SCI 570 Issues in Ecology for Teachers Summer 2004

MICRO-TEACHING ASSIGNMENT

One major project of this course (worth up to 300 pts.) is a "micro-teaching" assignment. Working with up to two other individuals, your assignment is to (1) conduct an experiment using Cabbage white caterpillars or butterflies, and (2) develop a lesson plan that centers on that experiment for use at a particular grade level of the group's choosing.

One of you will take on the task of presenting the results of your experiment to your classmates (20 minutes) during our last day of class. The other two will lead a discussion (20 minutes) on how your group would adapt it for use with your students. The results of your experiment and your lesson plan should be submitted on the day of your presentation.

Presentation (100 pts.)

The presenter for the group's experimental results should briefly discuss what hypothesis drove the experiment, what your results were, sources of experimental error and how you interpreted them. Please submit a one page summary of this along with your lesson plan.

Written Micro-Teaching Lesson Plan (200 pts.)

The written lesson plan one of you submits with the names of all three members of your group 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, and IX, References. The micro-teaching 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, anticipated number of students. (Points Possible: 10 pts.)

II. Rationale/Purpose; Why should students learn this material? What is the value to the student?

Grading Criteria: How convincing in your argument? (Points Possible: 30 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: 30 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: 30 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? (Points Possible: 30 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: 10 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 ? (Points Possible: 20 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? (Points Possible: 20 pts.)

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

Are there spelling, grammar, and/or formatting errors? (10 pts.)