Lesson Planning - MERLOT Voices2024-03-28T18:14:17Zhttp://voices.merlot.org/forum/topics/lesson-planning?groupUrl=noycescholarsinthewest&commentId=2093140%3AComment%3A6961&groupId=2093140%3AGroup%3A1893&feed=yes&xn_auth=noNoe,
Lesson plan is looking…tag:voices.merlot.org,2009-03-31:2093140:Comment:76022009-03-31T20:41:07.862ZFrankhttp://voices.merlot.org/profile/Frank
Noe,<br />
<br />
Lesson plan is looking pretty good, try making some connections to prior knowledge as well. I try and use analogies & compare new concepts to their life experiences. I also do something very similar to the widow's peak in my class, I use a genetics survey and take about 5-10 minutes to complete it in class. We then spend another 5 minutes to talk about results and then that usually leads them to determine the difference between DOMINANT and recessive traits. I'll post a link to the…
Noe,<br />
<br />
Lesson plan is looking pretty good, try making some connections to prior knowledge as well. I try and use analogies & compare new concepts to their life experiences. I also do something very similar to the widow's peak in my class, I use a genetics survey and take about 5-10 minutes to complete it in class. We then spend another 5 minutes to talk about results and then that usually leads them to determine the difference between DOMINANT and recessive traits. I'll post a link to the worksheet I use, I've used this in both a high school & a middle school class.<br />
<br />
<a href="http://biologycorner.com/worksheets/geneticsurvey.htm">http://biologycorner.com/worksheets/geneticsurvey.htm</a> Jessica, LOVE that hook! Anyt…tag:voices.merlot.org,2009-03-31:2093140:Comment:76012009-03-31T20:23:51.130ZFrankhttp://voices.merlot.org/profile/Frank
Jessica, LOVE that hook! Anything you can do to grab their attention is going to pay off tremendously in the end. I will be starting this unit soon and would love to try this same hook, thanks for the idea.
Jessica, LOVE that hook! Anything you can do to grab their attention is going to pay off tremendously in the end. I will be starting this unit soon and would love to try this same hook, thanks for the idea. My Keep toolkit and lesson pl…tag:voices.merlot.org,2009-03-29:2093140:Comment:75422009-03-29T23:56:47.164ZStevenhttp://voices.merlot.org/profile/Steven
My Keep toolkit and lesson plan<br />
<br />
<a href="http://www.cfkeep.org/html/snapshot.php?id=66570918044607">http://www.cfkeep.org/html/snapshot.php?id=66570918044607</a>
My Keep toolkit and lesson plan<br />
<br />
<a href="http://www.cfkeep.org/html/snapshot.php?id=66570918044607">http://www.cfkeep.org/html/snapshot.php?id=66570918044607</a> We are starting the Disease a…tag:voices.merlot.org,2009-03-27:2093140:Comment:75052009-03-27T22:54:56.655ZJessicahttp://voices.merlot.org/profile/Jessica
We are starting the Disease and Immune System section. Students are extremely interested on the symptoms of diseases and so used the material found in the Prentice Hall's Biology text to do an activity. In the beginning of the class I passed out slips with symptoms and transmission. Next to these symptoms were numbers. Activity: students are infected with this disease (disease on slip) and will find out what disease they have once the lesson is complete. This hook provided the engagement i was…
We are starting the Disease and Immune System section. Students are extremely interested on the symptoms of diseases and so used the material found in the Prentice Hall's Biology text to do an activity. In the beginning of the class I passed out slips with symptoms and transmission. Next to these symptoms were numbers. Activity: students are infected with this disease (disease on slip) and will find out what disease they have once the lesson is complete. This hook provided the engagement i was looking for. During the lesson we talked about bacteria and virus characteristics.<br />
<br />
Attached are the slips and key to the activity. I had students share their symptoms with the rest of the class as I read the key out-loud. Very nice Claude, et. al. I'm…tag:voices.merlot.org,2009-03-27:2093140:Comment:74822009-03-27T17:20:24.082ZGayle Spencerhttp://voices.merlot.org/profile/GayleSpencer
Very nice Claude, et. al. I'm impressed with how thorough your lesson plan is and how much thought you put into it. Further, I like the connections made and the extension activity for accelerated learners. Any ideas on how to continue to reinforce the academic vocabulary in subsequent lessons? (I'm just differentiating my instruction to meet the needs of my students... ; ) )<br />
Nice job!
