Below are some examples of lesson plans I have taught in previous
years, as a student teacher, and/or in previous teaching jobs
during my undergraduate career.
| Name: Alyssa J. Delude MA Licensure Sought: Elementary (1-6) Subject Area: Mathematics Grade Level: 4 Duration of the lesson: 1 hour Lesson Plan Title and Summary: “How Many Steps to 10,000?” In this lesson, students will use their knowledge of place value and various story contexts and representations to determine the difference between ten thousand and a given number. Big Idea: The place value system dictates how addition and subtraction are related and how students can create “fact families” with large numbers. Links to MA Curriculum Frameworks or National Core Standards: 4.NBT.A “Generalize place value understanding for multi-digit whole numbers less than or equal to 1,000,000.” This lesson is closely linked with standard 4.NBT.A because the students will expand on their understanding of place value as they gain experience working with numbers in the thousands and tens of thousands. 4.NBT.B “Use place value understanding and properties of operations to perform multi-digit arithmetic on whole numbers less than or equal to 1,000,000.” This lesson is closely linked with standard 4.NBT.B because the understanding of place value from previous lessons and grades is expanded upon with their understanding of arithmetic and how these two ideas are intertwined. CCSS.MATH.PRACTICE.MP7 “Look for and make use of structure.” This lesson is closely linked with CCSS.MATH.PRACTICE.MP7 because the structure that students are looking for and using is the place value system. Students will need a basic understanding of how the place value system is structured, and will continue development of this understanding throughout the lesson. Specific Objectives of the Lesson: By the end of this lesson, students will be able to use place value understanding and properties of operations to perform multi-digit arithmetic on whole numbers. By the end of this lesson, students will be able to generalize place value understanding for multi-digit whole numbers. Materials and Technology Needed: “10,000” charts [1 per small group], fine-tipped erasable markers, [2 per small group], Student Activity Book, p. 7-9 [1 per student], digit cards, “Close to 1,000” recording sheet [1 per student], Instructional Sequence: Beginning: The class will begin as a whole by practicing place value. The educator will write the number “8524” on the board. Students will turn and say what the number is [eight thousand five hundred twenty four OR eighty-five hundred twenty four]. The educator will then write “+4000” next to it, and have students determine the sum of the two numbers. Students will then turn and talk, answering the following questions: How did you determine what the sum is? What is the value of each digit in the sum? In which places are the digits the same? Which places have different digits? Why? Are there any new digits or place values in the sum? Why? The educator will then introduce the 10,000 chart [without indicating there are 10,000 units on the chart] and ask students to estimate how many units are on the chart, and justify their answer. [15 minutes] Development: In small groups of four students, students will use a 10,000 chart and determine where different multiples of 100 and 1,000 are. The chart is divided into 100 rows of 100 units, so the multiples of 100 would be at the end of each row and the multiples of 1,000 would be at every tenth row. Students then will use various numbers and their 10,000 chart to find the difference between ten thousand and that number. [Example: 4927 + ____ = 10,000]. Once students find accurate answers for the given numbers, they will finish pages 7-9 in their Student Activity Book. Groups who finish early can play “Close to 1,000” in pairs. [25 minutes] Closing: The class will come together and discuss how they determined their answers. The educator will ask questions such as “What patterns did you notice when your group was working with the 10,000 chart?” “Why do you think this pattern was something you noticed?” “What do you think is unique about the number 10,000 that made these patterns?” [20 minutes] Assessment: Participation in small group discussions and the student’s work on the 10,000 chart recording sheet act as two formative assessments. Planning for Learner Variability: To allow for multiple means of representation, students may demonstrate their understanding of the mathematics through visual, aural, or written answers. Students who demonstrate difficulty with coming close to ten thousand can start with using multiples of 1,000 on the 10,000 chart or landmark numbers like 1,500 or 7,500. Sources Utilized in the Design Process: Investigation 1 Math Unit 3- “Thousands of Miles, Thousands of Seats” pages 22-25, 36-42, 142-144. 2017 Mathematics Frameworks Application of Course Content: The students will need to know how to add and subtract fluently with numbers in the thousands and higher as they continue their coursework and in real-world situations. |
Unit Topic or Theme: Science- Body systems Grade: 5th grade Lesson topic: The location and description of organs within the human digestive system. Lesson objectives: Students will be able to describe the role of the organs which make up the human digestive system. Students will also be able to correctly match (from a list) the location of each organ to the correct region of the body. Instructional technique: In groups, students will use the first interactive website to “build” their own digestive system on the Smart Board. Afterwards, students will work in pairs to “build” their own digestive system on the second interactive website. Finally, students will complete the worksheet individually to test their learning. Instructional materials: Students will be using the interactive website along with the provided worksheet. http://www.sheppardsoftware.com/health/anatomy/digestion/digestion_game_1.htm This is the website students will use in larger groups (the teacher will set this up on the Smart Board). https://www.brainpop.com/games/buildabodydigestivesystem/ This is the website students will use in pairs. https://www.tes.com/teaching-resource/label-the-digestive-system-6109934 This is the handout/worksheet students will be completing individually. Theoretical