Lesson Plan Critique
Lesson Plan Designer __Jessica Lundgren Reviewer __Jamie Maples
Question:
Yes
No
Is the target audience clear?
/
Does it provide enough detail to give a rich description of the classroom?
/
What other information would be helpful to know about the students or classroom?
How many boys? How many girls?
Does the author have a clear idea of what they want students to do?
/
Does the goal match the standards they chose?
/
Are the standards chosen appropriate for the target audience they outlined?
/
Are the technology standards compatible with the content standards chosen?
/
Do the big idea, goal, and standards seem compatible with the target audience?
/
Are there other standards that could be addressed with this lesson? (Look at http://www.indianastandards.org and http://cnets.iste.org )
No, she was very resourceful with her chosen resources.
What is strength of this lesson plan? Use specific examples.
The objectives are very well thought out. Each day is planned out with an incorporating lesson.
How could this lesson be improved? Use specific examples.
Explain why day activities are the time length. For example, why did you choose 30 minutes for one activity and one hour for another?
Is the time appropriate for the lesson? Why or why not?
I am sure it will be fine after seeing the breakdown.
Are there any objectives that you would revise, and how would you revise them?
No.
Does the assessment seem to match the objectives? Give an example.
Yes, it really draws on the creativity. Making a collage! That’s awesome!
Do the activities match the objectives? Give an example.
Yes, the three day period is perfect time period to get all the objectives completed.
Do the activities prepare the students for the assessment? Explain how.
Yes. Maybe expand on day 3?
Do you have any other suggestions for special needs students?
Deaf? Blind? Mute? What can they do?
Do the plans for technology seem appropriate? Are the students using the technology? Is the technology appropriate for the content? How will the technology help students learn?
Yes. Yes. Yes. The technology will allow students to become more dependent on technology and more independent on their own.
Do the plans for materials seem appropriate for the activities? How might you improve them?
Yes. I might put the number of how many materials you need!
Tuesday, November 07, 2006
Tuesday, October 31, 2006
Lesson Plan!
W301 Lesson Plan Template
Target Audience of the Lesson:
A sixth grade classroom made up of 20 students.
Big Idea of the Lesson:
Students need to learn about beginning searching on websites. By using a fun topic like the size of whales we will figure out how to use websites.
Overall Goal for the Lesson:
I want students to understand how useful websites can be for everyday life.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
6.4.5 Identify and draw two-dimensional shapes that are similar.6.7.4 Apply strategies and results from simpler problems to solve more complex problems.6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.Students will be able to demonstrate how a spreadsheet helps them to make predictions, collect and summarize, data.
Students will be able to defend their choice of graph in solving a similar problem.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
1 class period for the demo.
1 class period for the extension.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.1. Which whale is the largest?2. Which whale is the smallest?3. Which whale weighs the most?4. Where does the blue whale live?5. Are gray whales medium or large?6. What is the closest length for a gray whale?7. Which describes the length of the killer whale the best?8. Where does the killer whale live?9. Is a truck the same size as a whale?Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?2. How much longer is a blue whale than a gray whale?3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Students will asked to present their findings to the class.
Adaptations: How might the lesson need to be adapted for students with special needs?
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
One computer for the demo.
Individual computers for each student for the extension.
A rubric for scoring their spreadsheets.
A teacher created spreadsheet to model the activity for students before their explorations.
Target Audience of the Lesson:
A sixth grade classroom made up of 20 students.
Big Idea of the Lesson:
Students need to learn about beginning searching on websites. By using a fun topic like the size of whales we will figure out how to use websites.
Overall Goal for the Lesson:
I want students to understand how useful websites can be for everyday life.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
6.4.5 Identify and draw two-dimensional shapes that are similar.6.7.4 Apply strategies and results from simpler problems to solve more complex problems.6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.Students will be able to demonstrate how a spreadsheet helps them to make predictions, collect and summarize, data.
Students will be able to defend their choice of graph in solving a similar problem.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
1 class period for the demo.
1 class period for the extension.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.1. Which whale is the largest?2. Which whale is the smallest?3. Which whale weighs the most?4. Where does the blue whale live?5. Are gray whales medium or large?6. What is the closest length for a gray whale?7. Which describes the length of the killer whale the best?8. Where does the killer whale live?9. Is a truck the same size as a whale?Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?2. How much longer is a blue whale than a gray whale?3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Students will asked to present their findings to the class.
Adaptations: How might the lesson need to be adapted for students with special needs?
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
One computer for the demo.
Individual computers for each student for the extension.
A rubric for scoring their spreadsheets.
A teacher created spreadsheet to model the activity for students before their explorations.
Monday, October 23, 2006
Activity
The activity in my lesson plan involves finding information on the Internet. Using search engines like google or yahoo to find specific information. The students are to research geographic information of different states in the U.S. The activity uses computers and possibly an electronic map.
Wednesday, October 18, 2006
Jamie Maples Preliminary Lesson Plan
Title: How Big is a Whale?
Subject: Math Secondary Subjects integrated with computers / Internet, Science
Targeted Audience: 6th grade
Lesson Plan Title: How Big is a Whale?
Topic To Teach: Computer Applications integrated with Science and Math
Big ideas/Goals: This lesson is designed for students to use Web searching skills to compare the size of a known object with the size of a large object.
Specific Objectives: Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.
Indiana State Standards:
6.4.5 Identify and draw two-dimensional shapes that are similar.
6.7.4 Apply strategies and results from simpler problems to solve more complex problems.
6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Student Standards:
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)
2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
The following sites are recommended for this lesson:
http://www.ominous-valve.com/whales.wav
http://www.whalelink.org/orcafm/pre.html
http://www.SeaWorld.org/baleen_whales/phycharbw.html
http://whales.magna.com.au/DISCOVER/ORCA/index.html
http://www.seaworld.org/baleen_whales/howbig.html
http://www.speciesatrisk.gc.ca/Species/English/SearchDetail.cfm?SpeciesID=152
http://www.bigsurcalifornia.org/whalesgray.html
http://www.slip.net/~oyafuso/orcinusorca/orca.html
Starting the Lesson: Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.
