1. ORGANIZING LESSON PLANS

2. Integrative Assignments
Standards – translating to action
Expectation for grade level
Principles of Learning
Why we do what we do, and how we do it
Theories of Motivation
Instructional Strategies

3. STRATEGIES… Nothing to it! We just have to figure out what we can use:
To get the message across
To engage students in meaningful learning
Teach to working memory
Facilitate storage to LTM
Connections for retrieval!

4. CONTENT – PROCESS – PRODUCT
Sandra Kaplan - The “GRID”
Visual organization
Content
The WHAT
Process
The HOW
Product
END result

5. CONTENT PROCESS PRODUCT
Unit of Learning
Topic, Theme, or Issue
CONTENT
PROCESS
PRODUCT

6. Content Referring to your unit plan
What do you want them to do, learn, know, demonstrate?
List objectives in terms of observable behaviors and products.

7. PROCESS
What principles of effective instruction do I need to mobilize here?
How will the lessons teach to working memory?
What do I need to know about my learners?
What do I need to know about the task(s)?
Review strategies we will discuss in class –
Make the best choice
In practice, we do this in our heads, often automatically!

8. PROCESS Until you’ve done it a few times, always have a “plan B.”
Plan 1½ to 2 times more than you think you will need.
If your students are absorbing and understanding quickly, you can move right in to the new material
Assuming you have allowed for cognitive overload.
SAY< SEE< DO --- Do something with what
you have just taught. Make them process it!

9. PRODUCT What is the product you will use for assessment? Presentation
Test
Project
Paper
Video
Portfolio

10. PRODUCT How will you measure progress? Rubric?
Master? What do you consider Mastery? How will your students demonstrate mastery?

11. FEEDBACK! What else is needed after you have taught the unit?
How did it go?
What may have to be changed next time I teach this unit?
Did I meet my objectives?
Did my students enjoy the unit?

12. DIFFERENTIATION Teaching multiple levels in the same classroom.
Using BLOOM’S TAXONOMY

13. Unit of Learning Topic, Theme, or Issue
CONTENT
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PRODUCT

14. Iditarod CONTENT Knowledge Comprehension Application Analysis
4th – 5th grade
Sandra Kaplan, creator of the GRID
CONTENT
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PRODUCT
GEOGRAPHY
Name 5 geographical features of Alaska
Create a topographic map of the geography of Alaska
Compare/ contrast features of Alaska to Colorado and develop a graph
Research and design a trip to Alaska
Debate going to Hawaii or Alaska
Trip
Topo Maps
Graphs
Debate
WEATHER
List 4 different types of weather in Alaska
Complete an experiment that shows the weather patterns in Alaska
Compare winter weather in Alaska to weather in Colorado and develop a video of the comparison
Make a videotape of a weather forecast in Alaska for the next race
Develop forecasting techniques and develop a presentation
Experiment
Videotape
Weather forecast
Presentation
BIOGRAPHIES of
Mushers
List 5 mushers that have won the Iditarod
Make a model of a sled that is used in the race
Compare women to men mushers & show your conclusions in a biographical sketch
Compose a biography of a winning musher
Develop the criteria and decide who is the best musher. Present findings in a press conference
Press Conference
Model
Sketch
Biography
RACE
Write an editorial describing a brief history of the race
Use the history of the Iditarod to make a learning center
Arrange a time line comparing the history of Alaska and Colorado
Compare/contrast the Colorado gold rush & the Alaskan gold rush. Share your results in a dance
Predict the next winner of the Iditarod through the development of criteria and a grid
Grid
Learning Center
Time Line
Dance
Editorial

15. Periodic Table CONTENT Knowledge Comprehension Application Analysis
Mid - HS Chemistry
Sandra Kaplan, creator of the GRID
CONTENT
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PRODUCTS
Periodic Table
Make a table of elements in which you explain the information in the squares fop the first 15 elements W
Develop a
alien periodic
list of fictitious
properties.
done as a V
poster of an
table from a
elements and their
This could be
hyper card stack
W T
Research and design what the missing elements might look like. Develop a new entry V W T
Debate the placement of the missing elements
O T V
Table
Poster
Entry in PT
Debate
Sub-Atomic Particles
(SAP)
List and describe at least five different SAP’s
W T
Complete a model of the major SAPs using the Halogen series as your reference. Your choice of media
V K W T O
Compare and contrast SAPs and develop a graphic representation
W T V
Develop a dictionary of SAPs with information from multiple theories. Present to the class
O W T V
Debate “what we haven’t found” OR
Develop a theory of a new SAP
O W T
List
Model
Graphic
Dictionary
Theory / debate
Biographies
(History)
List five people who developed periodic tables and explain their models
Make a model of one historical view of the atom
V K
Compare and contrast early models of atoms and show your conclusion in a graph
W V
Write a biography of a current researcher or theorist in sub-atomic physics using 3 different sources
Predict a new SAP or summarize a theory you like best in a presentation
W V O T
List / table
Graph
Biography
presentation
Chemical
Bonding
List, draw, and describe three major chemical bonds
W T V
Develop a game to teach chemical bonding
K W T
Develop a graph to show bonds and mechanisms related to electrons
T V W
Compare and contrast ionic, covalent, polar bonds. Create a ball game or a dance to illustrate
K T W V O
Predict if bonding may be different in zero-G. Show predicted changes in a PP presentation
W V O T
Grid
Learning Center
Time Line
Dance
Editorial