perspective: It is important for students to know this so they can know the functions of parts of their own bodies and how different body parts are affected during digestion. Procedure: Introductory activity: Not applicable Step-by-Step Outline: The students will be divided into four teams, which will all try to assemble and drag the parts of the digestive system to the correct parts of the body using the Smart Board. This activity informally assesses what students already know and familiarizes them with the different parts of the digestive system. The teacher will allow students to make mistakes and have multiple attempts to figure out the correct answer, and will step in if students need help. In partners, students will use the interactive website to learn about each organ and drag each one to the correct location within the body. The teacher will observe and be available to answer questions, but students should be trying to figure out the answers based on the website and by working with their partners. Closure: Students will be informally assessed by working individually on a worksheet to see if they can correctly match organs in the digestive system after being given a description and a picture. Adaptations for different learners: The first activity in the procedure has an auditory guide which says aloud the organs/body parts. This can aid ELL students and/or struggling readers, because they do not have to solely use reading skills to complete the activity. Also, our implementation of group work in this lesson is beneficial for students who are successful when working with peers. Homework: Not applicable Evaluation: For our objective “Students will be able to describe the role of the organs which make up the human digestive system”, the worksheet can be considered a formative assessment, on which successful completion is 70% accuracy. This worksheet can be used as a reference for a larger unit on body systems, and students will be tested on the digestive system information at the end of the unit. For our objective “Students will also be able to correctly match (from a list) the location of each organ to the correct region of the body, completion of the Build-a-Body and the worksheet with at least 70% accuracy would be indicative of successfully reaching the objective. |
| Candidate’s Name: Alyssa J. Delude MA Licensure Sought: Elementary (1-6) Subject Area: Social studies Grade Level: 5 Duration of the lesson: 30-45 minutes Lesson Plan Title and Summary: Artifacts of Ancient Civilizations. In this lesson, students will use their knowledge of artifacts and of Aztec, Inca, and Mayan civilizations to infer the purpose of specific artifacts from these civilizations, as well as their importance in the context of their original cultures. Big Idea: Artifacts can indicate how the civilization lived and tell us important information about the civilization and its history. Links to MA Curriculum Frameworks or National Core Standards: 5.2- “Identify the three major pre-Columbian civilizations that existed in Central and South America (Aztec, Inca, and Maya) and their locations. Describe their political structures, religious practices, and use of slaves.” CCSS.ELA-Literacy.RI.5.9 “Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.” MS-ETS2-4(MA) “Analyze the shape, form, size, and materials of a designed object to infer the function for which it was designed.” Specific objectives of the lesson: By the end of the lesson sequence (that is, after the third lesson is taught), students will be able to identify and describe what items from pre-Columbian civilizations are artifacts, as well as their purposes in daily life for Aztec, Inca, and Maya people. By the end of the lesson sequence (that is, after the third lesson) students will be able to assess which items are, in the context of the culture and time period, artifacts. By the end of the lesson sequence (that is, after the third lesson) students will be able to classify artifacts by the pre-Columbian civilization that created and used them. Materials and technology needed: For each group, students will need handheld signs that say “Aztec”, “Inca” and “Mayan”. The educator will need a slideshow with different artifacts from the three major pre-Columbian civilizations, which she will prepare in advance. In addition, students will be able to use the books in the classroom throughout the lesson sequence. Vocabulary: artifact- a usually simple object (such as a tool or ornament) showing human workmanship or modification as distinguished from a natural object; especially an object remaining from a particular period. Civilization- a relatively high level of cultural and technological development; specifically, the stage of cultural development at which writing and the keeping of written records is attained Connections across the curriculum: Students will be able to use multiple sources to infer knowledge about Aztec, Inca, and Maya cultures. In addition, students will use the information from the lesson sequence in their writing assignment about Aztec, Inca, and Mayan cultures. (CCSS.ELA-Literacy.RI.5.9). In addition, part of the lesson sequence consists of analysis of the shape, form, size, and materials of designed artifacts to infer their function. (MS-ETS2-4). Instructional sequence: Beginning: The class will begin by reviewing the KWL chart, jogging students’ memories about artifacts- particularly those of Aztec, Inca, and Mayan civilizations. The educator will follow up with questions such as “How do we know this?”, “Why do you think this is important?”, and “Can you explain your thought process?” so as to delve deeper into the subject material. The educator and the supervising practitioner will divide the class into groups of three students (six groups total, with one group with four people). Development: When the students are in their groups, each group will receive a sign with three sides- one that reads “Aztec”, one that reads “Inca”, and one that reads “Maya”. The educator will show a variety of artifacts, one at a time, on the slideshow. Students will be asked to closely inspect each artifact, and determine the civilization it comes from. Two hints per artifact will be given, such as “Some believe the creature shown on this shield is a coyote, considered an important patron animal of this civilization; while others state it is one of