Planning Individual Lessons

1. Planning Individual Lessons

2. Lesson Plan and Report Outline Part I: Information about the Lesson or Unit Topic: Type of Class Abstract Part II: Clarifying Your Goals for the Topic Knowledge: Big Ideas Knowledge: Experiences, Patterns, and Explanations Possible Objectives for Student Learning Michigan Objectives Specific Lesson Objectives Part III: Classroom Activities Materials Activities Introduction (-- minutes) Main Teaching Activities (--minutes) Conclusion (--minutes)

3. Lesson Outline (Continued) Part IV: Assessment of Focus Students Focus Objective Developing Assessment Tasks Part IV: After the Lesson Report Story of What Happened Making Sense of Focus Students� Responses Descriptions of three focus students Excellent Response or Rubric Finding and Explaining Patterns in Student Responses Improvements in Parts I-IV Improvements in Your Understanding of Science Teaching General comments Specific learning about problems of practice

4. Clarifying Goals: Knowledge and Practice Knowledge: whatever is inside our heads (not observable) Practice: whatever we do (observable) WYDIWYL: What You Learn Is What You Do

5. Knowledge: Big Ideas Big ideas are rarely confined to an individual lesson. Try writing a coherent narrative and italicizing the ones actually covered in the lesson. Big ideas should express the key patterns and explanations, not just name them. The word �students� does NOT belong in your statement of big ideas. Think of big ideas as what you would like your students to be able to tell you after the unit or lesson is over. The language you use in your summary of big ideas should be the language you would like your students to use. National Science Education Standards and Benchmarks for Science Literacy are good resources for Big Ideas

6. Knowledge: Student Experiences, Patterns, and Explanations This line describes your students� �base� of experiences and ideas before the lesson. Experiences are specific observations, made in school or out, that are experientially real to your students. You may describe experiences with categories and examples: Growing plants (e.g., grass, flowers, trees) You may not know enough about students� patterns and explanations to fill in these cells Patterns link experiences and explanations Students� explanations are often analogical or metaphorical: They relate new experiences to prior experiences.

7. Knowledge: Goal Observations, Patterns, and Models Include specific observations or data, made in school or vicariously (e.g., videos, data sets, photographs), that are experientially real to your students. You may describe observations with categories and examples: Sedimentary rocks (e.g., limestone, sandstone, shale) Graphs, charts, generalizations, laws, classification systems, and formulas usually express patterns Patterns link observations and models Patterns and models are connected to your big ideas Models explain patterns in data in terms of invisible mechanisms (e.g., atoms and molecules, cellular processes, prehistoric events, interior of the earth, unseen fields or forces

8. Practices: Michigan Objectives It takes at least several lessons to accomplish a single Michigan objective Michigan objectives only go through required high school courses, but there are related objectives for most lessons Types of Michigan objectives Constructing scientific knowledge. �Learning how to learn,� from experience (inquiry) or from people. Using scientific knowledge (application). Describing, explaining, predicting, designing systems and phenomena in the material world. Reflecting on scientific knowledge. Practices related to understanding the nature of science.

9. Practices: Specific Lesson Objectives These are more specific than Michigan objectives, but it still may take several lessons to accomplish one objective Objectives describe what students will be able to do after the lesson is over Types of lesson objectives Telling the story: providing coherent, parsimonious accounts of the world around us. Constructing scientific knowledge. �Learning how to learn,� from experience (inquiry) or from people. Using scientific knowledge (application). Describing, explaining, predicting, designing systems and phenomena in the material world. Reflecting on scientific knowledge. Practices related to understanding the nature of science.

10. Telling the Story Objectives

11. Telling the Story Objectives Emphasize big ideas Consider how steps in the story are grounded in observations and patterns Are explicitly constrained by scientific models and theories (e.g., conservation laws) May involve connecting different representations (e.g. symbols, drawings, physical models)

12. Using Objectives: Application

13. Form of Using Objectives

14. Are These Using Objectives? 1. Students will understand how sounds are made. 2. Students will explain the difference between frequency and amplitude. 3. Students will use the concepts of frequency and amplitude to describe differences among sounds. 4. Students will explain how sounds are made. 5. Students will make and play musical instruments. 6. Students will explain why the Tacoma Narrows bridge collapsed. 7. Students will conduct a laboratory experiment on interference of waves. 8. Students will describe the parts of a guitar and their functions. 9. Students will explain how a guitar makes sounds of different frequencies.

15. Constructing Objectives: Learning How to Learn

16. Constructing Objectives Students construct knowledge in order to achieve Using or Telling the Story objectives Constructing objectives refer to students gaining inquiry or investigation skills: Data collection Experimental design Generating questions or hypotheses Drawing conclusions from data Using information resources to answer questions

17. Lesson Activities: Types of Materials Presentation materials (Overhead transparencies or PowerPoint presentations, etc): (attach files) Copied materials (Handouts, worksheets, tests, lab directions, etc.): (attach files) Pages in textbook: Book:______________________ Pages:_______ Laboratory materials: For the teacher or the class as a whole: (attach files) For each laboratory station: (attach files) Other materials: (attach files)

18. Uses of Overheads, PowerPoint, Handouts Help your students see (and you remember) the overall structure and main points of the lesson Work out wording of key questions in advance Make sure the main points are clearly stated and emphasized Provide a basis for discussion with your mentor and instructors

19. Parts of a Lesson Introduction (-- minutes) Get the class off to a well-managed start Make conceptual connections with previous lessons Help students anticipate problems and activities of the class Main Teaching Activities (--minutes) What the students AND the teacher will be doing Key examples, patterns, models or theories Key questions that you will use to start discussions Embedded assessment activities that will indicate students� understanding at different points in the lesson References to materials you or the students are using during this activity Procedural details, including transitions, materials management, etc. Conclusion (--minutes) Make sure students and materials are in order before students leave Help students review or summarize what they have learned Help students anticipate problems and activities of future classes