Very nice Claude, et. al. I'm impressed with how thorough your lesson plan is and how much thought you put into it. Further, I like the connections made and the extension activity for accelerated learners. Any ideas on how to continue to reinforce the academic vocabulary in subsequent lessons? (I'm just differentiating my instruction to meet the needs of my students... ; ) )<br />
Nice job! My first lesson plan.
link…tag:voices.merlot.org,2009-03-26:2093140:Comment:74682009-03-26T23:42:08.116ZClaude Phanhttp://voices.merlot.org/profile/ClaudePhan
My first lesson plan.<br />
<br />
<br />
<br />
link to the march 14th workshop<br />
<a href="http://www.cfkeep.org/users/psychomantis125/march">http://www.cfkeep.org/users/psychomantis125/march</a> workshop<br />
<br />
link to my keeptoolkit<br />
<a href="http://www.cfkeep.org/users/psychomantis125/">http://www.cfkeep.org/users/psychomantis125/</a>
My first lesson plan.<br />
<br />
<br />
<br />
link to the march 14th workshop<br />
<a href="http://www.cfkeep.org/users/psychomantis125/march">http://www.cfkeep.org/users/psychomantis125/march</a> workshop<br />
<br />
link to my keeptoolkit<br />
<a href="http://www.cfkeep.org/users/psychomantis125/">http://www.cfkeep.org/users/psychomantis125/</a> You're used to this template…tag:voices.merlot.org,2009-03-26:2093140:Comment:74652009-03-26T17:58:02.855ZGayle Spencerhttp://voices.merlot.org/profile/GayleSpencer
You're used to this template aren't you, Sandee? Connections: what question will you ask that will provide you the information you seek? Evidence: what is the actual product that will provide the evidence of learning? A poster, a completed graphic organizer, a reflection/summarization, etc? Or maybe that section has been switched with the Learning Outcomes? I'd like the plan to be even more transparent and in depth so you have more to reflect on when you do the lesson the next year.
You're used to this template aren't you, Sandee? Connections: what question will you ask that will provide you the information you seek? Evidence: what is the actual product that will provide the evidence of learning? A poster, a completed graphic organizer, a reflection/summarization, etc? Or maybe that section has been switched with the Learning Outcomes? I'd like the plan to be even more transparent and in depth so you have more to reflect on when you do the lesson the next year. This is a good beginning Noe.…tag:voices.merlot.org,2009-03-26:2093140:Comment:74642009-03-26T17:50:12.092ZGayle Spencerhttp://voices.merlot.org/profile/GayleSpencer
This is a good beginning Noe. In the Opening, I would suggest offering more than 1 example of an inherited trait to make a connection and engage students. Next, what strategy will you use to introduce the academic vocabulary in order to develop a deep understanding of their meaning? For your Closure, I offer the same suggestion as I did to Samuel. What will you have them do with their reflection after they write it? Will they share, come to consensus, verbalize it to the class?<br />
How do you know…
This is a good beginning Noe. In the Opening, I would suggest offering more than 1 example of an inherited trait to make a connection and engage students. Next, what strategy will you use to introduce the academic vocabulary in order to develop a deep understanding of their meaning? For your Closure, I offer the same suggestion as I did to Samuel. What will you have them do with their reflection after they write it? Will they share, come to consensus, verbalize it to the class?<br />
How do you know what your students already know about this content? What question can you ask that gives you this information so you know, not only what they know, but what misinformation they may have? Good start Samuel and a nice…tag:voices.merlot.org,2009-03-26:2093140:Comment:74622009-03-26T17:21:30.119ZGayle Spencerhttp://voices.merlot.org/profile/GayleSpencer
Good start Samuel and a nice vocabulary development strategy. In your closure piece, after writing their summarization, what will they do with that information? Perhaps randomly choosing students to read their responses, or having them share with a partner, then share out with the class after coming to consensus?<br />
Then in the differentiation piece, what about students who lack the skills necessary to read any content at grade level? What can you do to provide access to the lab for them? (I have…
Good start Samuel and a nice vocabulary development strategy. In your closure piece, after writing their summarization, what will they do with that information? Perhaps randomly choosing students to read their responses, or having them share with a partner, then share out with the class after coming to consensus?<br />
Then in the differentiation piece, what about students who lack the skills necessary to read any content at grade level? What can you do to provide access to the lab for them? (I have two middle school science teachers in my office right now who have found this to be an issue) Thanks for the suggestions Ga…tag:voices.merlot.org,2009-03-26:2093140:Comment:74612009-03-26T16:38:48.527ZFrankhttp://voices.merlot.org/profile/Frank
Thanks for the suggestions Gayle, I'm not sure whats wrong w/ my document, I've made spelling changes and even you made some changes during the seminar but for some reason the changes are not being saved. My visual aids come in the form of pictures I use in my power points. For my more advanced students I usually have an extension activity where I ask students to make predictions on possible outcomes rather than ask the basic what, where & how questions. The course ware program even allows…
Thanks for the suggestions Gayle, I'm not sure whats wrong w/ my document, I've made spelling changes and even you made some changes during the seminar but for some reason the changes are not being saved. My visual aids come in the form of pictures I use in my power points. For my more advanced students I usually have an extension activity where I ask students to make predictions on possible outcomes rather than ask the basic what, where & how questions. The course ware program even allows the students to try a dihybrid cross in place of a monohybrid cross, which is a bit more challenging for most 7th graders.