the gods of this civilization” and “A stylized shell, like the one shown in this artifact, was used as the number zero in this civilization”. Students will discuss in their groups which civilization they think it is derived from, and can indicate their answer when they first see the artifact, or after being given a hint. The educator will ask students to explain their thought process. After hearing from every group, the educator will reveal which civilization the artifact is from. There will be a total of nine artifacts shown. Students will be able to pick one of the artifacts shown in the slideshow- or one in the books provided to the class- and write a paragraph about it. The students will be able to include this paragraph in their research papers for their writing class. Closing: Students will turn and talk and share an excerpt from their paragraph. Assessment: Students will write one paragraph about an artifact of their choice, from the pre-Columbian civilization of their choice. Planning for learner variability: Copies of the slideshows will be available for students to refer to. Sources utilized in the design process: Shuter, Jane. The Aztecs. Heinemann Library, Chicago. 2009 Shuter, Jane. The Incas. Heinemann Library, Chicago. 2002. Shuter, Jane. The Maya. Heinemann Library, Chicago. 2009 http://www.aztec-history.com/aztec-artifacts.html http://www.civilization.ca/civil/maya/mmc04eng.html http://www.history.com/topics/inca Application of course content: The knowledge the students gain about artifacts can be applied to foster a greater appreciation of pre-Columbian civilizations. Students will use the information from the lesson sequence in their writing assignment on Aztec, Inca, and Mayan cultures. |
Title of Lesson: Evolutionary Adaptation
Centers Summary: Students will learn through one whole group activity three different centers how various animals have adapted to their environments, including camouflage and mimicry. Time needed: 60 minutes. The first activity (Mimicry) will be done all together as a group (10 minutes), and students will split into three groups and go to the remaining three centers for 15 minutes each. The closing discussion/debrief will take 5 minutes. Materials and Technology Needed: Introduction: Mimicry 1 2-liter bottle of Sprite or other lemon-lime soda 2 2-liter bottles of seltzer water 1 2-liter bottle of cola Dixie cups or any other small paper cups (100- 25 labeled with the letter A, 25 with the letter B, 25 with the letter C, and 25 with the letter D. I can do this ahead of time if desired/necessary.) Center 1: Hand Adaptation Large rubber cleaning gloves (eight pairs) Plastic spoons (80) Masking tape Marbles (50 or more) Plastic tubs (Tupperware containers will work; if desired/necessary, I can bring these.) Center 2: Camouflage Printed and cut out insect shapes (I can do this) Crayons Scotch tape Center 3: Visual Adaptation Swim goggles (8 pairs) Cardboard paper towel rolls or toilet paper rolls Tape (to put the paper towel rolls on the goggles- I can stock up on the cardboard paper towel rolls if desired/necessary) Clothespins (30 or more) Plastic cups (8) Detailed Description: Beginning: I will pass out the Cup A’s (filled halfway with lemon-lime soda) and the Cup B’s (filled halfway with seltzer water). I will explain how the Monarch butterfly tends to taste bitter to predators, but the Viceroy butterfly, a butterfly with similar markings, will taste sweet. Students will look at both cups, and when instructed, drink the contents of cup A (“eat Butterfly A”). I will ask them what they think of Butterfly A- is it sweet? Is it tasty? Would you choose to drink it? Then they will drink the contents of cup B (“eat Butterfly B”), and I will ask them the same questions. Then, I will show each student the contents of cup C and of cup D. I will ask them which one they would choose to drink, and why. [The idea is that the students will recognize that Butterfly C may be lemon lime soda, and it may be seltzer water, so they would rather not take their chances and instead eat Butterfly D.] I will then explain each of the centers, and split the class into three groups (10 minutes) Development: Center 1: Hand Adaptation. In this center, students will put on the spoon gloves and try to pick up marbles and place them in the containers. The idea is that it will be difficult at first, but that the students will learn how to pick them up most effectively. (15 minutes) Center 2: Camouflage. In this center, students will color one insect with the goal of camouflaging it somewhere in the classroom (so, for example, if they wanted to have it on the walls, they would need to color it green). They are allowed (and encouraged) to have it on a border of some sort, and thus need to color it different colors based on where it is so they can camouflage it most effectively. When they are finished, they will tape it to their desired location. Groups can also try to find the insects that other groups hid. (15 minutes) Center 3: Visual Adaptation. In this center, students will put on the goggles and pick up clothespins. Their goal is to aim the clothespins so they fall into the cup, while wearing the goggles. As with Center 1, it will be difficult at first but the students will learn how to use the goggles to help them aim more effectively. (15 minutes) Closing: The educator will ask students the questions “How were these activities all alike? How were they different?” and explain with students how these centers all mimicked various things animals need to learn and develop instinctively, just like how all of them learned how to hide best when playing hide and seek, how to hold a pencil, or how to do many of the things they do every day. (5 minutes) Accommodations: Alyssa and one or two other educators will be circulating the classroom helping students as needed. Rationale: Many of the students expressed an interest in learning more about animals, coupled with a curiosity about evolutionary adaptations. These centers will act as a hands-on, student-centered way to learn more about how creatures have adapted to their environment and learned survival skills crucial to their species. Sources: http://teach-from-the-heart.blogspot.com/2012/10/mimicry.html?m=1 https://asathirdgrade.weebly.com/2015-2016-blog/animal-adaptations |
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