1. EDUC 4464 – Class 6 J/I Methods Bell Work As a group, discuss why it is important to create lessons which have the students involved in their own learning? September 26, 2007

2. General & Activity Nipissing Lesson Planning Formats General Activity Teacher-directed Student activity at end is more passive (i.e., a note, working from a text book, ….) or practice Most of the lesson has the students involved in an activity which, though introduced in the lesson, is more discovery-based (i.e., science experiments, working on a group research project …) – learning mostly occurs during the activity The activity is not picked based on the format; the format is picked based on the activity. Ask yourself – This is what I want to do …. Which format fits best? Sage on the Stage Guide on the Side New concepts given by the teacher Learning mostly occurs from discovery ( experiment, group discussion ) Students’ role Teacher’s role

3. Sometimes it is easy to figure out which LP to use; sometimes it is hard. Look at the applications below. As future professional teachers, discuss as a group if they belong in a General or Activity Lesson plan: Copy the note from the blackboard Rotate around the biology labs following the directions on each centre card I have showed you the correct T-formation for a free throw. In your squads, practice the free throw. Look at the baseball cards on the table. As a group discuss the best stages your arm should go through as it throws. After you have isolated the stages, go and practice. Here are the stages of process writing. Write a story. Write a story based on the theme we discussed using the stages of process writing. In the application, the students are to:

4. Welcome to Grade 6 Science! Good day class. Let’s begin by reviewing what we already know about electricity. Your Task: 1. Have one person from your group come up to get the materials 2. Your task is to make the light bulb light 3. Lift your hand up when your group does it

5. Activity Planning Format For Lesson Plans Subject/Course: Science & TechnologyName: Your Name Grade Level: Grade 6Date: September 26, 2007 Topic: ElectricityTime: 12:30 – 1:15 (45 min) 1.Instructional Expectations and Opportunities The grade 6 learners will: a)Expectations: 1) from the curriculum documents …. 6s52 Grade 6Science and Technology Energy and Control Overall Expectations design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy; This part is the same as a GLP 1

6. Activity Planning Format For Lesson Plans Subject/Course: Science and TechnologyName: Your Name Grade Level: Grade 6Date: September 27, 2004 Topic: ElectricityTime: 12:30 – 1:15 (45 min) 1.Instructional Expectations and Opportunities The grade 6 learners will: a)Expectations: 1) from the curriculum documents …. 2) Now make it specific to your lesson This part is the same as a GLP 6s52 Grade 6Science and Technology - Electricity discover how to construct a simple electrical circuit 1

7. 1.5. Assessment Remember Design-Down How am I going to assess the students? Using a clipboard and class list as a checklist, observe students as they try to light the light bulb using a simple electrical circuit; Note an X if the students requires extensive remediation, a  if the students are able to construct the circuit and get the light bulb to light, an E for a level 4 (figured it out quickly and could explain what it happening using appropriate scientific terms; a S for satisfactory (light bulb lit and could explain using some scientific terms), (also note: a B for behavioural issue.) Class list is attached. Does it reflect the expectation? 2 Flip down to find the Assessment section 6s52Grade 6Science and Technology - Electricity discover how to construct a simple electrical circuit How could I make this stronger by self or peer assessment?

8. 1.4. Teaching / Learning Strategies a) Introducing the Activity a) Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task) a) Teacher's Role i) Procedures: 3 What are the routines? Include general routines that apply to this subject and routines specific to this lesson

9. Activity Lesson Plan – What goes where? 1.3. Content Topic: Simple current (Electricity Unit) Application: Closed circuit needed; electrons must travel along the wire, through the light bulb (filament), back into the wire, through the battery, and back. They need to be able to use this terminology in their explanation. Open Closed Remember Design-Down The content for the activity will the students be doing 4

10. 1.4. Teaching / Learning Strategies a) Introducing the Activity a) Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task) a) Teacher's Role i) Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each table Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question) Ask at the end. Tracking – monitor using checklist while assessing (see assessment section) ii) Consolidation of Learning: What is my role as the teacher? 5

