Gcu College Of Educationlesson Plan Templatesection 1 Lesson Preparat ✓ Solved

GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning.

These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand†is not measureable, but “describe†and “identify†are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language.

How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know.

Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.

Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate.

Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2019. Grand Canyon University. All Rights Reserved.

Alignment of Standards Arisleidy Green GCU-EDU 534 Dr. Van Lieu 11/06/2019 NCTE The NCTE standards guide the principles and stipulations that indicate the guidelines for the English language arts. These guidelines help all stakeholders in this sector to make accurate steps in the betterment of the language standards and hence improve professionalism in the field. The level of professionalism in this field is dependent upon the practices that the stakeholders partake as well as the perceptions that they hold with regard to ethics and ethical practices. The guidelines thus indicate the equality of opportunities for all students to enable their language development as well as the pursuit for life goals and resulting participation in societal activities.

The stakeholders are thus expected to develop an informed approach and hence promote equity and accountability. The standards take the approach which introduces various assumptions such as the belief of children education before school. These educations are based on experience as well as experimentation and activities which are literal. From these guidelines, curriculum as well as instruction development is encouraged. The ample teaching and learning conditions are enhanced by these conditions.

Students would be required to express this standard through activity presentation. The activity which is presented is through the organization of pre-school learning activities. Through these activities the students can thus show their prowess in strict adherence to these standards. This involves the rather rigorous process of setting up the pre school stations. At these stations, learners can exploit their creative, exploratory as well as experimental talents. Through these talents, the quality of guidance of the instructors will be evaluated based on the success rates of the pre-school leaners.

Paper for above instructions

Teacher Candidate Name:

Arisleidy Green

Grade Level:

3rd Grade

Date:

[Insert Date]

Unit/Subject:

Science

Instructional Plan Title:

Water Cycle Exploration

Lesson Summary and Focus:

This lesson introduces students to the water cycle, covering its stages—evaporation, condensation, precipitation, and collection. Students will engage in hands-on activities to visualize and understand each stage, ultimately fostering a comprehensive understanding of this essential environmental process.

Classroom and Student Factors/Grouping:

The classroom consists of a diverse demographic, including English Language Learners (ELL), students with Individualized Education Programs (IEPs), and gifted learners. A collaborative environment will be emphasized through pair and group activities to facilitate learning among all students. Differentiated instructional strategies will be implemented to cater to varied learning needs and styles.

National/State Learning Standards:

- Next Generation Science Standards (NGSS) 3-ESS2-1: “Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.”
- Common Core State Standards (CCSS) for Science: “Integrate and evaluate content presented in diverse formats.”

Specific Learning Target(s)/Objectives:

- Objective 1: Given a hands-on activity, students will identify and describe the four stages of the water cycle (evaporation, condensation, precipitation, and collection) with 90% accuracy.
- Objective 2: Students will create a visual representation of the water cycle, demonstrating understanding by labeling each stage correctly.

Academic Language:

- General Vocabulary: process, cycle, data, represent
- Content-Specific Vocabulary: evaporation, condensation, precipitation, collection
- The terms will be introduced through visual aids and interactive discussions, where students will engage with the vocabulary in context. Students will also create a vocabulary chart which will be revisited throughout the lesson.

Resources, Materials, Equipment, and Technology:

- Materials:
- Water cycle posters
- Markers and chart paper
- Sample of a small water cycle model (e.g., terrarium)
- Whiteboard and markers
- Technology:
- Projector for visuals
- Educational videos on the water cycle from reputable science websites (e.g., National Geographic)

Section 2: Instructional Planning

Anticipatory Set

To engage students and activate prior knowledge:
- Visual Representation: Introduce the topic with a water cycle poster, asking students what they know about water and its behavior in nature.
- Interactive Discussion: Encourage students to share experiences with rain, snow, or puddles, leading to curiosity about where water goes.
- Quick Exit Ticket: Have students write one question they have about water.

Time Needed:

5-10 minutes

Multiple Means of Representation

To ensure all learners access the information:
- Guided Notes: Provide a structured outline for students to fill in during lessons.
- Graphic Organizer: Use a graphic organizer to map out the water cycle stages visually.
- Video Presentation: Show a short video on the water cycle illustrating the processes with animation.

Differentiation:

- ELL: Simplify language used in videos and provide visuals or subtitles.
- Students with Special Needs: Use hands-on materials to supplement learning.
- Gifted Students: Challenge with deeper questions about the impact of climate change on the water cycle.
- Early Finishers: Encourage them to write a short reflection about the cycle or create a water cycle comic strip.

Time Needed:

15-20 minutes

Multiple Means of Engagement

To foster active participation:
- Group Work: Students work in pairs to create a mini-poster of the water cycle.
- Hands-On Activity: Conduct a simple experiment showing evaporation and condensation using warm water and a clear cover on a glass.
- Kagan Structures: Implement “Think-Pair-Share” for discussion on weather changes and their connection to the water cycle.

Engagement Differentiation:

- ELL: Collaboration with peers for language support.
- Students with Special Needs: Direct instructions and guidance through each activity.
- Gifted Students: Provide additional research tasks related to severe weather patterns caused by the water cycle.
- Early Finishers: Offer them the chance to assist peers or present findings to the class.

Time Needed:

20-30 minutes

Multiple Means of Expression

To allow students to express knowledge creatively:
- Options Include:
- Summative Assignment: Create a detailed model of the water cycle using materials such as cotton, plastic, etc. (bold).
- Formative Assessment: Use thumbs-up/thumbs-down checks during discussions or quick quizzes.
- Reflection Assignment: Students will write down the stages of the water cycle in their own words and draw their favorite stage.

Assessment Differentiation:

- ELL: Use visuals and simple sentences for assessments.
- Students with Special Needs: Allow oral presentation options instead of written reports.
- Gifted Students: Encourage exploration of advanced water cycle concepts for deeper understanding.
- Early Finishers: Provide options to explore related concepts, such as weather prediction or conservation efforts.

Time Needed:

10-15 minutes

Extension Activity and/or Homework

Students will research a water body (e.g., ocean, river) and write a paragraph on how the water cycle affects it. This reinforces the learning targets by directly relating the water cycle to environmental contexts.

Time Needed:

20-30 minutes
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References

1. National Research Council. (2013). Next Generation Science Standards. National Academies Press.
2. Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics and English Language Arts. Retrieved from http://www.corestandards.org
3. National Geographic Society. (2021). Water Cycle. Retrieved from https://www.nationalgeographic.com
4. New York State Education Department. (2020). Science Standards. Retrieved from http://www.nysed.gov
5. Kagan, S. (2011). Kagan Cooperative Learning. Kagan Publishing.
6. Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Heinemann.
7. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
8. Van de Kragt, A. (2015). Real Science-4-Kids: The Water Cycle. Retrieved from https://www.realscience4kids.com
9. The National Center on Universal Design for Learning. (n.d.). Universal Design for Learning Guidelines. Retrieved from http://www.udlcenter.org
10. Englewood Cliffs, NJ: Prentice Hall. (1993). Learning to Think Mathematically.
This lesson plan aims to provide a comprehensive approach to understanding the water cycle through diverse strategies accommodating various learning needs, ensuring all students have the opportunity to succeed.