EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Tiara Miles Date:

PART I: PLANNING

Title of Lesson

Organism’s Behaviors!

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This is an original lesson

Subject Area (s)science

Grade Level4th

Curriculum Standards

4-2.5- Explain how an organism’s patterns of behavior are related to its environment (including the kinds and th3e number of other organisms present the availability of food, and other resources, and the physical characteristics of the environment.)

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

The lessons activities and content will enable students to accurately show their comprehension of how an organism’s patterns and behavior is relative to the environment the organism is in. Students will be given the content in the form of a power point presentation as well as a hand out that will allow them to take notes as well as have a handout with additional notes for deeper understanding. At the end of the lesson students will be given a twelve problem quiz

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

At the conclusion of the lesson students will be able to show their comprehension of how a organisms behavior changes based off its environment. This will be measured through my twelve problem assessment. Students will show their comprehension by scoring eighty percent or higher on the assessment.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who have difficulties comprehending the material I will pair them with my students who usually master the concepts at a faster pace. I will also provide students having a hard time mastering the concept with additional notes and resources (videos,books, etc) to ensure that they are able to understand the material by the end of the lesson .

Statement of Purpose

Why is it important for the students to learn this content?

It is important for students to learn this content because it is relative them and to their everyday environment. It is important for students to understand and be able to explain how animal’s behaviors relate to their environment and also understand how this helps animals choose where they live.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and supplies that will be needed to help my students achieve these objectives will be science journals, and pencils. I will be using the classroom lab top, smart board, and power point I will also be using a twelve problem assessment at the conclusion of the lesson. Resource speakers will not be utilized.

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities? The hook for this lesson will be a collage of organisms in their different environments. I will use the collage to faillitate a classroom discussion on organisms animals and their different environments . This will allow me to introduce the lesson to students as well as see which students have prior knowledge to the material we are going to discuss.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?My pre-asssessment will be carried out in the anticipatory set. It will be informal. While carring out the anticipatory set I will include a discussion with students about their knowledge of organisms in their different environments. Tis will allow me to gain a better understanding of which students have prior knowledge of the subject and which students do not.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

Before we begin the lesson I will provide students with a detailed overview of what material will be covered throughout the lesson and what will be expected of students throughout the lesson

Guided PracticeWhat will we do together as they learn how to succeed at the new task?As a class we will discuss how an organism’s patterns and behavior is relative to the environment the organism is in.

Checking for UnderstandingWhat questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Through out the lesson I will ask students review questions to ensure that they are understanding so far. At the end of the lesson students will be given an assessment that will allow me to check for their understanding of organisms in their environment.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

Student will independently complete the twelve problem assessment to show that they have internalized the knowledge.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

I will conclude the lesson with a quick review to reinforce concepts taught during the lesson.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

Students will complete a twelve problem assessment to demonstrate what they have learned.

Extension ActivitiesWhat can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Students will be given a homework sheet to complete along with the lesson. Students will also be required to create a paragraph describing an organism and their environment in their neighborhood. They are encouraged to get parents assistance on all homework assignments.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?I will use the classroom smart board to display the power point presentation that will go along with the lesson. This will be used to enhance the delivery and comprehension of my content.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts:

Health:

Physical Education:

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.

Students were actively engaged and interested in the lesson. Students were able to grasp and comprehend the content. The majority of them were also able to effectively demonstrate their comprehension of the content.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

There were a few students who were not paying attention to the lesson and more interested in completing their homework assignment for Mr. Hodge’s class.

Suggestions for Improvement

What would you change when teaching this lesson again?

I will have students remove all additional objects from their desk when it is time for instruction to ensure that they are focused on the lesson. The only thing students will be allowed to have on their desk will be their science journal and a pencil to take notes through out the lesson.

Revised 6-2013

THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

CLAFLIN UNIVERSITYSCHOOL OF EDUCATION

REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target (5 Points)

Highly Acceptable (4 Points)

Acceptable(3 Points)

Moderately Acceptable(2 Points)

Unacceptable(1 Point) Score

INTRODUCTION(Title, Source, Subject

Area, Grade Level)ACEI .1.0

The candidate includes all introductory components and all components are

appropriate to the lesson

The candidate includes most introductory

components that are appropriate to the lesson

The candidate includes some introductory

components that are appropriate to the

lesson

The candidate includes only one introductory

component that is appropriate to the

lesson

The candidate fails to include the

Introductory components

CURRICULUMSTANDARDS

2.1-2.7

The candidate identifies all appropriate standards for

the lesson.

The candidate identifies some of the standards that

are appropriate for the lesson.

The candidate identifies some appropriate

standards and some inappropriate standards

for the lesson.

The candidate lists standards, but standards are

inappropriate for the lesson.

The candidate fails to identify curriculum

standards.

DESCRIPTION AND BACKGROUND INFORMATION

ACEI 1.0; 3.1

The candidate describes the lesson’s activities and

content in a detailed manner.

