Download LESSON PLANNING CLINIC – WORKSHEET (for five

Five-Step Lesson Planning Clinic Worksheet
LESSON PLANNING CLINIC – WORKSHEET (for five-step lesson plan)
Corps
Member:
Samantha Richardson
CMA:
Herneshia Dukes
Lesson Plan
Date:
Friday
June 15,2012
5th
Lesson
Execution
Date:
Grade Level:
Tuesday
June 19, 2012
STEP ONE
Vision-Setting
Objective
What do my students need to know/be able to do
by the end of this lesson?
SWBAT identify organisms that can only be seen
with a microscope; SWBAT describe organisms as
single-celled or multi-celled
Consider:
What are exemplar assessment items asking
students to know/be able to do? How can I restate the objective in my own kid-friendly
language?
Key Points
These tell the knowledge and skills students
need to master the objective. Strong key points
are:
 Accurate – Is this the “right stuff?” Do the key
points encompass: 1) the what (content,
concept, or knowledge)?; 2) the how (process
or steps)?; 3) the why (link to broader vision
and goals)?
 Appropriate – Is this at the right level of rigor?
Am I driving toward both short-term and longterm success? Do I have the right amount of
content for this lesson? Is this in the right order
to build student mastery? Will this language be
meaningful to my students?
All lesson methods will drive toward student
mastery of the key points.
WHAT
Single celled organisms are organisms where
everything that the organism needs to stay alive is
in that one cell. (like bacteria) Characteristics: No
nucleus, self contained
Multicellular organisms are organisms that have
more than one cell, and each type of cell has a
special job, called cell specialization. (like plants
and animals and people) We know that these
organisms are made of either plant or animal cells,
they have a nucleus, they are generally bigger than
single celled organisms
Microbes are the organisms that that can only be
seen by the with a microscope these are for the
most part single-celled
HOW
1. Multi-cellular organisms, like plants and animals
have a nucleus and organelles, which do special
jobs for the cell. Single-celled organisms don’t
have those things.
2. Single-celled organisms are much, much smaller
than the cells that make up multi-celled organisms,
because they don't have the organelles that do all
of the different jobs. Often do not have a consistent
structure. They are usually grouped together in no
particular order.
3. The cells of multicellular organisms (many celled
organisms) all work together to keep it healthy.
Process of identifying and describing a single1
Five-Step Lesson Planning Clinic Worksheet
celled and multi-cellular organism:
1. Look at the picture.
2. Based on what we know about cells,
decide if this organism is single-celled or
multi-celled.
In order to determine this, ask:
a. Does it have a nucleus?
b. Is it made of cells which use cell
specialization?
c. Does it have a definite shape? Are all the
cells put together in an organized way?
d. Is the organism self-contained in one cell?
WHY
Cells are an important building block of biology.
Understanding cells help us understand how
organisms function and relate to the world around
us. We will be more prepared for high school
science and for college curriculum.
Assessment
This gives us formative data about whether
students mastered the objective and, if they didn’t
master it, where they stumbled along the way.
Strong assessments are:
 Aligned – Does the assessment test the
knowledge, skills, and thinking required by the
objective?
 Scaffolded – Will the assessment tell us both
whether students are mastering the objective
at the right level of rigor and also if and where
their learning is breaking down?
Lesson assessments inform our method choices,
our ongoing checks-for-understanding during
class, and where we pick up with our instruction
the next day.
Before you begin, be sure to have your name and
the date written down on your sheet.
Step #1: Looking at the different pictures, identify
whether the organism is single-celled or multicelled. Below the pictures, label whether it is
single-celled or multi-celled.
Step #2: Once you have decided if the organism is
single or multi-celled, describe in complete
sentences why the organism is one or the other.
Please give at least two characteristics which let
you know whether it is single or multi-celled.
* Please also include an Exemplar Student
Response that demonstrates a clear illustration of
mastery at the desired level of rigor.
