Five-Step Lesson Planning Clinic Worksheet
LESSON PLANNING CLINIC – WORKSHEET (for five-step lesson plan)
Corps Member: / Samantha Richardson / CMA: / Herneshia DukesLesson Plan Date: / Friday
June 15,2012 / Grade Level: / 5th / Lesson Execution Date: / Tuesday
June 19, 2012
STEP ONE
Vision-Setting
Objective
What do my students need to know/be able to do by the end of this lesson?
Consider:
What are exemplar assessment items asking students to know/be able to do? How can I re-state the objective in my own kid-friendly language? / SWBAT identify organisms that can only be seen with a microscope; SWBAT describe organisms as single-celled or multi-celled
Key Points
These tell the knowledge and skills students need to master the objective. Strong key points are:
· Accurate – Is this the “right stuff?” Do the key points encompass: 1) the what (content, concept, or knowledge)?; 2) the how (process or steps)?; 3) the why (link to broader vision and goals)?
· Appropriate – Is this at the right level of rigor? Am I driving toward both short-term and long-term success? Do I have the right amount of content for this lesson? Is this in the right order to build student mastery? Will this language be meaningful to my students?
All lesson methods will drive toward student mastery of the key points. / WHAT
Single celled organisms are organisms where everything that the organism needs to stay alive is in that one cell. (like bacteria) Characteristics: No nucleus, self contained
Multicellular organisms are organisms that have more than one cell, and each type of cell has a special job, called cell specialization. (like plants and animals and people) We know that these organisms are made of either plant or animal cells, they have a nucleus, they are generally bigger than single celled organisms
Microbes are the organisms that that can only be seen by the with a microscope these are for the most part single-celled
HOW
1. Multi-cellular organisms, like plants and animals have a nucleus and organelles, which do special jobs for the cell. Single-celled organisms don’t have those things.
2. Single-celled organisms are much, much smaller than the cells that make up multi-celled organisms, because they don't have the organelles that do all of the different jobs. Often do not have a consistent structure. They are usually grouped together in no particular order.
3. The cells of multicellular organisms (many celled organisms) all work together to keep it healthy.
Process of identifying and describing a single-celled and multi-cellular organism:
1. Look at the picture.
2. Based on what we know about cells, decide if this organism is single-celled or multi-celled.
In order to determine this, ask:
a. Does it have a nucleus?
b. Is it made of cells which use cell specialization?
c. Does it have a definite shape? Are all the cells put together in an organized way?
d. Is the organism self-contained in one cell?
WHY
Cells are an important building block of biology. Understanding cells help us understand how organisms function and relate to the world around us. We will be more prepared for high school science and for college curriculum.
Assessment
This gives us formative data about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way. Strong assessments are:
· Aligned – Does the assessment test the knowledge, skills, and thinking required by the objective?
· Scaffolded – Will the assessment tell us both whether students are mastering the objective at the right level of rigor and also if and where their learning is breaking down?
Lesson assessments inform our method choices, our ongoing checks-for-understanding during class, and where we pick up with our instruction the next day.
* Please also include an Exemplar Student Response that demonstrates a clear illustration of mastery at the desired level of rigor. / Before you begin, be sure to have your name and the date written down on your sheet.
Step #1: Looking at the different pictures, identify whether the organism is single-celled or multi-celled. Below the pictures, label whether it is single-celled or multi-celled.
Step #2: Once you have decided if the organism is single or multi-celled, describe in complete sentences why the organism is one or the other. Please give at least two characteristics which let you know whether it is single or multi-celled.
Exemplar:
Question 1 & Question 2:
Single- Celled Organism
I know that this is a single celled organism because it is made up of one cell, and does not have a nucleus. It does not have a definite shape. It does not have lots of cells working together doing different jobs for the cell.
Question 3 and 4:
Multi-celled Organism
I know that these are multi-celled organisms because they are made up of many plant and animal cells. The organisms have groups of cells that work together to complete different jobs within the organism. It has a definite shape that I can see.
Grading:
Students will receive 1 point for correctly deciding if the picture is a single celled organism or a multi-celled organism. Students will receive 1 point for describing how they know the organism is a multi-celled organism vs. a single celled organism
Connection to the Summer Achievement Goal
Why is this important?
How does it connect to our larger goals? / Understanding and describing the difference between multi-celled and single-celled organisms will allow students to defend their answers and know how to look for specific characteristics as they relate to different organisms. In a broader picture, students will be able to critically analyze diagrams/pictures, looking for specific criteria, to provide reasons for their claims.
Investment
What can I do to ensure that students are interested/engaged/invested? / Students can describe different pictures using new vocabulary and will even get the chance to compete against other classmates to provide the best proof for their answer.
STEP TWO
Determining Methods
· If you teach students with special needs, consider the following questions as you create your agenda.
o What accommodations and/or modifications will my students need, and how will I provide them?
§ How will I differentiate for students who need more/less time?
§ How will I differentiate for students who need explicit language support with vocabulary or pronunciation?
§ How will I group students and/or use an instructional assistant?
§ If applicable, consult/reference specific IEPs.
· If you teach English language learners, consider the following questions as you create your agenda.
o What are the specific language demands (listening, speaking, reading, and writing) required of my objective, and how will I scaffold them?
§ How will I teach students the vocabulary, language structures, and prior knowledge they need to meet the objective/complete the assessment?
