Upton Academy Workshop

Western Michigan University's Southwest Campus

 

SCI 570 Life Science for Elementary Educators (3 credits)

 

Instructor:

Class Meets:

Dr. David W. Rudge

June 27-July 11, 2005

Department of Biological Sciences, WMU

8:30-3:00 pm

Kalamazoo, MI 49008-5410

Rm. 1303

david.rudge@wmich.edu

FAX: (269) 387-5609

 

LESSON PLAN ASSIGNMENT

 

DESCRIPTION:

  Working in pairs, your assignment is to create a lesson plan that addresses a misconception about any biological 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 biological topics, only one pair in this course will be allowed to develop a lesson plan for a given misconception. The written lesson plan along with a brief presentation is due during our first extra meeting.

 

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: 10 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: 50 pts.)

 

III. Learning Objectives: What will students 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: 25 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: 15 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: 75 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? Do you have an alternative strategy for addressing the misconception? (Points Possible: 15 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: 15 pts.)

 

IX. A References section should include complete references for all sources you use. (5 pts.)

 

X. Other. Are there spelling, grammar, and/or formatting errors? (5 pts.)

 

XI. Presentation. How did the partners on this project present their lesson plan for the benefit of their classmates?

Grading Criteria: Did the presenters provide a brief summary without reading their report? How did they respond to questions from their classmates? Did they make effective use of audiovisual aids? (25 pts.)