INSTRUCTIONAL STRATEGIES IN MATHEMATICS AND SCIENCE

Lesson Planning

Dr. Mara Alagic, Mathematics Education Office: 205 Corbin  Office hours: 11:50 - 12:50 TuTh or by appointment Phone:(316) 978 6974 Fax: (316) 978 6935 mara.alagic@wichita.edu www.wichita.edu/education/ci/malagic

Name:

Date of Lesson:

Subject Area/Topic:

Grade level:

Standard(s):

Materials/Technology: 

References (sources)

Reflection 

Ideas for integration 

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Help for Lesson Planning 

Name: 

Date of Lesson: 

Subject Area/Topic:  

Grade level:

Standards:  Look at the

(a) grade level NCTM standards

(b) grade level science standards

Outcomes/Objectives:

• The main idea that students will understand is ......
• Objectives (Objectives describe what students are supposed to accomplish during lesson. For math lessons you will get some good ideas by looking at the expectations associated with the pertinent standards. For science lesson, you might want to start at the science standards matrix in order to locate your focus and than look into the Science standards book in order to write objectives. Objectives should include vocabulary.)  

Vocabulary

Materials/Technology : 

Procedure:

(Please label concrete, pictorial, symbolic and/or abstract representations of the main idea/concept in the lesson procedure.)

ENGAGE (into the idea, concept)

(Focus, anticipatory set or hook, access prior knowledge or schemas. It can be an appropriate question, small story, discrepant event, ... )

EXPLORE (the idea/concept)

(Exploration is usually a concrete activity or experience that students will use in order to develop an understanding of a new idea. Sequence of events is very clear: grouping, handling of materials, instructions to students, ...)

EXPLAIN/Getting the Idea/Vocabulary introduction

(Students interpret the exploration in their own words. They report on their findings and collected data. Teacher guides discussion very carefully and with appropriate wait time between questions to allow for students thinking and developing of ideas.

• Plan for sharing student data/ideas needs to be clearly written
• Plan for teacher questioning that leads students to refine their ideas. Plan questions that will help you assess students understanding. Include expected answers. 
• Plan for introduction of vocabulary)

EXPAND/EXTEND/APPLY (the idea/concept)

(The purpose is to provide practice with new ideas and vocabulary. If possible, it is good to connect it with real-life experiences, provide structured time for practice and/or explore the idea in a different context.  Here are some ideas:

• Another  activity 
• Guided practice and/or
• Demonstration 
• Worksheets offering some new view of the same idea
• Very important EXTENSION is INQUIRY in the classroom. When writing your Integrated unit in schools, you will be expected to write one INQUIRY lesson plan. This might be a good time to start thinking about it. If your Science Unit team is willing, you might try to put one of the lessons for the science unit into the INQUIRY format.)

EVALUATE (understanding of the idea/concept)

(The purpose is to evaluate student's understanding of the main idea/concept.

• Another  activity 
• Independent practice
• Demonstration 
• Worksheets 
• Journaling)

Ongoing/formative assessment has to be clearly described (as part of the procedure or separately). It is conducted during the process of instruction/learning to provide instructors/learners evaluative information useful in improving the instruction/learning.

Evaluation of the concept/idea understanding: Summative assessment is the assessment conducted at the end of a lesson (after EXPLORE and EXPAND for a certain concept or idea). In general terms, summative assessment is conducted at the end of a lesson, unit or a course to provide instructor/learners with judgments about their performance. )

EXPAND/EXTEND/APPLY (2)

(To reach a good understanding of an idea, concept or a process, students need appropriate practice. Include in this part just a brief idea for another expansion. This might be a good place to think about possible follow-up inquiry lesson.)

Identify concept development stages

Adaptations/Modification for students with disabilities and diverse learners

References (sources)

(Use APA style. Include standards book(s) and all other sources that you have been using in order to write this lesson plan.)

Reflection 

(What makes this a good lesson plan? What are possible concerns? How are you going to address them?)

Ideas for integration 

(If you are writing a science lesson, suggest ideas for integrating mathematics. 
If you are writing a  mathematics lesson, suggest ideas for integrating science .
 Including other ideas about integration is optional but welcomed.)

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GRADING Rubric:
		points	excellent	mediocre	acceptable
I N D I V I D U A L   L E S S O N P L A N	Title, name, date, subject, grade level	5	All elements present; Title appropriate	Some elements incomplete	Elements missing, title giving away the idea
	Standards	10	Process and content standards are appropriate to the lesson, clearly and completely stated.	Standards are somewhat appropriate to the lesson.	Standards incomplete or inappropriate for the lesson
	Outcomes and Objectives	15	Objectives describe what students are likely to accomplish; main idea and vocabulary included.	Objectives and vocabulary are somewhat unrelated to the lesson	Objectives are not appropriate to the lesson and vocabulary is incomplete.
	Materials/Technology	5	All important materials included.	Obvious item missing	Several items missing.
	Procedure: Logical order (learning cycle): Content quality	15	Clear and logical sequence, includes management, e.g., division into groups and distribution of materials	Logical sequence, but not too clear.  Management parts might be missing	Parts of the plan missing or the order inappropriate
	Procedure: Questioning Content quality	10	Questioning sequence likely to guide class sharing in a logical progression; obvious connection to the main idea	Questions are isolated pieces; connection to main idea unclear	Questions are random; no connection to main idea
	Procedure: Representation labels Content quality	10	Concrete, pictorial, and abstract representations correctly and consistently	Representations unclear or incomplete	Not correctly represented or missing
	Procedure: Assessment/evaluation plan Inquiry (expand (2)) Content quality	10 + 7	Includes ongoing assessment that fits the lesson plan; relates to the main idea included; inquiry included	Assessment fits the lesson, but not ongoing; not all elements complete	Assessment does not fit the lesson or main idea and is not ongoing; some elements incomplete
	References	3	Included
	Reflection  Ideas for integration	7 + 3	Shows thought about the value of the lesson and possible areas of concern.	Beginning to show thought	Shows little thought; generic.
a	TOTAL	100	a	a	a

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Updated February, 2004	Maintained by:  Mara Alagic
These pages are always under construction!	Mathematics Education
	Curriculum & Instruction Department
	Wichita State University
	Wichita, Kansas  67260-0028