Exemplar:
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Five-Step Lesson Planning Clinic Worksheet
Question 1 & Question 2:
Single- Celled Organism
I know that this is a single celled organism
because it is made up of one cell, and does not
have a nucleus. It does not have a definite
shape. It does not have lots of cells working
together doing different jobs for the cell.
Question 3 and 4:
Multi-celled Organism
I know that these are multi-celled organisms
because they are made up of many plant and
animal cells. The organisms have groups of
cells that work together to complete different
jobs within the organism. It has a definite
shape that I can see.
Grading:
Students will receive 1 point for correctly
deciding if the picture is a single celled
organism or a multi-celled organism. Students
will receive 1 point for describing how they
know the organism is a multi-celled organism
vs. a single celled organism
Connection to the Summer Achievement Goal
Why is this important?
How does it connect to our larger goals?
Understanding and describing the difference
between multi-celled and single-celled organisms
will allow students to defend their answers and
know how to look for specific characteristics as
they relate to different organisms. In a broader
picture, students will be able to critically analyze
diagrams/pictures, looking for specific criteria, to
provide reasons for their claims.
Students can describe different pictures using new
vocabulary and will even get the chance to
compete against other classmates to provide the
best proof for their answer.
Investment
What can I do to ensure that students are
interested/engaged/invested?
STEP TWO
Determining Methods
 If you teach students with special needs, consider the following questions as you create your
agenda.
o What accommodations and/or modifications will my students need, and how will I provide
them?
 How will I differentiate for students who need more/less time?
 How will I differentiate for students who need explicit language support with vocabulary or
pronunciation?
 How will I group students and/or use an instructional assistant?
 If applicable, consult/reference specific IEPs.
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Five-Step Lesson Planning Clinic Worksheet
 If you teach English language learners, consider the following questions as you create your
agenda.
o What are the specific language demands (listening, speaking, reading, and writing) required of
my objective, and how will I scaffold them?
 How will I teach students the vocabulary, language structures, and prior knowledge they
need to meet the objective/complete the assessment?
 How will I provide students with the resources they need (word banks, dictionaries,
pictures, etc.)?
Creating a Detailed Agenda
When planning lesson methods, consider these 3 overarching questions (in addition to the more
detailed questions below and on the LP template):
 Are these methods driving toward the right stuff? (Is the action being informed by both parts of my
vision – both the daily lesson vision and the summer school vision?)
 Am I gradually releasing responsibility to students such that they are set up for success? (Am I
providing just enough, but not too much, support?)
 Are students actively and meaningfully engaged throughout the lesson? (Am I making sure this
lesson treats students not as passive receptacles, but rather as active participants in the learning?)
Note: The order listed below represents how some teachers backwards plan their methods. You can
proceed in the order that makes the most sense to you, being certain to always keep the end in mind (i.e.,
the ultimate student outcomes reflected in your daily lesson vision) as you plan methods.
Independent Practice
Students will be given a series of pictures to identify
as either single-celled or multi-celled organisms.
 How will students independently practice the
They will then have space next to the picture to 1.
knowledge and skills required of the
Write whether the organism is single-celled or multiobjective, such that they solidify their
celled and 2) list the characteristics of that organism
internalization of the key points prior to the
in bullet points, which traits will define it as either a
lesson assessment?
multi-celled or single-celled organism.
o How will I structure Independent
Practice so that students are working
on tasks that will fully prepare them for If help is needed, I can circulate through the desks,
getting students to think about what to look for to
the lesson assessment?
identify whether the organism is multi-celled or
o When and how would I intervene to
single-celled.
support this Independent Practice?
Guided Practice
 How will students practice the knowledge
and skills required of the objective, with my
support, such that they continue to
internalize key points?
o How will I structure Guided Practice to
ensure that all students are working on
tasks that will fully prepare them for the
upcoming Independent Practice?
o How will I support students in
completing those tasks?
