COE Lesson Plan and Reflection (Term Paper Sample)

Components of a Lesson Plan Lesson Information from Part 3 of the Topic 2 Assignment Grade Level: 1 Subject Area: Science State Standard: SC.1.L.14.1: "Make observations of living things and their environment using the five senses" (Florida Department of Education, n.d.). Learning Objective: “Students will be able to make observations of living things and their environment using the five senses” (Florida Department of Education, n.d.). Lesson Summary and Focus: In 2-3 sentences, summarize the lesson by identifying the central focus based on the content and skills you are teaching. The central focus of the lesson will be helping students to explore different parts of a plant and their functions. Students will observe real plants, identify different parts, and describe their functions using the five senses. Academic Language: In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. * Roots * Stems * Leaves * Identify * Observe * Function * Describe * Plants * Flowers I will read aloud the above terms. The words will be displayed on the smartboard for students to follow up. I will explain the meaning of each word and will ask students to repeat after me. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources. * Plants * Magnifying glasses * Drawing paper * Crayons * Educational videos * Worksheets for labeling plant parts * Whiteboard * Markers * Chart paper * Mini-smartboards Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. * I will show students a live plant and ask them to share what they already know about it. * I will use a short educational video to introduce the topic. * I will prepare magnifying glasses that students will use during their observation. Multiple Means of Representation Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. * Graphic organizers will be used to illustrate plant parts. * Hands-on observation will be used to observe real plants. * Educational videos will be used to share more about plant anatomy. * Anchor charts will be used to highlight key vocabulary and functions of the plant parts. Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem-solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher-order thinking questions you might pose. * Experiment: Students will compare different types of plants and their parts. * Group work: Students will work in small groups where they will observe and discuss plant parts. * Class discussion: Guided discussions with formative questioning will be used to encourage critical thinking. * Hands-on activity: Students will be asked to draw and label different types of plants and parts they will observe and study. Multiple Means of Expression Students differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech-to-text, website, written sentence, paragraph, poster, portfolio, hands-on project, experiment, reflection, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short sentence or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. Include at least one formative and one summative assessment opportunity for students. The three methods that will be used to allow students to express their knowledge are summative assessments, formative assessments, and interactive quizzes. In summative assessment, students will be asked to create a well-labeled drawing of a plant with descriptions of each part’s function. In the formative assessment, thumbs up-thumbs down activity will be used to gauge the understanding of the students during the lesson. Regarding interactive quizzes, students will answer questions about plant parts using mini-whiteboards. Home Extension Activity Describe an aligned home extension activity that will support individual student needs. Students will leave with a small plant in a container and take it home. They will stay with the plant and water it for two weeks. During these two weeks, students will record their observations of the changes taking place in the plant. They will list the new plant parts and their importance in supporting the growth of the plant. Reflection Develop a wide range of developmentally, culturally, and linguistically responsive teaching and learning strategies to achieve individual learning outcomes, including differentiating instruction. Meeting the learning needs of educators is the obligation of every educator. I am determined to establish a supportive, inclusive, and responsive learning environment. There are different ways I will ensure to achieve these goals. First, I will utilize differentiated instruction (Molina Roldán et al., 2021). I am aware of the increased diversity in education and I am determined to ensure that the differences of students do not limit them from benefiting from instruction. I will ensure that my instruction is tailored to meet the learning needs of all students. Second, I will be culturally responsive. Cultural responsiveness is imperative when teaching students from different cultural groups. The materials that will be used will be culturally relevant. Also, I will ensure that the examples I use are appropriate for all cultural groups to avoid offending some of the students. Third, I will embrace linguistic responsiveness. I will ensure that the materials and strategies I use align with the developmental needs of students. For example, I will use bilingual resources, peer pairing, and visual support to assist ELLs. Design formal and informal formative and summative assessments to make informed choices about instructional goals, curriculum, and teaching strategies to promote positive outcomes for young children. There are various steps I plan to take to ensure that I design formal and informal formative and summative assessments to make informed choices about instructional goals, curriculum, and teaching strategies. First, I will utilize structured activities to gauge the understanding of students in a concrete manner (Gezer et al., 2021). Second, I will utilize strategies like thumbs up and thumbs down during lessons to assess the compre...