Homework Lance
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
k-3
Date:
October 6th 2022
Unit/Subject:
Science
Instructional Plan Title:
Lesson Summary and Focus:
The learners are expected to gain knowledge on earth and their environment. Technology offers an avenue to observe the earth and the weather patterns. Further mathematics will be incorporated to make learners understand how the earth experiences day and night.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
New Jersey State Standard 5.4: Children observe and investigate the Earth (Sforza, Tienken, & Kim, 2016).
Specific Learning Target(s)/Objectives:
Academic Language
- Science investigation
- Weather phenomena
- Natural environment
- Conservation
Learners will be offered opportunities to observe the environment indoors and outdoors
Assist learners to respect natural environment and embrace conservation of the environment
Provide learners the opportunity to investigate natural lighting (sun)
Resources, Materials, Equipment, and Technology:
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
Learners exhibit different levels of grasping the presented information (Christopher et al, 2019). In the spirit of ensuring no child is left behind, the instruction process will be accompanies by visuals. Further, I will occasionally repeat concepts that seem unfamiliar to the learners.
Videos
a projector
photographs
I will use Videos and a projector to illuminate two scenarios showing environmental destruction and conservation measures. The ugly nature of destroyed environments such deforestation is bound to elicit sympathy from the kids (Kroeger, Myers& Morgan, 2016). The same will be done to show them forest and unpolluted rivers as well as the animals living there. This will elicit the quest for conservation in them.
Explain how you will differentiate materials for each of the following groups:
- English language learners (ELL):
I will offer personalized attention to all learners that seem to have missed any concept. This will take place during assessment.
- Students with special needs:
Learners with special needs need extra concern to ensure they are ready to learn (Dejonckheere, De Wit, Van de Keere, &Vervaet, 2016). The learning process will be accompanied with visuals to demonstrate the concept to learners with special needs.
Equally, further attention will be offered through an assistant teacher to ensure learners with special needs move along.
- Students with gifted abilities:
Additional assignment will be directed at gifted learners during a formative assessment in the lesson. This way they will be busy while I attend the slow learners and the leaners with special needs.
- Early finishers (those students who finish early and may need additional resources/support):
Early finishers will be offered additional questions. According to Dejonckheere, De Wit, Van de Keere, &Vervaet, (2016) this will keep them engaged while the other learners finish the initial assignment.
I
Time Needed
Multiple Means of Expression
I will use cold questioning to assess the extent of understanding among the learners. Further, I will task them to draw the shape of the earth.
Explain how you will differentiate assessments for each of the following groups:
- English language learners (ELL):
I will arrange them in groups and task them write down the characteristics of the earth that they saw in the videos.
- Students with special needs:
I will offer them different pictures that show the earth and its features. I will task them to match relevant pictures with their relevant vocabularies. For example a picture of a forest and they should match it with the word ‘forest’.
- Students with gifted abilities:
Gifted learners will be required to make observations around the school compound and write down the environmental factors they can see. They are expected to write down things like trees in the school compound, the buildings, school playground.
- Early finishers (those students who finish early and may need additional resources/support):
The assignments will be in levels and the early finishers will get the higher level assignment. The leveling of the assignments will keep the early finishers busy and thus finish at the same time with other students.
Time Needed
Extension Activity and/or Homework
The extension activity will be a homework. Learners will be required to make a list of the earthly features such as forests, farms or rivers that they can see in their neighborhoods.
Time Needed
References
Christopher, D., Pyle, A., Roy, S., Chalas, A., &Danniels, E. (2019). Perspectives on Kindergarten Assessment: Toward a Common Understanding. Teachers College Record, 121(3), n3
Dejonckheere, P. J., De Wit, N., Van de Keere, K., &Vervaet, S. (2016). Exploring the Classroom: Teaching Science in Early Childhood. International Electronic Journal of Elementary Education, 8(4), 537-558.
Kroeger, J., Myers, C. Y., & Morgan, K. (Eds.). (2019). Nurturing Nature and the Environment with Young Children: Children, Elders, Earth. Routledge.
Sforza, D., Tienken, C. H., & Kim, E. (2016). A comparison of higher-order thinking between the Common Core State Standards and the 2009 New Jersey Content Standards in high school. AASA Journal of Scholarship & Practice, 12(4), 5-31
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