1. Which whale is the largest?
2. Which whale is the smallest?
3. Which whale weighs the most?
4. Where does the blue whale live?
5. Are gray whales medium or large?
6. What is the closest length for a gray whale?
7. Which describes the length of the killer whale the best?
8. Where does the killer whale live?
9. Is a truck the same size as a whale?
Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.
1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?
2. How much longer is a blue whale than a gray whale?
3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?
Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.
Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.
For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Possible Connections To Other Subjects: The purpose of this lesson is integrating the curriculum with technology. This lesson is taught in computer class with connections to Math and Science. All information will be included for a whale project during the sixth grade Ocean study.
Thanks to: www.lessonplanspage.com
Subject: Math Secondary Subjects integrated with computers / Internet, Science
Targeted Audience: 6th grade
Lesson Plan Title: How Big is a Whale?
Topic To Teach: Computer Applications integrated with Science and Math
Big ideas/Goals: This lesson is designed for students to use Web searching skills to compare the size of a known object with the size of a large object.
Specific Objectives: Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.
Indiana State Standards:
6.4.5 Identify and draw two-dimensional shapes that are similar.
6.7.4 Apply strategies and results from simpler problems to solve more complex problems.
6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Student Standards:
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)
2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
The following sites are recommended for this lesson:
http://www.ominous-valve.com/whales.wav
http://www.whalelink.org/orcafm/pre.html
http://www.SeaWorld.org/baleen_whales/phycharbw.html
http://whales.magna.com.au/DISCOVER/ORCA/index.html
http://www.seaworld.org/baleen_whales/howbig.html
http://www.speciesatrisk.gc.ca/Species/English/SearchDetail.cfm?SpeciesID=152
http://www.bigsurcalifornia.org/whalesgray.html
http://www.slip.net/~oyafuso/orcinusorca/orca.html
Starting the Lesson: Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.
1. Which whale is the largest?
2. Which whale is the smallest?
3. Which whale weighs the most?
4. Where does the blue whale live?
5. Are gray whales medium or large?
6. What is the closest length for a gray whale?
7. Which describes the length of the killer whale the best?
8. Where does the killer whale live?
9. Is a truck the same size as a whale?
Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.
1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?
2. How much longer is a blue whale than a gray whale?
3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?
Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.
Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.
For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Possible Connections To Other Subjects: The purpose of this lesson is integrating the curriculum with technology. This lesson is taught in computer class with connections to Math and Science. All information will be included for a whale project during the sixth grade Ocean study.
Thanks to: www.lessonplanspage.com
Tuesday, October 17, 2006
Fifth Grade Social Studies and Geography Class
Big Idea of the Lesson:
To get a better Idea of the Geography of America
Overall Goal for the Lesson:
Students will be able to lists different geographic characteristics of different areas of the U.S. Specifically, they will be able to describe the geography of different states.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
GeographyThis standard focuses on the relationships between physical and cultural characteristics of Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will be given five different states to research. They will have to use the internet and different webs sites. The students will be specifically researching information on the geography of their states. They will then create a power point presentation to share with the rest of the class.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
Time may vary. There needs to be one hour per day for three days of research. The same amount of time for the power point project. There also needs to be time for presentations. Two weeks should be plenty of time.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Day 1.- Introduction to project and beginning Research
Day 2- Continue Research
Day 3- Power point introduction and workshop
Day 4- Work on power point project
Day 5- Continue work on Power point
Day 6- Presentations
Day 7 Presentations
Day 8- Presentations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Adaptations: How might the lesson need to be adapted for students with special needs?
Students may work with a partner. Students can also ask the teacher for help.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
Computer lab with internet access and power point.
Big Idea of the Lesson:
To get a better Idea of the Geography of America
Overall Goal for the Lesson:
Students will be able to lists different geographic characteristics of different areas of the U.S. Specifically, they will be able to describe the geography of different states.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
GeographyThis standard focuses on the relationships between physical and cultural characteristics of Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will be given five different states to research. They will have to use the internet and different webs sites. The students will be specifically researching information on the geography of their states. They will then create a power point presentation to share with the rest of the class.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
Time may vary. There needs to be one hour per day for three days of research. The same amount of time for the power point project. There also needs to be time for presentations. Two weeks should be plenty of time.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Day 1.- Introduction to project and beginning Research
Day 2- Continue Research
Day 3- Power point introduction and workshop
Day 4- Work on power point project
Day 5- Continue work on Power point
Day 6- Presentations
Day 7 Presentations
Day 8- Presentations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Adaptations: How might the lesson need to be adapted for students with special needs?
Students may work with a partner. Students can also ask the teacher for help.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
Computer lab with internet access and power point.
Libby Dicker
W301 Tu 9:30-10:45
10/17/06
W301 Lesson Plan Template
| Target Audience of the Lesson: | ||
| My target audience is second graders with learning disabilities. | ||
| Big Idea of the Lesson: | ||
| To have the children understand how to make the ch and wh sounds. Have the students play an online game where they have to make words begging or ending in ch or wh. | ||
| Overall Goal for the Lesson: | ||
| The children will be able to make the ch and wh sounds and use them in words. | ||
| Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/) | ||
| ||
| ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/) | ||
| TF-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates: 1. Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. 2. Model technology integration using resources that reflect content standards. |
Demonstrate an awareness of the sounds that are made by different letters by:
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