Essay Content Based Lesson on Energy

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

such as potential and kinetic energy in energy systems to successfully complete the project. Ms. Migdol takes a Constructivist approach allowing students to engage actively in the learning process with student-centered, student-driven, and hands-on activities in which the students apply knowledge of physics concepts. The objective of the lesson is to use knowledge of energy and motion to construct a fun and safe roller coaster.

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

attached WebQuery is an online lesson that engages students in a four-day inquiry-based investigation on gravitational potential energy. A second attachment, the Ellensburg High School field trip guide, demonstrates my ability to facilitate and carry out a planned investigation. An energy probe is attached as well, and it serves as evidence of my intention and ability to pre-assess student knowledge. This will serve to directly address misconceptions in following lessons and target what students do

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

experience has been an eventful one. Once I started to get comfortable and had things down pact, it is all done with. It began with the curriculum writing project in which we were instructed to plan lessons for students that we did not have any background information on such as, prior knowledge on content or their abilities and it was rather challenging. It felt as if I was never done writing the CWP. The moment I thought that I was done writing the CWP, I had to make further changes. In the end, I

Name: Noor Alibrahim Grade Level: 1st Grade Unit Plan Lesson 1: Standard(s): Content Standards: 2.2 An organism is a living thing that has physical characteristics to help it survive. Reading: Informational Text Standards RI 1.1 Ask and answer questions about key details in a text. RI 1.10 With prompting and support, read informational texts appropriately complex for grade 1. Content Objective(s): -Identify organisms and use evidence to classify and sort them into groups. -Analyze and interpret