20. What�s Needed to Assure Different Levels of Student Accomplishment? Procedural display: Organized presentation of facts and chances to practice skills Telling the story: Making connections among big ideas and representations Application and inquiry: Connecting goal observations, patterns, and models Learning with understanding: Extending their experience and reducing it to order: Connecting lines of EPE table Mastering practices/objectives: WYDIWYL

21. Assessment: Focus Objective and Focus Students ONE objective that you will be working on (not necessarily completing) during the lesson THREE students, different levels of academic success, that you would like to know better See if you and your partner can have different focus students Don�t have to be the same students for every lesson

22. Purposes for Classroom Assessment Understanding your students Helping your students to assess and improve their own understanding Grading

23. Criteria for good assessments Connection to goals: The questions address important objectives you have for student learning Interesting wrong answers: Even incorrect answers reveal students' thinking Insight into students� sense-making: The students� answers help you understand how they make sense of the world, not just where their knowledge of science is weak. Starting a dialogue with students: The questions help you to start discussions with students where they can compare their ideas with scientific ideas.

24. One Possibility: Short Interviews with Focus Students Need to keep short Can take place the next time you come back Can do only if you work out timing with your mentor See interview suggestions in Designing a Clinical Interview handout on course website

25. Types of Classroom Assessments Tests Lab reports Journal questions, informal writing Questions, answers, comments in class Non-verbal behavior

26. Types of questions that produce interesting wrong answers Backwards reasoning Familiar situations Connecting different representations Short answer + explanation Using misconceptions research Copy questions from someone else Comparing examples or concepts Critique of other people�s responses

27. Backwards reasoning If --- is the answer, then what was the question? What question were scientists trying to answer: �when they discovered photosynthesis? (e.g., why do plants need light?) �when they discovered atomic theory (e.g., why do elements always combine in certain proportions?) Scientists trying to answer when they discovered photosynthesis? (e.g., why do plants need light?) When they discovered kinetic atomic theory (e.g., why do elements always combine in certain proportions?) Scientists trying to answer when they discovered photosynthesis? (e.g., why do plants need light?) When they discovered kinetic atomic theory (e.g., why do elements always combine in certain proportions?)

28. Familiar situations Getting students� theories about familiar examples. What are the forces on a coin flipped into the air? Are your eyes the same color as your mother�s? How do you think that happened? What�s inside the bubbles of boiling water? What are the forces on a coin flipped into the air? Are your eyes the same color as your mother�s? How do you think that happened? What�s inside the bubbles of boiling water?What are the forces on a coin flipped into the air? Are your eyes the same color as your mother�s? How do you think that happened? What�s inside the bubbles of boiling water?

29. Connecting different representations Seeing what happens when students represent the same example in different ways. Draw a picture of what is happening to the atoms of NaCl as solid salt dissolves in water. Show how the light rays travel that enable a person to see a tree as she looks out the window. Draw a picture of what is happening to the atoms of NaCl as solid salt dissolves in water. Show how the light rays travel that enable a person to see a tree as she looks out the window.Draw a picture of what is happening to the atoms of NaCl as solid salt dissolves in water. Show how the light rays travel that enable a person to see a tree as she looks out the window.

31. Short answer + explanation Ask students to make a choice or draw arrows, then explain their reasoning. Does food normally move up or down a plant�s stem? Explain your reasoning. Will the �ashes� left after magnesium burns weigh more or less than the original metal? Explain your reasoning. Does food normally move up or down a plant�s stem? Explain your reasoning. Will the �ashes� left after magnesium burns weigh more or less than the original metal? Explain your reasoning.Does food normally move up or down a plant�s stem? Explain your reasoning. Will the �ashes� left after magnesium burns weigh more or less than the original metal? Explain your reasoning.

32. Using misconceptions research Ask questions that will reveal common misconceptions. What question would reveal a belief that liquids disappear when they evaporate? What questions would reveal a belief that plants get their food from the soil? What question would reveal a belief that the phases of the moon are caused by the earth�s shadow? What question would reveal a belief that continuing motion requires continuing force? What question would reveal a belief that the phases of the moon are caused by the earth�s shadow?What question would reveal a belief that continuing motion requires continuing force? What question would reveal a belief that the phases of the moon are caused by the earth�s shadow?

33. Copy questions from someone else Try questions with your students that have worked for other people. Other candidates Research reports Ideas in resource files Ideas brought to class by instructors Other interns Research reports Ideas in resource files Ideas brought to class by instructorsOther interns Research reports Ideas in resource files Ideas brought to class by instructors

34. Comparing examples or concepts Ask students to compare and contrast different real world examples or familiar terms heat vs. temperature force vs. momentum Current vs.voltage Green plants vs. fungi Volcanoes vs. other mountains Green plants vs. fungi Volcanoes vs. other mountainsGreen plants vs. fungi Volcanoes vs. other mountains

35. Critique of other people�s responses Ask students whether they agree or disagree with responses that reveal misconceptions, and why. My friend says that sunlight is food for plants. Do you agree? Why or why not? My friend says that when water evaporates, the water vapor weighs just as much as the liquid water. Do you agree? Why or why not? My friend says that sunlight is food for plants. Do you agree? Why or why not? My friend says that when water evaporates, the water vapor weighs just as much as the liquid water. Do you agree? Why or why not?My friend says that sunlight is food for plants. Do you agree? Why or why not? My friend says that when water evaporates, the water vapor weighs just as much as the liquid water. Do you agree? Why or why not?