InTASC
Standard Three: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Name
of Artifact: Lab Lesson Plan
Date: March 17, 2016
Course: EDUC 224: Teaching
Science
Brief
Description: This is a lesson plan for a science lab
that encourages individual and collaborative scientific learning. It also
encourages positive social interaction and active engagement and requires self-motivation
to complete.
Lab
LESSON PLAN
|
GENERAL
INFORMATION
|
Lesson Title: Rock Lab
Subject(s) or Topic: Earth Science
Grade/Level: 3rd Grade
|
STANDARDS
AND OBJECTIVES
|
State Standard(s) Addressed:
3.2.3
Classify and identify minerals by their physical properties of hardness,
color, luster and streak.
Lesson Goal(s): Students will analyze and compare samples of
minerals and classify samples of
minerals by physical properties: hardness, color, luster, and streak.
Lesson Objective(s): Students will observe and analyze
the properties of minerals and classify according to physical properties of
hardness, color, luster, and streak.
|
MATERIALS
AND RESOURCES
|
Instructional Materials: Minerals; streak plate to test
streak; hardness test: glass, copper penny; Magnifying glass, Worksheet space
to record data, Mineral Identification workbook
Resources:
INSTRUCTIONAL
PLAN
|
Sequence of Instructional
Procedures/Activities/Events (provide description and indicate approximate time
for each):
1.
Identification
of Student Prerequisite Skills Needed for Lesson: (anticipatory set,
schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed) 10 minutes
Show the rock samples and ask the class how they
could group them. Ask the class to name the samples with names of their
own.
2.
Presentation
of New Information or Modeling: (term definitions, concepts, processes and/or
approaches) 15 minutes
Distribute
worksheet.
Review
definitions: Luster, Color, Hardness,
Streak, and Cleavage/Fracture . Mohs
Scale.
3.
Guided
Practice: (teacher
directed, scaffolding, check for student understanding – including any
questions to ask or anticipate from students) 10 minutes
Model the data collection on one of the samples.
4.
Independent
Student Practice: (teacher monitored, check for student
understanding – including any questions to ask or anticipate from students) 30
minutes
Students will analyze and classify
samples in groups.
5.
Culminating
or Closing Procedure/Activity/Event: (review terms,
concepts, and/or learning process; establish connections to the next lesson; check
for student understanding – including any questions to ask or anticipate from
students) 10 minutes
Matching worksheet assessment/review of definitions
Pedagogical Strategy (or Strategies): (direct instruction,
cooperative learning groups, partner work)
Cooperative learning, direct instruction, lab
Differentiated Instruction: (Describe accommodations for such groups as
English Language Learners, hearing impaired, learning disabled, physically
disabled, and/or gifted/accelerated learners.)
Pair ELL’s with language partner/accommodations as
necessary