§ How will I provide students with the resources they need (word banks, dictionaries, pictures, etc.)?
Creating a Detailed Agenda
When planning lesson methods, consider these 3 overarching questions (in addition to the more detailed questions below and on the LP template):
· Are these methods driving toward the right stuff? (Is the action being informed by both parts of my vision – both the daily lesson vision and the summer school vision?)
· Am I gradually releasing responsibility to students such that they are set up for success? (Am I providing just enough, but not too much, support?)
· Are students actively and meaningfully engaged throughout the lesson? (Am I making sure this lesson treats students not as passive receptacles, but rather as active participants in the learning?)
Note: The order listed below represents how some teachers backwards plan their methods. You can proceed in the order that makes the most sense to you, being certain to always keep the end in mind (i.e., the ultimate student outcomes reflected in your daily lesson vision) as you plan methods.
Independent Practice
· How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment?
o How will I structure Independent Practice so that students are working on tasks that will fully prepare them for the lesson assessment?
o When and how would I intervene to support this Independent Practice? / Students will be given a series of pictures to identify as either single-celled or multi-celled organisms. They will then have space next to the picture to 1. Write whether the organism is single-celled or multi-celled and 2) list the characteristics of that organism in bullet points, which traits will define it as either a multi-celled or single-celled organism.
If help is needed, I can circulate through the desks, getting students to think about what to look for to identify whether the organism is multi-celled or single-celled.
Guided Practice
· How will students practice the knowledge and skills required of the objective, with my support, such that they continue to internalize key points?
o How will I structure Guided Practice to ensure that all students are working on tasks that will fully prepare them for the upcoming Independent Practice?
o How will I support students in completing those tasks? / Think-pair-write. Students will be shown a picture of either a single-celled or multi-celled organism to identify it as either one or the other. They will first think on their own silently as to whether the picture is showing a multi or single-celled organism, and even using key characteristics taught in the INM, describe their choice. Students will then get together with their neighbor and using a white board, write down whether the organism is single or multi-celled, followed by a list of bullet points identifying the characteristics of the organism, specific to whether it is single or multi-celled. When prompted to do so, students will share their answer and description with the class. I will call on a student pair to explain their reasoning, whether they are correct or incorrect, and if incorrect, being sure that they come to the correct answer.
Introduction of New Material
· How will I explain the knowledge and demonstrate the skills required of the objective, such that students begin to actively take in and internalize the key points?
o How will I structure the Introduction of New Material such that students will be fully prepared for the upcoming Guided Practice?
o What will students do as I explain information and demonstrate skills? / WHAT
Single-celled organisms are organisms where everything that the organism needs to stay alive is in that one cell (like bacteria). Characteristics: No nucleus, self contained
Multi-cellular organisms are organisms that have more than one cell, and each type of cell has a special job, called cell specialization (like plants and animals and people). We know that these organisms are made of either plant or animal cells, they have a nucleus and they are generally bigger than single celled organisms.
Microbes are the organisms that that can only be seen by the with a microscope these are for the most part single-celled
HOW
Using power point slides, I will introduce new material about how multi-cellular organisms are different from single celled organisms. Plants and animals are some examples of multi-cellular organisms that are made up of many cells. These cells are specialized, meaning that joined together they perform separate functions for an organism to keep it alive. This is called cell specialization and it is one characteristic of a multi-cellular organism. Multi-cellular organisms have cells which contain a nucleus and organelles, like animal and plant cells. This is another characteristic of multi-cellular organisms.
In contrast, single-celled organisms lack a nucleus, lack cell specialization, and they lack an organized structure of cells. Single-celled organisms have the ability to perform all necessary functions for survival, and are thus, self-contained.
2. Single-celled organisms are much, much smaller than the cells that make up multi-celled organisms, because they don't have the organelles that do all of the different jobs. Often do not have a consistent structure. They are usually grouped together in no particular order.
Process of identifying and describing a single-celled and multi-cellular organism:
3. Look at the picture.
4. Based on what we know about cells, decide if this organism is single-celled or multi-celled.
In order to determine this, ask:
e. Does it have a nucleus?
f. Is it made of cells which use cell specialization?
g. Does it have a definite shape? Are all the cells put together in an organized way?
h. Is the organism self-contained in one cell?
WHY
Cells are an important building block of biology. Understanding cells help us understand how organisms function and relate to the world around us. We will be more prepared for high school science and for college curriculum.
Opening
· What information do I need to convey during my opening, such that my students are prepared to be successful in mastering the objective?
· How will I engage students and “hook” their interest so that they want to master the objective? / As a class, we will look at the virtual Pond Dip experiment, which allows students to observe different organisms found in a pond as seen through a microscope. http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/ponddip/index.html.
Students will be asked to look for similarities and differences in structures, which will help the students begin to look for characteristics which describe a multi-cellular and a single-celled organism.
Closing
· How will I ask students to summarize what they have learned, as well as its significance? / In the final five minutes of class, students will record reflections on differences and similarities between multi and single-cellular organisms. They will also explain how describing a multi-cellular and a single-celled organism relates to identifying organisms around them.
Check Your Plan…
Look at the objective and daily lesson vision, and then examine each component of your detailed agenda.
· By the end of the lesson, will students be able to do exactly what the objective requires?
· How will students be working toward the key points during each component of the lesson?
· Will students be interested, engaged, and invested throughout the lesson?
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