untraditional and flexible during the unit on energy. The students all have multiple disabilities and are in a self-contained setting most of the day. These disabilities impact all three students’ academics and behaviors. Lesson planning for this unit was and will continue to be strategic and complicated. In order for students to grasp each concept, the concept must be broken down into smaller concepts. Each lesson will have to be well paced, where each lesson does not go too fast and cause students to
the whole group, I chose the first part (the introduction) of my lesson to be focused only on the whole group environment. For the introduction, I modeled to the students a think-aloud of multiplying and dividing fractions. I never had the students help a randomly selected student complete a multiplication and division problem. Students were then led onto the activities of this lesson. The reason that I chose this part of my lesson to be whole group is because of the prior knowledge shown by the
topic/content; provides an overview of lesson; connects to prior lessons; engages students in lesson. 1. To begin the lesson, I will explain today's lesson objectives and have students say them out loud. I will pass out graphic organizer worksheets and we will discuss what graphic organizers are and how we use them. 2. On another piece of paper, I will write the first vocabulary word, natural resource, and as a class, we will discuss the definition. I will prompt class with inquiry-based questions
Zachary Spooner SEI 500 January 14, 2014 Michael Conway SIOP® LESSON PLAN Date: 12/5/12 | | Zachary SpoonerGrade/Class/Subject: Grade 8, Team A, Science | | Unit/Theme: Introduction to Basic Concepts of Ecology Standards: Region: USA- NAS- Science Education Standards National Academy of Science Type of Standard: Science Content Standards Grade Range: Grades 5-8 Content Standard: Life Science Area- POPULATIONS AND ECOSYSTEMS: A population
The concepts that are focused upon in these two lesson plans include the idea and ability to apply mathematical and symbolic models that can relate to the ideal product formation from a given set of reactant masses and chemical reaction classification. The other concept is that reactions occurring in our world always includes errors, which affect the amount of product we receive from a reaction. Mathematical “Yields” allow us to calculate the relationships and differences between the ideal calculated
majority if not all had a love for the games of football, basketball and badminton. The sports football and basketball is a part of their culture based on their geographical location. In order to plan my lessons, I used resources like PE Central, Openphysed.org, Teaching Physical Education for Learning, and YouTube. I identified my planning needs by using a lesson plan template. If I were to plan a curricular unit, it would be essential for the students to either have an interest or prior knowledge of
Lessons 1 and 3 (750 words): Using both the Smith et al. (2009) article from Lesson 1 and the Repetto (2008) article from Lesson 3, answer the following question: if the impacts of climate change are getting worse, is it better for the United States to rely on reactive adaptation or on anticipatory adaptation? In your discussion, you must define both reactive and anticipatory adaptation. Support your answer with examples from course content, the readings, or other non-course scholarly sources.
and/or products to problems” (Hynes, Dare, Milto, Rogers, & Hammer, 2011) The engineering design activities that will be created will be roughly based upon the criteria for successful engineering design challenges for high school students, provided by Dr. Julia Ross: open ended, contextualized within the real world, relevant to the lives of the students, based upon the use of everyday materials as much as possible to create a functional prototype, and aligned with grade level appropriate mathematics
other research centre . Based on the articles and journals discussed above, complimentary relationship between organization and innovation was able to be identified. Innovation cannot happen in a vacuum, therefore an organization need to exploit new ideas in order for innovation to happen. The key drivers of innovation are people in an organization, who would then transform these ideas into something useful. (b) What are for you and your firm/company the two most important lessons learnt from the organization
activities as a passive receiver and memorize the content of the lesson (Surmeli 2007: 30). PowerPoint presentations create more powerful sensory alerts when compared with the traditional education materials (blackboard, overhead projections, etc.)While giving the lessons with PowerPoint presentations, the content of the lesson stays the same, but the form of transmitting the lesson to the student changes. The PowerPoint presentations which are prepared for lessons have the advantages such as having strong