11. 1.4. Teaching / Learning Strategies a)Introducing the Activity (2 min – Hook; 5 min Review) Introduction (Part A – Hook) – turn the light in the room off and on; do same with flashlight – have finger to lips to indicate silence Introduction – Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light Have a student explain back the task (Consolidation 1); Send to task a)Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task) a)Teacher's Role i) Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each table Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question) Tracking – monitor using checklist while assessing (see assessment section) ii) Consolidation of Learning: Have a student explain back the task (Consolidation 1) 3 3 How will I introduce the lesson? 6

12. 1.4. Teaching / Learning Strategies a)Introducing the Activity Introduction (Part A – Hook) – turn the light in the room off and on; do same with flashlight – have finger to lips to indicate silence Introduction – Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light Have a student explain back the task (Consolidation 1); a)Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task) a)Teacher's Role i)Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each table Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question) Tracking – monitor using checklist while assessing (see assessment section) ii) Consolidation of Learning: Have a student explain back the task (Consolidation 1); (Consolidation 2) At end of lesson, take up the findings as a class – draw on board the different ways students lit the light bulb – isolate common elements – have students copy the illustration and put in the findings section of the scientific method for this lesson in their notebooks (10 min) How will I introduce the lesson? 5 3 3 7

13. Activity Lesson Plan – What goes where? 1.Preassessment a)Learners: a)Learning Environment: a)Resources: What do the students need to know before they can be successful in this lesson? How must the environment be set-up? What resources are needed? Same as GLP Movement of electrons –covered last 2 classes Students have experience with static electricity Students need to know what a wire, battery, and light bulb are Students are aware of health and safety issues when working with electricity Monitor Jean Luc Picard and accommodate as necessary (see IEP in top of desk – physical exceptionality – specific strategy (if requested): manipulate objects for him under his oral direction) Classroom – desks in groups (class list & seating plan in teacher’s desk, rt-hand drawer) Have all equipment for experiment out on front desk for pick-up Have scientific method (first steps) done on transparency Teacher is to circulate throughout class during activity Overhead projector and transparency with purpose, apparatus and method done; chalk, blackboard, pen; student notebooks (in desks) 1 set of battery, light bulb, wire per group (8 groups); extras for early finishers As you work through creating the lesson you may add resources 8 What’s missing?

14. Activity Lesson Plan – What goes where? 1.Preassessment a)Learners: a)Learning Environment: a)Resources: Correction ! Same as GLP Movement of electrons –covered last 2 classes Students have experience with static electricity Students need to know what a wire, battery, and light bulb are Students are aware of health and safety issues when working with electricity Monitor J.L.P. and accommodate as necessary (see IEP in top of desk – physical exceptionality – specific strategy (if requested): manipulate objects for him under his oral direction) Classroom – desks in groups (class list & seating plan in teacher’s desk, rt- hand drawer) Have all equipment for experiment out on front desk for pick-up Have scientific method (first steps) done on transparency Teacher is to circulate throughout class during activity Overhead projector and transparency with purpose, apparatus and method done; chalk, blackboard, pen; student notebooks (in desks) 1 set of battery, light bulb, wire per group (8 groups); extras for early finishers As you work through creating the lesson you may add resources

15. 1.Reflections a)I – Student Learning: a)Effectiveness of Student Teacher a)Next Steps Go to the PT Handbook. Does the lesson fit the guidelines stated? Fill out the reflection based on the lesson presented and the questions on these pages. Reflect on the learning – Make a clear statement (including indicators) describing the degree to which the expectation(s) were achieved by all students - any more you could add? Is there a better expectation you could have used? What was the quality of your initiation, interaction and intervention (your communication, planning, implementation, organization, motivation, teaching/learning strategies, questioning, etc… How effective was this lesson? How effective were the individual parts of the lesson? Was the assessment reliable and valid? What needs to be done next? Focus on developing the next lesson based on what happened Pro-active classroom management strategies to be considered What do you need to remember for next time you do this lesson? Same as GLP 8

16. Modelling an Activity Lesson Lower or shut off your laptops please Thanks!