Spring Wig – Blended Lesson Plan Assignment

SPRING WIG

Incorporate the TEAMS app, Flipgrid and Voki in any of the components of a lesson (Lesson plan attached).

The lesson is on Rocks and Minerals S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) * The modern understanding of this core idea is that all minerals are rocks but not all rocks are minerals.

b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).

c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)

 

Blended Lesson Plan Assignment

Outcome

? Create a lesson plan that is student centered and has both the teacher and student using technology.

Directions 1. Complete each section in the table below. Instructions and informational hyperlinks are in the gray sections, type in the white sections.

Components of an Effective Blended Lesson

Your Name

Title of the Lesson

Target Grade Level for this Lesson

Quick Lesson Overview , in 50 words or less.

Why Excitement

? Describe WHY students would care about this lesson

? Why they would be excited about it; especially those that are not traditional fans of the subject area.

? Note: “because it is important” is not a good reason.

Part 1

Essential Question List a question that students should be considering as they complete the lesson/project. This is a driving question that hooks the students into lesson or unit and is what they can answer at the end of the lesson. You should have ONE. This is NOT a quiz question. It should be open ended, thought provoking, higher order thinking. Check out this article on ASCD .

Learning Objectives & DOK Level

? Write your learning objectives and identify the DOK level.

http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

https://campussuite-storage.s3.amazonaws.com/prod/1029408/4e54c183-292f-11e7-b792-22000bd8490f/1273516/ef78f150-622d-11e7-99ef-124f7febbf4a/file/8258248_orig.jpg

? Remember LO’s start with a verb (NOT students will). Do not use “understand” or “learn”

? One objective per (don’t use and).

? Do NOT mention the task.

? What are students able to do or know at the END of the lesson.

? DOK is how much critical thinking the

STUDENT is doing.

Learning Objective DOK Level

Content Area Standard

? What content area standard will you be addressing?

? Please copy and paste the standard text including the number and description. Student Context

? Think about who your students are, you need to know the needs and levels of your students along with their personal interests when you design your lessons.

? Consider the diversity your class WILL have (50 words or less).

Part 2

Materials List materials required This lesson plan is required to integrate technology

Anticipatory Se/Hook

? How will you introduce the lesson? (Be

student centered)

? How will you activate prior knowledge?

Teaching Steps

1. Describe the scope and sequence of the activity. Step by step what will be occurring both by the teacher and by the students.

2. Do NOT mention the teacher. Your lesson should come from the student perspective.

3. For each task, list the DOK level. How much critical thinking is the student involved in.

4. Remember: you design the learning environment, you do not teach content

Task/Step DOK level

Closure How will you end the lesson?

Part 3 (Only Tech)

Modern Lesson Design: 4 C’s Describe how your lesson addresses two of the 4 C’s via technology:

? Critical thinking is coming up with their own ideas and defending them or creating something new or applying to a new situation.

? Collaborate is not work together, but to be reliant on each other. There should be some level of task switching.

? Communicate is not talking, it is CLEARLY COMMUNICATING IDEAS.

? Create is how students are being CREATIVE. This is NOT creating art. This is NOT creating a PowerPoint.

Describe the student connections to the 4cs.

Critical Thinking

Collaboration

Communication

Creativity

Part 4

Research ? What will your students be researching? ? What search/research techniques will your students need to know?

Assessment ? How will you know students have learned? Formative Summative

Questions

1. How do you offer your students choice and control?

2. What decisions do the students get to make?

3. How does your lesson show that the student is the most important?

4. How do you differentiate for student needs?

https://docs.google.com/document/d/14B1KkNYX6hNYOJ6dUHZ8LjkAohYVZy_6LDo9CjNEqPY/edit?usp=sharing

Why is this lesson appropriate for your lowest student and your highest student?

5. How do you accommodate students with learning disabilities or language issues?

6. How do you connect outside of your classroom?

7. How do you give your students an authentic audience?

Thank you to Alice Keeler for allowing a creative commons use of her lesson plan template (Teachers Give Teachers) .

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