SCI 570 Issues in Ecology for Teachers Summer 2004

Instructor: Class Meets:

Dr. David W. Rudge (david.rudge@wmich.edu) Aug 2-6 8:30-4:00 pm

Office: 3134 Wood Hall, Phone: 387-2779 1127 Wood Hall

LESSON PLAN ASSIGNMENT

DESCRIPTION:

Working in pairs, your assignment is to create a lesson plan that addresses a misconception about an ecological concept you have reason to believe constitutes a barrier for your students' learning. In the interests of creating a multiple set of lesson plans the participants of this course can use to address multiple misconceptions surrounding ecological topics, only one pair in this course will be allowed to develop a lesson plan for a given misconception.

Lesson plans should have the following nine sections: I. Subject/Topic; II. Rationale/Purpose; III. Learning Objectives; IV. Content; V. Description of Strategy or Activity; VI. Materials; VII. Plan for Individual Differences, VIII. Evaluation, IX. References. The lesson plan will be evaluated as follows:

I. Subject/Topic: Curriculum area.. What will be taught in this lesson?

Grading Criteria: Clear and concise, specifies topic and grade level. (Points Possible: 25 pts.)

II. Rationale/Purpose; Why should students learn this material? What is the value to the student? What misconception about the goal conception is being addressed?

Grading Criteria: How convincing is your argument? What reasons do you have for believing this is a common misconception your students have? (Points Possible: 100 pts.)

III. Learning Objectives: What will the student be able to understand or do after the lesson?

Grading Criteria: Clear and defined objectives. Are they reference to state objectives, Benchmarks, other sources? ? (Points Possible: 50 pts.)

IV. Content: Outline form ...Detail the central points, questions and skills that will be emphasized.

Grading Criteria: Are the essential points clear, what prior knowledge are you assuming? (Points Possible: 25 pts.)

V. Strategies and Activities: What will be done for, by and with the students in order to reach the objective(s)?

Grading Criteria: How are you going to going to introduce the activity? Manage the activity? Wrap it up? What will you do to assess student understandings prior to the instructional sequence to identify what misconceptions are indeed in play? What reasons do you have for believing this activity will indeed address the misconception you have identified above? (Points Possible: 150 pts.)

VI. Materials: A check list of the items needed for the strategies and activities (include copies of handouts, etc.)

Grading Criteria: Are all necessary materials listed? ? (Points Possible: 25 pts.)

 

 

VII. Plans for Individual Differences; How will the lesson be adapted to meet the individual needs of various students in the class?

Grading Criteria: List of ways that individuals with different learning styles will be supported by the lesson. What are you going to do if half the class still doesn't understand at the end? Do you have an alternative strategy for addressing the misconception? (Points Possible: 25 pts.)

VIII. Evaluation: How will students' progress based on objectives be determined?

Grading Criteria: Detailed description of what kind of follow-up you would plan for assessing student understanding. Key question: How are you going to know it when you see it? Does your evaluation strategy provide you with any way of determining whether the misconception has indeed been overcome? (Points Possible: 70 pts.)

IX. A References section should include complete references for all sources you use. (10 pts.)

Are there spelling, grammar, and/or formating errors? (20 pts.)

The lesson plan should be submitted electronically to the email address above by 20 Aug 2003.