experientially real” data sets that are given to them.1 4. Simulations: students look for patterns and explain results in “virtual worlds” that imitate reality. Applied Inquiry 1. Product testing (Consumer Reports): students find the best product for some purpose (e.g., finding the most absorbant paper towel). 2. Forensics or materials identification: students detect and identify materials (e.g., figuring out blood types or types of fibers at a crime scene). 3. Design labs (engineering inquiry): students use scientific principles to design systems that accomplish specific purposes (e.g., egg drop lab, building bridges, maximizing crop yield)

Prerequisites for an Inquiry CycleExplain how your inquiry cycle will have each of the four prerequisites necessary for

productive student inquiry:1. A question or hypothesis for the student to investigate. This can come either from you or from

the students themselves.

2. “Experientially real” data. For younger students, this probably means observations that they have made themselves. Older students can learn to use data collected by others, but they will find the activities meaningful only if they appreciate how the data were collected and what they mean.

3. Pattern(s) that students will be able to see. Students will see patterns only if they have enough data, and reliable enough data, for them to see patterns in the data.

4. For scientific inquiry, a theory or model that explains patterns. Students will need to be able to compare their explanations with explanations that scientists have for their data.

Activities for Inquiry PracticesClassroom inquiry involves engaging students in five key practices:

1. Questions2. Evidence: Data and patterns3. Students’ explanations4. Scientific theories or models5. Communication

Use the table below to list and briefly describe the activities that will engage your students in each practice. These descriptions can be very brief. Use the lesson plans to describe the activities in more detail.

1 See Haury (2001) for a good list of data sets available on the Internet.

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Purpose of Activity Brief Description Associated Materials

1. Questions2. Evidence: Data and patterns3. Students’ explanations4. Scientific theories or models5. Communication

Checklist for activities: See if your activity descriptions above (in combination with the explanations of essential features and attached files, meet the following criteria: Will the activities achieve their purposes? Have you included enough detail (in the descriptions of the teaching activities or in attached

materials) so that a teacher reading about this inquiry cycle could try it in his or her classroom?

Do your activities include the essential features of classroom inquiry, described in the table below?

Essential FeatureVariations

1. Questions. Learner engages in scientifically oriented questions.

Learner poses a question

Learner selects among questions, poses new questions

Learner sharpens or clarifies question provided by teacher, materials, or other source

Learner engages in question provided by teacher, materials, or other source

2. Evidence: Data and patterns. Learner gives priority to evidence in responding to questions.

Learner determines what constitutes evidence and collects it

Learner directed to collect certain data

Learner given data and asked to analyze

Learner given data and told how to analyze

3. Students’ explanations. Learner formulates explanations from evidence.

Learner formulates explanation after summarizing evidence

Learner guided in process of formulating explanations from evidence

Learner given possible ways to use evidence to formulate explanation

Learner provided with evidence

4. Scientific theories or models. Learner connects explanations to scientific knowledge.

Learner independently examines other resources and forms the links to explanations

Learner directed toward areas and sources of scientific knowledge

Learner given possible connections

5. Communication: Argumentation and justification. Learner communicates and justifies explanations.

Learner forms reasonable and logical argument to communicate explanations

Learner coached in development of communication

Learner provided broad guidelines to use sharpen communication

Learner given steps and procedures for communication

Learner directed Teacher directed

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Part IV: Classroom ActivitiesThis section contains your plans for the activities that you will actually do in the

classroom. They should be real plans for real activities, not made-up plans that you will not actually carry out. This template includes separate sections for each lesson.

Lesson 1Role in lesson sequence.

Explain the role that the activities of this lesson will play in your lesson sequence (conceptual, learning cycle, or inquiry cycle).

MaterialsList materials you will be using. Attach the files of materials that you have in electronic

form.Checklist for Materials. Check to see if your materials list meets the criteria below.

Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.

Have you included everything you will need to teach? Do you have the materials ready before your lesson? Have you attached files for materials that you have in electronic form?

Presentation materials (Overhead transparencies or PowerPoint presentations, etc): (attach files)Copied materials (Handouts, worksheets, tests, lab directions, etc.): (attach files)Pages in textbook: Book:______________________ Pages:_______Laboratory materials: For the teacher or the class as a whole: (attach files)

For each laboratory station: (attach files)Other materials: (attach files)

ActivitiesDescribe the activities that you will be doing in the lesson. These may be based on your

mentor’s lesson plans and materials or on ones that you developed yourself. They should reflect, though, your best understanding of what you will be doing. If you would have preferred to do something different, describe what you would have done in the “Improvements in Parts I-IV” section below. Include important handouts or teaching materials, either as part of this file or separately. Share your plans with your mentor and course instructor in time to get comments before you

teach.

Introduction (-- minutes)Describe introductory activities that will:• Get the class off to a well-managed start• Make conceptual connections with previous lessons• Help students anticipate problems and activities of the class

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Main Teaching Activities (--minutes)Describe teaching activities, including:• Key examples, patterns, models or theories• Key questions that you will use to start discussions• What the students AND the teacher will be doing• Embedded assessment activities that will indicate students’ understanding at different points in the lesson• References to materials you or the students are using during this activity• Procedural details, including transitions, materials management, etc.

