17 Oct Inquiry Science Lesson Part 1(Key Assessment). (NAEYC 1c, 3c, 3d, 4c, 5a, 5b, 5c; ACEI 1.0, 2.2, 3.1, 3.2, 3.3, 3.4,
lesson plan for the grade level you intend to teach, using a constructivist format. Be sure to utilize the rubric
provided to check your work and include the following:
- Grade Level & Topic – e.g., grade 2, Properties of Liquids
- Standards – New York State Learning Standards for science content and process AND Next Generation Science Standards (be sure to include Science and Engineering Practices). Write standards out in their entirety, including appropriate numbers. NYS Standards should be written at the Performance Indicator Level
- Student Learning Outcomes (objectives)- 2-5 objectives that are clear, measurable, specific, and standards-based.
**Use the Blooms Taxonomy chart provided to construct measurable, observable goals. Doing this will support alignment between lesson objectives and the lesson assessments. (lesson plan alignment). http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
- Also see Syllabus.
- Materials: – what materials are needed to successfully complete the lesson? May include science materials, books, instructional technology, etc.
- Time Estimate – How long will this lesson take?
- Procedure: (provide adequate detail in each area so that another teacher could use your lesson plan, including key questions to ask students)
- Phase I – Engage
- Phase II – Explore
- Phase III – Explain
- Phase IV – Extend/Elaborate
- Phase V –Evaluate (This is your assessment – indicate how you will know students are meeting your objectives)
- Phase VI-E-learning (what instructional technology resources will support students’ learning?)
- Two supporting artifacts reflection: pick ONE of the learning objectives for this lesson and submit two assessment samples that support achieving that one learning goal. These can be formative and/or summative assessments. The purpose is to demonstrate that we can design varied assessments to accommodate and meet the needs of a diverse learning population by differentiating our instruction. Be sure to explain in a few sentences how these assessments of student learning will inform instruction (edTPA assessment connection). Additionally, think about why you would use these activities specifically to assess student learning and why and how would you use these assessments to inform your practice to help students meet intended learning goals?
(Examples would be: teacher-made assessments, worksheets (modify as needed and please source the website if you use one), photos of student work, a detailed explanation of the assessment, digital resources you would use, etc.
- Written Convention- Ensure that you use proper spelling, grammar, etc.
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