The candidate describes the lesson’s activities and content in a manner that

provides a clear overview of the lesson

The candidate identifies the lesson’s activities

and content but fails to provide a clear

overview of the lesson

The candidate identifies the lesson’s

activities or the lesson’s content

The candidate fails to identify the lesson’s activities and content

LESSON OBJECTIVES

2.1-2.7

The candidate includes concise, clearly written, measurable performance

objectives for all standards

The candidate includes measurable performance objectives, but objectives

are not clearly or concisely written for the lesson

The candidate includes clearly written

objectives that are not measurable

The candidate includes objectives that are not measurable or clearly

written

The candidate fails to include objectives for

the lesson

DIFFERENTIATION OF OBJECTIVES

The candidate varies all objectives to promote rigor and challenge for all students, including diverse

The candidate varies most of the objectives to promote rigor and a challenge for all students,

The candidate varies some of the objectives

to address diverse students’ needs and

The candidate does not vary the objectives, but the candidate identifies teacher actions that

The candidate fails to differentiate objectives

ACEI 3.2 students, , and identifies teacher actions that accommodate diverse students’ needs

including diverse students, and identifies teacher actions that accommodate diverse students’ needs

includes some teacher actions that

accommodate those needs

accommodate diverse students’ needs.

STATEMENT OF PURPOSE

The candidate clearly explains the importance of the content for the student.

The candidate appropriately explains the importance of the content for the student, but more information is needed.

The candidate makes an adequate attempt to

explain the importance of the content to for the

student..

The candidate does not explain the relevance of the content for the student.

The candidate makes no attempt to explain the relevance of the

content for the student

MATERIALS AND RESOURCES

ACEI 1.0

The candidate provides comprehensive lists of lesson materials and

resources with explanations of how they

will be used by the teacher and students

The candidate provides comprehensive lists of lesson materials and

resources to be used by the teacher and the students,

but no explanations

The candidate provides lists of some of the

materials and resources to be used by the

teacher and the students for the lesson

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both

The candidate fails to provide a list of

materials and resources for the lesson

LESSON DESIGN3.1-3.5

The candidate clearly describes a well-organized

student centered lesson that reflects all

organizational issues: pre-assessment, motivation

(anticipatory set), purpose, modeling/demonstration, guided and independent

practice, closure, extension activities and

other instructional strategies. The lesson plan

reflects differentiated instruction

The candidate clearly describes a student-centered lesson that reflects most of the organizational issues:pre-assessment, motivation, purpose, modeling/demonstration, guided and independent practice, closure, extension activities and other instructional strategies. The lesson plan reflects differentiated instruction

The candidate clearly describes a student-centered lesson that contains few of the

organizational issues, and addresses some

differentiated instruction.

The candidate describes a lesson that is somewhat student-centered with few of

the organizational issues, with no differentiated

instruction

The candidate describes an ill-

planned lesson that is not student-centered or the candidate fails to describe the lesson

KEY ASSESSMENTS

ACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lesson

The candidate describes assessments that correlate to some of the objectives and the lesson

The candidate includes assessments that correlate to the

objectives and the lesson, but do not

describe them

The candidate includes assessments that do not

correlate to the objectives and the

lesson

The candidate fails to include assessments

CHECKING FOR UNDERSTANDING

ACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists

questions to be asked to check for understanding

The candidate describes and lists several strategies/ techniques and questions to be asked to check for

understanding

The candidate lists and describes strategies/techniques, but does not list any questions

The candidate lists questions, but fails to

describe or list strategies and

techniques

The candidate does not list or describe any

strategies/techniques or asks questions to check

for understanding

TECHNOLOGY3.1-3.5

The candidate meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully

incorporated

The candidate meaningfully incorporates and describes teacher used technology in the lesson

The candidate incorporates and

describes technology in the lesson in superficial

ways.

The candidate incorporates

technology in the lesson in superficial ways; candidate does not describe the use of

technology

The candidate fails to address the issue of

technology

PRESENTATIONS & CONVENTIONS

ACEI 5.1

The candidate demonstrates a high level of competence in spelling,

grammar and typing

The candidate demonstrates competence in spelling, grammar and typing, but exhibits few

errors

The candidate demonstrates sufficient competence in spelling,

grammar and typing, but exhibits several

errors

The candidate demonstrates little

competence in spelling, grammar and typing, through many

errors

The candidate demonstrates little

competence in spelling, grammar and

typing through a significant number of

errors

EXTENSION ACTIVITIESACEI 5.3-5.4

The candidate provides more than one extension activity to connect the lesson with the home,

community and community agencies

The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies

The candidate provides extension activities that connect the home, but not the community and community agencies

The candidate provides extension activities

that do not connect the home, community and community agencies

The candidate fails to provide extension

activities

CONNECTION ACROSS THE

CURRICULUMACEI 2.8

The candidate includes connections to all of the curriculum content areas

during the lesson.

The candidate includes connections to at least 5 of the 7 curriculum areas in

the lesson

The candidate includes connections to the four core content areas in

the lesson

The candidate connects the lesson to at least two curriculum

content areas

The candidate fails to connect the lesson to

other curriculum content areas

REFLECTIONSACEI 5.1

The candidate provides thorough information that shows an understanding of

the effectiveness and ineffectiveness of the

lesson; gives information regarding changes for

future implementation of the lesson

The candidate somewhat provides information that

shows an understanding of the effectiveness of the

lesson; gives information regarding changes for

future implementation of the lesson

The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no

information regarding future implementation

The candidate provides superficial information

regarding the effectiveness and the ineffectiveness of the lesson, and gives no

information regarding future implementation

of the lesson.

The candidate fails to provide information regarding reflections

from the implementation of the

lesson

T OT A L

Revised 1-2012