Section
I: Reflecting on Assessing Prior Knowledge and Planning Instruction
What do the students need to know prior to the
lesson?
Students will need to utilize
their reading skills for this lesson because it requires of reading to conduct
the research. Students will also need basic computer skills like using a mouse,
following links, and navigating websites. Information related to the body
system is not need.
How will prior knowledge and experience be
assessed?
Because there is no
prior knowledge, aside from general skills, needed for this lesson I will not
need to assess it.
How will you use this information in the
planning process?
Again, considering
that this is our first lesson regarding body systems I will not be assessing or
using prior knowledge. Future lessons about body systems will require prior
knowledge assessment to check on student understanding of concepts from this
lesson.
Why should the content of this lesson be taught
at this grade level?
The body systems are a
very complex and large aspect of science. Understanding the varied body systems
is helpful, as it is directly relevant to students. Everyone has a body and
should have a basic understanding of how it functions. By helping students to
develop a basic understanding of major body systems at this level helps to prepare
for future, more detailed lesson on the body system in future grade levels.
How do the objectives that you have for the
lesson align with the standards?
The objectives for
this lesson are pulled directly from the standards. They are the performance
objectives that were in the standards for the strand and concept that I chose.
When will the lesson be taught in the course of
the school year? Why?
This lesson could be taught any time after September. I want
students to have enough time in the classroom to get used to classroom
procedures before we take on such a big project like this. Also, the rather along in the school year the
more time students have had to improve their reading skills, which will be
helpful when reading websites for information on the body systems.
Section
II: Reflecting on Designing Instruction (InTask Standards 7 and 8)
Why are you using the instructional methods you
have described?
I don’t think just
telling the students this information or having them read it from a textbook
would really be beneficial. By working on this project they are finding some information
for themselves, presenting information to their peers, receiving information
from their peers, and compiling and presenting all their gained information.
This project is much more involved and will give students more opportunity to
engage with the information.
How do the instructional methods align with what
you know about best practices (think about your methods classes)?
Students are just as social as adults. They should not have to sit
and quietly memorize information all on their own. The instructional methods I’m
using allow students to work with one another. Students learn well from their
peers and from teaching their peers. Here students will work together to gather
information and then share what they learned with one another. I am not using a
test to assess students understanding because I do not want students to just
memorize facts and not understand their relevance. Hopefully, by doing this
research themselves students will be exposed to the multiple aspects of the body
systems and find more relevance than they would just by memorizing.
How are you engaging students in creative and
higher order thinking?
Students will be given
access to multiple websites with information and can search for their own
websites. They can read the websites that they choose and glean their information
that way. The creation of presentations on Pixie also allows students to be
creative. Strict guidelines are not given. Students can choose which image of the
system they think will work best and label the major parts however they want.
Section
III: Reflecting on Planning Assessment (InTask Standard 6):
How does the assessment align with the standards
and objectives of this lesson?
The assessment
criteria in the rubric are pulled straight from the objectives, which are the
performance objectives pulled straight from the standards.
How does the assessment demonstrate that the
students have been successful in learning the content?
The assessment is
based on the presentation that students create during the activity. It will
measure multiple aspects pulled straight from the standards. If students meet
the criteria of the assessment they will be demonstrating that they have met
the standards.
How does the assessment demonstrate student
engagement in higher order thinking?
Having students create
a pixie presentation to demonstrate that they can identify the major is a
higher order skill. However, identifying and describing are both ‘understanding’
skills according to Bloom’s taxonomy.
How does the assessment demonstrate that
individual student needs were met?
If multiple students
fail to meet the criteria explained in the rubric, then I will know that I have
failed to help students understand the subject. I will have to help either
those students individually or find another way to reteach the entire lesson.
Section
IV: Reflecting on How your lesson meet each of the ISTE NETs Standards?
How does your lesson meet Standard 1: Facilitate
and Inspire Student Learning and Creativity?
The lesson
allows students to work on their own while I am present to provide help and extra
support; thus I am facilitating student learning. They will have access to
information from multiple sources and choose what works best for them. The
Pixie presentation will also allow students to be creative.
How does your lesson meet Standard 2: Provide
Digital-Age Learning Experiences and Assessments?
The use of the
internet and iPads for research is helping students learn in this digital age.
Using Pixie is another digital-age experience. Students can use a computer
program instead of just pencil and paper to present what they have learned. Student
achievement of standards will be assessed from the work they did using Pixie.
How does your lesson meet Standard 3: Model
Digital-Age Work & Learning?
I will be using
digital-age material during the lesson as well. I will show the students YouTube
videos which will demonstrate how YouTube can be used for learning material as
well as for entertainment, and sometimes both at the same time! I will also
show students how to navigate websites and Pixie if need be, thus modeling
digital-age work and learning.
How does your lesson Meet all four elements of
Standard 4: Promote and Model Digital Citizenship and Responsibility by:
- advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
- I will explain to students that they can’t just copy and paste information from the websites for their Pixie presentations, or if they do how they can copy the URL to site where they are getting their information from.
- addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
- I have multiple avenues built into the lesson to provide appropriate access for all students
- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
- Digital etiquette will be touched on briefly when we go over copyright information, but there will be no social interactions on the internet so we will not be going over that
- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
- This aspect was not present in this lesson plan
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