Part 1: Lesson Implementation
Implementation of a social studies lesson can be quite different from how a science lesson would be taught. Through implementation and reflection, you will continue to develop your teaching style and incorporation of various strategies to engage your students and create investment in the learning process.
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Allocate at least 4 hours in the field to support this field experience.
Share your lesson from the “Creating a Social Studies Lesson” assignment with your mentor teacher and obtain feedback. Work with your mentor teacher to select a group of 3-5 students who would benefit from small group instruction to whom you will present your lesson. If you are not able to present your lesson, present a social studies lesson created by your mentor teacher.
After the conclusion of your lesson, reflect with the mentor and obtain feedback on how well the lesson went.
Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect on the lesson you taught in the field experience.
Address the following in your reflection:
- Explain how you designed and delivered instruction that integrated the cultural background, personal knowledge, family, and community of students in your lesson .
- What you would have done differently to help prepare you for teaching the lesson. Did you feel the students were engaged in the learning? Explain.
- How do you feel you monitored and adjusted throughout the lesson to meet the needs of the students?
- What went well and what would you have done differently?
- How you will apply the feedback you received from your mentor teacher to your future teaching.
APA format is not required, but solid academic writing is expected.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
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Teacher Candidate Name:
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Mrs. Stable
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Grade Level:
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Grade Three
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Date:
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12/02/2021
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Unit/Subject:
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Science
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Instructional Plan Title:
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The students will be taught on how to discern various weather signs and patterns in class.
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Lesson Summary and Focus:
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In this lesson, the students will be taught about the weather and the signs that they may use to represent various weathers in class. They will be taught about sunny, windy, cloudy, and rainy weather. The lesson will focus on creative arts to promote the understanding on the weather signs. That will ensure that the grasp the concept being taught in class.
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Classroom and Student Factors/Grouping:
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The science lesson can be taught at any time of the day as it is a practical lesson. However, in this case, the best time to teach the science lesson will be after the tea break or afternoon. That will promote more understanding as the students will have seen various weather changes during the day. The class has 23 students, who will all take the science lessons. In this class, there are no students that needs special attention. However, some students are smarter than others indicating that they all have different understanding capacities. To promote understanding, the pace of the slowest student will be used.
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National/State Learning Standards:
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The national learning standards that will be focused on include promoting understanding of the concepts and guiding and facilitating the learning of the students. That will ensure that the students grasp all the concepts that will be taught during the class. Effective communication will be used to ensure that the two learning standards are adhered to. It will also be used for clarification in the areas that the students do not understand.
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Specific Learning Target(s)/Objectives:
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By the end of the lesson, the students should be able to:
Differentiate between the different weathers that occur.
Identify the weather signs that are used to illustrate each type of weather.
Identify the weather signs that illustrate two or more weathers occurring at the same time.
Describe the activities that are suited to be done during each type of weather and give reasons why they are best suited for such type of a weather.
When given the weather signs, the students should be able to identify them without struggle.
To ensure that the students understand, they will be assessed to identify the extent to which they will have understood the weather types and the signs used to depict them.
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Academic Language
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Sunny weather
Rainy weather
Windy weather
Cloudy weather
The terms will be described and explained in detail to ensure that they understand the different types of weather and the best activities to do in each type of weather.
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Resources, Materials, Equipment, and Technology:
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The third-grade science textbook will be used.
Charts that have the draw signs and drawings of different weather types will be used.
A laptop to show the students the different weather in 3-D photos and videos will be used as a learning material.
The students will also be allowed to go to the field to observe the weather during the day and identify the type of weather it is.
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Section 2: Instructional Planning
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Anticipatory Set
· I will provide a chart to the students that has all the types of weathers and ask them to identify each weather type.
· I will ask them questions about the types of weather they prefer and why they prefer them.
· I will list the types of weather in the white board and ask the students to draw them in their books.
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Time Needed
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Multiple Means of Representation
· I will use a video to show the students the 3-D drawings of the different types of weather.
· I will provide charts that have the different types of weather and their drawings to help the students understand better.
· I will provide notes indicating the activities that are best suitable for each weather type. That will help the students identify the weather when given questions about an activity that was taking place during a particular day.
· I will ask the students to draw the types of weather that they prefer in their books and list the reasons that they prefer them. That will enhance understanding.
The early finishers will be requested to help their peers in the areas that they do not understand.
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Time Needed
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Multiple Means of Engagement
· I will ask the fast learners to explain their peers on the white board so that they may understand.
· I will arrange the students in structured groups that will enable them to discuss about the activities that each of them would engage in during the types of weather.
· I will narrate stories to the students to help them identify the activities that should be done during the types of weathers.
The early finishers will be requested to help their peers in the areas that they do not understand and lead the group discussions
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Time Needed
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Multiple Means of Expression
· The students will be asked to draw the different types of weathers in their class books and write at least three activities that may be done in each weather.
· The students will also complete an assignment that is in the third-grade science book about weather.
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Time Needed
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Extension Activity and/or Homework
At the end of the lesson, the students will be given a personal assignment and group assignment on the topic to tackle. The assignment will be from the coursebook that is used. That will increase the student’s comprehension of the topic and concept.
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Time Needed
References
DeBruin‐Parecki, A., & Slutzky, C. (2016). Exploring pre‐k age 4 learning standards and their role in early childhood education: Research and policy implications. ETS Research Report Series, 2016(1), 1-52.
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social–emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316-326.
Hanuscin, D. L., & Zangori, L. (2016). Developing practical knowledge of the Next Generation Science Standards in elementary science teacher education. Journal of Science Teacher Education, 27(8), 799-818.
https://www.amazon.com/Science-Grade-3/s?k=Science+Grade+3
Laksana, D. N. L. (2017). The effectiveness of inquiry-based learning for natural science learning in elementary school. Journal of Education Technology, 1(1), 1-5.
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