KTIP Modified Lesson Plan Format

Name:             Olivia Owen                            Date:              3/24/09            Age/Grade Level: 4^th Grade

Subject:          Science                                    # of Students:             16        # of IEP Students:     0         

Major Content:Food Chain             Authentic Topic:_Plant and animal relationship_______________

Unit Title:__Energy Transfer__________________________Lesson Title:Building a Food Chain

Be sure to put all worksheets, assessments, and scoring rubrics in the Appendix. After you teach the lesson in your classroom, complete a reflection of your lesson and attached to this file. Include 5 students products from your classroom.  Be sure to remove students names from the technology product.  Lesson and students’ technology product should be saved on a CD and turned in to your instructor on due date.

Goals and Objectives: 

The students will be able to create a food chain of a woodland and a northern habitat with 100% accuracy using an interactive website.

Clearly state your broad goals and specific objectives (each objective must have all four parts) that identify the content and technology skills/processes to be taught and formally assessed. Give the Bloom’s level for each objective. Identify essential questions you want to address. You must have at least one but no more than two technology objectives and at least one but no more than two content objectives.

Essential Question(s):

1. How is energy passed in a food chain?

Context:

Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic and how this lesson fits into your unit.  Explain how this lesson addresses authentic learning, student collaboration, and diversity of students. Describe any collaboration with other professionals during this lesson. Address any personal, social, cultural, and global concerns that will be relevant to student learning.

Resources:

·         Use bullets to list all resources (i.e., all materials, software, files, including specific technology applications) that will be used during the lesson.  Include worksheets to be used with students in the Appendix of this lesson plan file.

·         Give one sentence for each resource telling how it will be used in the lesson.

Assessment and Instruction:

·         Give the objective number and text from your Goals and Objectives section above.

·         Describe the pre-assessment strategies for each objective. Copy the assessment to the Appendix and link to the assessment from this table.

·          Describe the instructional activities you will use to involve students toward mastery of your objectives including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All worksheets you use must be included in the Appendix of this lesson file (not a separate file). Use Bullets or numbered items here.

·         Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use.  Include all written assessment measures and rubrics in the Appendix of this lesson file (not a separate file). Link to your assessments/rubrics from this table. (Points will be deducted for not linking to worksheets and assessments.)

LoTi Level and HEAT:

Give the LoTi level and justify your rating with examples of higher-level thinking that is required of pupils in your lesson. Conduct a HEAT analysis for your lesson as a whole and give specific justification for each area.

References:

Include at least three annotated APA references. Annotations should be complete sentences, describe source contents. and how source was used in creating your lesson.

Appendix:

Include all student worksheets, assessments, and rubrics in this section.

Lesson Reflection

 

1. Select five pupils of varying performance levels from the class. Using tables and/or charts, present their progress from the pre-assessment to post-assessment. If you use charts or graphs, you must also give numerical data. It can be difficult to determine progress from graphs alone.

2. From the data shown in the tables and/or charts, draw conclusions about the differences in their achievement. Draw conclusions about pupil mastery of all of your objectives. Did pupils meet your criteria?

3.   Select the instructional objective for which pupils had the greatest success.  Explain possible reasons for this success.  What things under the control of the teacher were done well?

d.     Select the instructional objective on which pupils had the least success.  Explain possible reasons for this.  What things under the control of the teacher could have been managed more effectively?

5. Reflect on possibilities for your professional development based on the designing, implementing, and assessing instruction for this project.  Discuss at least two areas of your professional competence that should be a focus for further training for you.

6. Discuss how you considered the diversity of pupils in planning and teaching this lesson. Diversity can include special populations, ELL, different learning styles, ethnic differences, gender, economic differences, etc.

7. Discuss your role in this lesson. Were you the classroom teacher, library media specialist, TRT (technology resource teacher),  or other? Discuss how you collaborated with other professionals in creating and/or teaching this unit.

8. List the original technology products you created for teaching this lesson.

REFINEMENT: Lesson Extension/Follow-up

 

1. Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

2. Include ways in which you would change this lesson if you were to teach it again.

3. Give suggestions for increasing the LoTi and HEAT of this lesson.