Lesson Plan: I.
Rationale & II. Overview Reflections: Assessing Prior Knowledge and
Planning Instructions:
·
What do the students need
to know prior to the lesson?
o In order to succeed with this lesson students will
need to know what a graph is and what they are used for. This knowledge is
necessary because this lesson will teach about one type of graph and not about
graphs in general. Students also need to have background information on how to
use the computer and type in a URL.
·
How will prior knowledge
and experience be assessed?
o Prior knowledge and experience will be addressed at
the very beginning of the lesson by asking students to raise their hand if they
know what a graph is used for? This will be an informal assessment.
·
How will you use this
information in the planning process?
o This information will be used in the planning
process by determining whether or not the teacher needs to explain what a graph
is used for before teaching about a specific type of graph, a bar graph. Some
students may need a brief description of graphs before getting into the lesson
on bar graphs.
·
Why should the content of
this lesson be taught at this grade level?
o This is a great lesson to be taught at this grade
level because it is a part of the math standards for 2nd grade. This
content is also very engaging and interesting for students in 2nd
grade level because they get to actually create something.
·
How do the objectives
that you have for the lesson align with the standards?
o My objectives for this lesson align perfectly with
the standard that I used. They align so well because the standard requires the
students to be able to construct a bar graph and then be able to answer
questions about the bar graph they created, which is exactly what the
objectives of the lesson are. The only part of the standard that will not be
taught in the lesson is picture graphs, so this standard would definitely have
a second lesson to go with it.
·
When will the lesson be
taught in the course of the school year? Why?
o This lesson can be taught at any time throughout
the school year as long as graphs in general have already been taught. However,
it would make most sense to teach this lesson towards the end of the school
year because then the students would have all of the basic computer and math skills
needed to efficiently complete the activities found within the lesson.
Lesson Plan: III.
Implementation Reflection: Designing Instructions:
·
Why are you using the
instructional methods you have described?
o In this lesson the teacher will use a lot of
visuals, class discussions and practice to learn how to make a bar graph and
answer questions using a bar graph. The reason I am using these instructional
methods is because I feel like they allow the students to access the
information no matter what there learning style may be. Also, frequently
checking for understanding throughout the lesson will allow the teacher to
manage the pace of the lesson based upon the performance of each individual
student.
·
How do the instructional
methods align with what you know about best practices (think about your methods
classes)?
o These instructional methods allow the students to
participate throughout the entire lesson. By allowing the students to
participate the students become more engaged and the content becomes more
memorable. These instructional methods also allow for lots of repetition of the
content, which in return will help the students remember the important
information.
·
How are you engaging
students in creative and higher order thinking?
o I am engaging students in creative and higher order
thinking throughout this lesson by asking them to create their own bar graphs
with data they collect. They are then asked to answer questions about their
graph that will only be correct if they created the bar graph correctly. The
students have to be creative by making a bar graph on the computer. This
requires the students to think deeper about the content instead of just copying
down information given to them. They have to actually put the skill to work.
Lesson Plan: IV. Assessment Reflection: Planning
Assessment:
·
How does the assessment
align with the standards and objectives of this lesson?
o The assessment for this lesson aligns very nicely
with the standard and objectives. The assessment requires the students to collect
data, create their own bar graph, and answer questions pertaining specifically
to their bar graph. The objectives of this lesson were to collect data, create
a bar graph, and use a bar graph to answer questions, which is exactly what the
assessment asks the students to do.
·
How does the assessment
demonstrate that the students have been successful in learning the content?
o The assessment when evaluated tells the teacher
which students know how to create a bar graph and answer questions and which
students do not know how to create a bar graph and answer questions. In other
words the assessment tells the teacher which students did or did not learn the
content of the lesson.
·
How does the assessment
demonstrate student engagement in higher order thinking?
o The assessment shows higher level thinking by
having the students actually create a bar graph. It also requires higher level
thinking because it requires the students to collect their own data to create
the bar graph.
·
How does the assessment
demonstrate that the individual student needs were met?
o Since the assessment is almost completely an
individual assignment the teacher will be able to assess what each individual
student knows. Based upon the students grade on the assessment the teacher will
be able to tell which students need to be retaught the lesson.
Lesson Plan: V. Materials & Resources
Reflection:
·
How does your lesson meet
each of the ISTE NET’s Standards?
o My lesson meets all of the ISTE NET’s Standards
because it allows for students to be creative, use technology, and it requires
the students to practice digital age citizenship and responsibility.
·
How does your lesson meet
Standard 1: Facilitate and Inspire Student Learning and Creativity?
o My students are asked to be creative by creating a
bar graph completely online. This gives the students a great resource of how to
make a bar graph online.
·
How does your lesson meet
Standard 2: Provide Digital Age Learning Experiences and Assessment?
o Students create a bar graph online, which teaches
them how to make a bar graph with all of its components. They will also learn
how to navigate the Internet and use the website where they have to create the
graph. A rubric is used to grade the assessment at the end of the lesson.
·
How does your lesson meet
Standard 3: Model Digital Age Work & Learning?
o Students watch the teacher navigate the Internet
when showing the video to the class. Proper Internet skills will be modeled at
this time.
·
How does your lesson meet
all four elements of Standard 4: Promote and Model Digital Age Citizenship and
Responsibility by:
o 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.
§
The video and picture shown
in class are cited. Students are given a specific URL to link them to the website
where they will create their bar graphs. The students will be aware that the
teacher did not create the website and that Kids’ Zone Learning did. If students look anything up online they will
be expected to cite their information.
o Addressing
the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
§ The assessment where the students have to create a
bar graph online will be completed in class. This will give all students access
to a computer.
o Promoting
and modeling digital etiquette and responsible social interactions related to
the use of technology and information.
§ The
student’s will not be communicating or typing anything online. However, they
will be made aware of how to act when using technology.
o Developing and modeling cultural understanding
and global awareness by engaging with colleagues and students of other
cultures using digital-age communication and collaboration tools.
§ My lesson does not have students talking to other
students using digital communication. However, I will make sure that the website
where the bar graph is being created is appropriate for all cultures in my
classroom.
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