Sample Lesson Plan

So, I am not sure if I have done this correctly, but here is my sample lesson plan using the template on page 160.

Curriculum Standard
5th Grade Science 3: Predict characteristics, structures, life cycles, environments, evolution, and diversity of organisms.
a) Compare and contrast the diversity of organisms due to adaptations to show
how organisms have evolved as a result of environmental changes. (DOK 2)
• Diversity based on kingdoms, phyla, and classes (e.g., internal/external
structure, body temperature, size, shape)
• Adaptations that increase an organism’s chances to survive and
reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales)

Big Idea: There are subtypes of species, and each subtype exhibits characteristics which help them adapt to their environment.

Preparation

• Ask the students if they are familiar with the term subtype, or subspecies.
• Define the term(s) if they are unfamiliar.
• Use the trade book Deer, Elk, Moose, and Caribou as a visual representation of the term.

• Discuss how the different types of deer have traits that help them adapt to their environment. Some questions would be: 1) Why would a white-tailed deer not neet a thick coat of fur, as the moose does, to survive in its common environment? 2) Caribou have wide hooves that help them trek through snow. Do you think that they would be as successful without this trait?

Guidance

• The teacher will assist students in making a list of animals that contain a subspecies, or subtype.
• The teacher will assist students in listing the traits that each animal has in common and list those traits that differ, thus helping the animal adapt to its environment.
• The teacher will explain the big idea to the students using the guidance activity as a reference.
• The teacher will ask the students if they need any clarification before proceeding to the introduction of scientific classification.

Application

• Introduce classification of species.
• Examine how scientists classify animals.
  

Chapter 5: Understanding and Using Texts

"Any discussion of texts and their nature and complexity needs to begin with the motivation, knowledge, and experiences that students bring to texts." (pg. 126) Many teachers miss out on this aspect when choosing texts for their students to use. I can remember many textbooks and other types of literature that my teachers had chosen, particularly high school literature. Many of the stories were boring and long, and she still expected the entire class of 9th grade to read them in their entirety and remember every detail. Needless to say that did not happen. Teachers need to remain "tuned in" to the general interests of their students when formulating assignments that use any type of text. If the students aren't interested, they will be more likely to cut corners and possibly not meet the objective that the teacher had in mind.

"Digital texts" (pg. 132) I never had much experience with digital texts when I was in elementary and even high school. I think digital texts can be wonderful and engaging resources for students. The website http://www.brainpop.com is a wonderful resource for both students and teachers. Payment is required for complete access, but there are some free resources and samples available. The site covers all major subject areas, with facts, videos, and games under each. This is a great site for teachers to obtain supplemental materials and gain ideas for lesson plans. I would definitely recommend purchasing this site for our classrooms in the future.

Page 153 discusses a few of the challenges that students face when dealing with texts. I think one of the biggest challenges is that many students do not know how to use textbooks. Students must first know how to read certain textbooks. Then, students must be taught how to look up needed information in places such as an index or glossary. Sometimes teachers may take for granted that students already know how to perform these seemingly simple tasks, especially in the upper grades. This is another instance where students' prior experiences must be considered.

Ch. 4 Ongoing Assessment

This chapter discusses numerous types of assessments that teachers use to monitor student progress. The three main types of assessments mentioned were classroom tests, state assessments, and standardized tests. The chapter also discusses ways in which to use assessments to motivate students.

Classroom tests/assessments are the most common type. These can include anything from teacher-made unit exams to teacher observation notes to rubrics. Teachers can use observation notes and conversations to motivate students to use what they already know to construct new ideas. Teachers can also implement interest inventories (such as the ones we must use in clinicals) to find out what their students already know.

Classroom tests/assessments makes me think of authentic assessments, as discussed in CIE 343 last semester. Ms. Beavers stressed the importance of creating assessments that encourage students to think critically and that involve solving real-life problems. My personal opinion is that authentic assessments measure students' knowledge of what they already know. They give students the freedom to use what they know and be creative in producing the product that the teacher is looking for (if that makes any sense, lol.)

State assessments and standardized tests tend to go hand in hand in my thought process. I think of the term "high stakes" as mentioned in the text. I also think of the No Child Left Behind policies that were discussed in Chapter 1. How can standardized tests/assessments results depict accurate success rates when each student is unique and may have special needs that affect their test performance?