ED 361 W08 Midterm Lesson Plan Part 3

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Brigham Young University, Idaho *

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361

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Biology

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May 24, 2024

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docx

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W08 Project: Midterm Lesson Plan – Part 3 Instructions 1. Complete each of the following components of the lesson plan in its assigned color .  This section of the lesson plan is broken down below into two parts, Part 3A and Part 3B. 2. To get an overview of your class and students, select the corresponding group in I-Learn according to your major:  Elementary Education Major student profiles  Secondary Education Major student profiles Part 3A: Planning for Student Needs (This will be filled in based on the class descriptions and student profiles provided on I-Learn) Reminder from the rubric: As you examine the needs of your students, seek to (a) demonstrate an awareness of special needs of students, (b) design accommodations decisions carefully planned with how to scaffold specific students’ needs, (c) use strategies to differentiate instruction to engage all learners in complex thinking, (d) employ multiple activities reinforce vocabulary growth for English Language Learners, and (e) organize instructional student groups in ways that maximize learning. A. Use the description of the class/students provided on I-Learn to identify/describe any unique characteristics/needs of students in the class. Be sure to note any necessary class-wide needs and pay specific attention to English Language Learners as well as students with special needs. What support strategies would you use with each student throughout the rest of the lesson (beyond those you have addressed in the assessment portion of the lesson plan)? For suggestions on student support strategies for individual learning needs during instruction/learning, refer to I-Learn. Based on the information provided by the instructor, my class starts in the morning following morning announcements and the students are often still sleepy and struggle to participate and respond to questions both in class discussion as well as working in groups. I have two students who are English Language Learners, Diego and Xiaowei. Diego’s first language is Spanish and even though he moved to the United States when he was 7, he often struggles with learning the material. He seems to be doing okay and many of his teachers don’t consider him to be as much of an ELL. Both of his parents can carry out a casual conversation in English and his mother can read, but his father cannot. Accommodations/supports for Diego for this or this lesson can be found in the chart below and in the timeline in Part 3B. Xiaowei's first language is Mandrin, and he moved to the United States when he was 4 years old. As a result, he was still in the process of learning Mandrin and then his parents focused on him learning English and only spoke to him in limited English. From this experience he is not proficient in English or Mandrin and struggles with his academics but has high expectations from his parents on his academic achievement. Accommodations/supports to BYU-Idaho ED 361

help Xiaowei in this lesson can be found in the chart below and in the timeline in Part 3B. Matthew is a student in my class who has a learning disability that deals with processing and perceiving information into long term memory. It takes him a while to answer questions even if he knows the answers because of his disability. He struggles with fluid reasoning and numbers as well as reading and takes a significant amount more of time than his peers. Accommodations/supports to help Kelvin in this lesson can be found in the chart below and in the timeline in Part 3B. Student Anticipated Struggle During this Lesson Accommodations/Supports Diego Falling asleep in class, writing and comprehending the material. Making sure that I am checking up on him that he is staying awake. I will also add pictures to help him connect English to the pictures. I will also have prewritten options with photographs that he will place and then explain to me why he placed them there and the meaning behind the sections they are placed in with the deeper level thinking task. Xiaowei Struggles with short answers and the deeper level thinking task. I will add pictures to help him connect English to the pictures and will give prewritten options with photographs that he will place and then explain to me why he placed them there and the meaning behind the sections they are placed in with the deeper level thinking task. Matthew Connecting ideas together and reading the materials. Allowing him extra time with time beforehand. He can also have a reader if he would prefer to help him read and review the questions as well as giving him prewritten options with photographs that he will place on the deeper level thinking assignment. Also included will be B. What do students already know/understand in relation to what will be taught? What misconceptions are they likely to have in relation to the vocabulary, concepts, and/or topic? Reminder from the rubric: Be sure that (a) critical concepts are identified with their relationships to one another and (b) knowledge of prerequisite relationships from your lesson is evident. BYU-Idaho ED 361

What Students Already Know/Understand: From the previous year they should have learned this content standard in 8 th grade: MS-LS-1.3 Students who demonstrate understanding can: Make a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells. This Year: Basesd on this year they will be going over the 9th Life Science objective/standard: HS-LS-1.2 Students who demonstrate understanding can: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Supporting Content LS1.A: Structure and Function • Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS-1.2) Misconceptions likely held by students regarding the vocabulary, concepts, skills, and topic: Students are likely to mistake the order of organism and confuse multicellular organisms from single cellular organism. They will likely misuse the terms hierarchal organization as well as interchange the words, molecule, organelle, cell, tissue, organ, organ system, and organism. Part 3B: Teaching/Learning Strategies; Instructional Timeline; Materials/Use of Technology: In the table below, write out how you plan to use class time to engage students in learning. The procedures should clearly describe what students will do, what the teacher will do, and how long each lesson component is likely to take. Use the instruction models provided on I-Learn as suggestions for how you could structure time. In addition, be sure to address the introduction of the lesson, how student attention will be gained, how prior knowledge will be accessed, guided opportunities for students to practice and independent practice. What students will do… What teaching/learning strategies will be used by the teacher and how they will be used to help facilitate learning… Be sure that (a) there is evidence of clear explanation of content that includes the relevance, context, and background needed for specific lesson, (b) interdisciplinary connections are clearly established, communicated, and woven throughout the learning experience, (c) instructional strategies are outlined for teaching specific concepts, (d) learning activities are matched to instructional outcomes, (e) the lesson plan includes activities and questions for critical thinking, (f) students are required to engage in critical and/or creative and thinking and to produce original work, (g) the lesson or unit is well- structured, with reasonable time allocations, and (h) closure involves all students actively in Materials and use of technology… Detailed list/links to all materials, handouts, technology provided for both teacher/students; in italics...clear explanation of how the technology used will help students to meet their learning goals. Remember to include a variety of appropriately challenging, engaging materials and resources in the lesson that (a) extend beyond what is found at the school, (b) enhance student learning, (c) provide resources for differentiating needs of your students, and (d) include multi-disciplinary and digital tools that connect the content to local or global issues. BYU-Idaho ED 361

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