Conclusion (--minutes)Describe concluding activities that will:• Make sure students and materials are in order before students leave• Help students review or summarize what they have learned• Help students anticipate problems and activities of future classes






Have you included everything you will need to teach? Do you have the materials ready before your lesson? Have you attached files for materials that you have in electronic form?

Presentation materials (Overhead transparencies or PowerPoint presentations, etc): (attach files)Copied materials (Handouts, worksheets, tests, lab directions, etc.): (attach files)Pages in textbook: Book:______________________ Pages:_______Laboratory materials: For the teacher or the class as a whole: (attach files)



mentor’s lesson plans and materials or on ones that you developed yourself. They should reflect, though, your best understanding of what you will be doing. If you would have preferred to do

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something different, describe what you would have done in the “Improvements in Parts I-IV” section below. Include important handouts or teaching materials, either as part of this file or separately. Share your plans with your mentor and course instructor in time to get comments before you

teach.









Have you included everything you will need to teach? Do you have the materials ready before your lesson?

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Have you attached files for materials that you have in electronic form?Presentation materials (Overhead transparencies or PowerPoint presentations, etc): (attach files)Copied materials (Handouts, worksheets, tests, lab directions, etc.): (attach files)Pages in textbook: Book:______________________ Pages:_______Laboratory materials: For the teacher or the class as a whole: (attach files)



mentor’s lesson plans and materials or on ones that you developed yourself. They should reflect, though, your best understanding of what you will be doing. If you would have preferred to do something different, describe what you would have done in the “Improvements in Parts I-IV” section below. Include important handouts or teaching materials, either as part of this file or separately. Share your plans with your mentor and course instructor in time to get comments before you

teach.




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Part IV: Assessment of Focus StudentsThis section includes your plans for assessment of three focus students (see Part IV for

more details on which students to choose).

Focus ObjectiveChoose one objective to focus on for your assessment and copy it here.

Developing Assessment TasksInclude an assessment task that will reveal your focus students’ understanding of your

strand: their relevant experiences and intellectual resources, their theories or conceptions, their strategies for sense-making or habits of mind. This task might be a single question or a series of questions. It might take many forms, including: (a) embedded assessment tasks such as worksheets, journal questions, or lab reports, (b) questions or tasks for clinical interviews, or (c) formal assessments such as test questions.

Include the actual task, don’t just describe it. If it requires special materials that cannot be copied into this section, attach them as Appendices or separate files.

Checklist for Assessment Task. Check to see if your assessment task meets the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties. Have you included the actual questions that students will answer or prompts they will be able

to respond to? Will you learn from incorrect answers? Can your students respond in ways that show ways of

making sense of the topic even if they don’t know the scientific answer? Is the task relevant to the focus objective? Does it engage students in the practice described

in your focus objective? Would a scientist respond to the task with the concepts, patterns, or models that you are

interested in? Is the task worded in a way that will be clear to the students? Will they understand what you

are asking? Would a good answer to the task require students to relate some of the theories, patterns, and

examples from Part II?

Part IV: After the Lesson ReportComplete this section after you have taught your lesson.

Story of What HappenedWrite a brief story of what happened when you taught the lesson (1000 words or less).

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Making Sense of Focus Students’ ResponsesDescriptions of focus students

Choose three focus students who have different levels of academic success in your class. Assign them pseudonyms and describe them briefly in the table below.

Pseudonym Academic Standing

Personal Description

Excellent Response or RubricWrite an example of what you would consider to be an excellent response to your

assessment task from a student in your class.Optional: Try to create a rubric that describes the qualities or characteristics of possible

student responses in ways that enable you to compare responses.

Finding and Explaining Patterns in Student ResponsesDescribe your focus students’ understanding (i.e., their knowledge, practices, and sense-

making strategies) with reference to the focus objective and the relevant examples, patterns, and models or theories. Compare their understanding to your goal understanding as described by your expected response and rubric.

Support your description with evidence from their work and your interactions with them, including your assessment task as well as other written work they have done, informal conversations, their participation in class, their approach to laboratory or field activities, etc. If possible, include quotes or samples of their work. Your rubric should help you connect the evidence with your conclusions about their knowledge and practices.

Checklist for Analysis of Focus Students’ Understanding. Check to see if your analysis meets the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties. Have you provided evidence in the form of quotes or samples of your focus students’ work?

(If necessary, attach separate files or paper copies.) Have you described how your focus students understand the objective: their experiences and

their ways of describing them, patterns that they see in their experience, their explanations of those patterns, their practices in doing the activities described in your objective?

Have you related their knowledge and practices to the scientific knowledge and practices described in your big ideas and objective?

Improvements Parts I-IVExplain how you would improve your planning, teaching, and/or assessment when you

teach this lesson again in the future. You can to this in either or both of two ways:

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Use the Track Changes tool or a different color to make visible changes in your original plans.

Use the space below to describe and explain your changes.

Improvements in Your Understanding of Science TeachingWrite your brief general comments and impressions, then use the table to list some

important thing that you learned that will help you do better on the problems of practice.

General comments

Things you learned about specific problems of practiceProblem of

PracticeSomething that you learned

Understanding: Academic dialogue with students

Motivation: Social dialogue with students

Classroom Environment and Teaching Strategies

AttachmentsIf you have electronic files you are using with your lesson, either paste them here, or list

them here and upload them as separate files to the course website.

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