Shorter College
"Learners First"
EDU 3830 - Science Education - Middle Grades
Spring 2006

Lesson Plan Format*

Shorter College Teacher Preparation Program

NOTE:  Follow this format, but do not attempt to write a plan on this page.  A through plan will not fit in the space allotted here.

Teacher__________________________________________ Day (circle one) 1 2 3 4 5

Grade Level___________________ Focus___________________________________

Unit Main Ideas or Goals Addressed:

Objectives (Georgia Performance Standards):

Materials Needed:

Motivation:

• Keep this very brief, lively, and student centered. (What are you going to do at the beginning of the class to focus the students’ attention on the material to be taught? (1-4 minutes) This is sometimes called an anticipatory set.

Teaching – Learning Activities:
Include:

1) name of method or strategy, i.e. lecture, lab, cooperative learning activity

2) Include a brief description of activity along with a reference to notes, lab sheet, handout, etc. 

3) estimate how much time will be needed in class to complete the activity

4)  Designate (T)eacher or (S)tudent

• Include the higher order questions you might ask either in this portion of the lesson plan or under 'Other Considerations' below.

Evaluation/Assessment:

• Have multiple assessments for each lesson AND for the unit as a whole (What do you know? (and) What can you do?
• Include answers to questions and solutions to problems as appropriate, i.e. a key and grading scale for "What do you know?" assessments and a performance check list and scoring rubric for "What can you do?" assessments.

Other Considerations:

• Address the following questions for each lesson:

1. How does/could this lesson integrate technology?

2. How does/could this lesson address cultural diversity?

3. How does/could this lesson address special needs?

4. What kind of enrichment are you providing and what kind of remediation are you providing?

• Rotate through all of the questions as you teach lessons in each course.
• Answer two of the following questions for each lesson.

1. How does/could this lesson use paraprofessionals or volunteers?

2. How does/could this lesson lend itself to multiage (ECE-MGE) or block (MGE-SE) scheduling.

3. How does this lesson promote problem solving?

4. How does this lesson promote constructing meaning through reflective thinking and interactive learning?

ALL LESSON PLANS MUST SHOW MODIFICATIONS FOR TECHNOLOGY, CULTURAL DIVERSITY, AND SPECIAL NEEDS.

*For Teacher Preparation Program Goals, see the “Lesson Plan Evaluation” form.

Lesson Plan Evaluation

1. Is the grade level stated?  (TPP Goal II)

2. Are the unit main ideas broad?  (TPP Goals I, II)

3. Are the GA Performance Standards consistent with the main ideas?  (TPP Goal II)

4. Are the objectives specific and measurable?  (TPP Goal II)

5. Are the objectives stated from the learner’s perspective?  (TPP Goals II, III)

6. Are the objectives merely a restatement of the activity, or do they require learners to engage in higher order thinking?  (TPP Goals II, III)

7. Is the motivation/transition strong enough to engage attention?  (TPP Goal II)

8. Do the activities provide the learner with opportunities to accomplish the objectives (TPP Goals I, II, III)

9. Are the teacher and learner actions stated specifically and sequentially? (TPP Goal II)

10. Does the evaluation measure the degree to which each objective was accomplished?  (TPP Goals I, II)

11.  Is the evaluation stated specifically?  (TPP Goal II)

12. Are the extension questions a natural part if the lesson rather than a contrived amendment?  (TPP Goal I, II, III)

13. Did you address two questions according to your plan for addressing all five questions on a rotating basis?  (TPP Goal II, IV)

14. Do your answers to the questions demonstrate specificity, creativity, and higher order thinking?  (TPP Goal II, IV)

15. Did you offer learners opportunities for constructing meaning through reflective thinking and interaction with materials or people?  (TPP Goals II, III, IV)