Think-pair-write. Students will be shown a picture of
either a single-celled or multi-celled organism to
identify it as either one or the other. They will first
think on their own silently as to whether the picture is
showing a multi or single-celled organism, and even
using key characteristics taught in the INM, describe
their choice. Students will then get together with their
neighbor and using a white board, write down
whether the organism is single or multi-celled,
followed by a list of bullet points identifying the
characteristics of the organism, specific to whether it
is single or multi-celled. When prompted to do so,
students will share their answer and description with
the class. I will call on a student pair to explain their
reasoning, whether they are correct or incorrect, and
if incorrect, being sure that they come to the correct
answer.
Introduction of New Material
 How will I explain the knowledge and
demonstrate the skills required of the
objective, such that students begin to actively
take in and internalize the key points?
WHAT
Single-celled organisms are organisms where
everything that the organism needs to stay alive is in
that one cell (like bacteria). Characteristics: No
nucleus, self contained
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Five-Step Lesson Planning Clinic Worksheet
o How will I structure the Introduction of
New Material such that students will be
fully prepared for the upcoming Guided
Practice?
o What will students do as I explain
information and demonstrate skills?
Multi-cellular organisms are organisms that have
more than one cell, and each type of cell has a
special job, called cell specialization (like plants and
animals and people). We know that these organisms
are made of either plant or animal cells, they have a
nucleus and they are generally bigger than single
celled organisms.
Microbes are the organisms that that can only be
seen by the with a microscope these are for the most
part single-celled
HOW
Using power point slides, I will introduce new material
about how multi-cellular organisms are different from
single celled organisms. Plants and animals are
some examples of multi-cellular organisms that are
made up of many cells. These cells are specialized,
meaning that joined together they perform separate
functions for an organism to keep it alive. This is
called cell specialization and it is one characteristic
of a multi-cellular organism. Multi-cellular organisms
have cells which contain a nucleus and
organelles, like animal and plant cells. This is
another characteristic of multi-cellular organisms.
In contrast, single-celled organisms lack a nucleus,
lack cell specialization, and they lack an
organized structure of cells. Single-celled
organisms have the ability to perform all necessary
functions for survival, and are thus, self-contained.
2. Single-celled organisms are much, much smaller
than the cells that make up multi-celled organisms,
because they don't have the organelles that do all of
the different jobs. Often do not have a consistent
structure. They are usually grouped together in no
particular order.
Process of identifying and describing a single-celled
and multi-cellular organism:
3. Look at the picture.
4. Based on what we know about cells, decide
if this organism is single-celled or multicelled.
In order to determine this, ask:
e. Does it have a nucleus?
f. Is it made of cells which use cell
specialization?
g. Does it have a definite shape? Are all the
cells put together in an organized way?
h. Is the organism self-contained in one cell?
WHY
Cells are an important building block of biology.
Understanding cells help us understand how
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Five-Step Lesson Planning Clinic Worksheet
organisms function and relate to the world around us.
We will be more prepared for high school science
and for college curriculum.
Opening
 What information do I need to convey during
my opening, such that my students are
prepared to be successful in mastering the
objective?
 How will I engage students and “hook” their
interest so that they want to master the
objective?
Closing
 How will I ask students to summarize what
they have learned, as well as its
significance?
As a class, we will look at the virtual Pond Dip
experiment, which allows students to observe
different organisms found in a pond as seen through
a microscope. http://www.microscopy-
uk.org.uk/index.html?http://www.microscopyuk.org.uk/ponddip/index.html.
Students will be asked to look for similarities and
differences in structures, which will help the students
begin to look for characteristics which describe a
multi-cellular and a single-celled organism.
In the final five minutes of class, students will record
reflections on differences and similarities between
multi and single-cellular organisms. They will also
explain how describing a multi-cellular and a singlecelled organism relates to identifying organisms
around them.
Check Your Plan…
Look at the objective and daily lesson vision, and then examine each component of your detailed agenda.
 By the end of the lesson, will students be able to do exactly what the objective requires?
 How will students be working toward the key points during each component of the lesson?
 Will students be interested, engaged, and invested throughout the lesson?
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