Inquiry Science Lesson Part 1(Key Assessment).
(NAEYC 1c, 3c, 3d, 4c, 5a, 5b, 5c; ACEI 1.0, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0; NSTA 1, 3, 5, 6, 7, 8).
Candidates will plan an inquiry-based science lesson using a constructivist learning approach. Submit a written
lesson plan for the grade level you intend to teach, using a constructivist format. Be sure to utilize the rubric
provided to check your work and include the following lesson plan and supporting artifacts:
1. The written lesson must include:
Grade Level & Topic – e.g., grade 2, Properties of Liquids
Standards – New York State Learning Standards for science content and process AND Next Generation Science Standards (be sure to include Science and Engineering Practices). Write standards out in their entirety, including appropriate numbers. NYS Standards should be written at the Performance Indicator Level
Student Learning Outcomes (objectives)- 2-5 objectives that are clear, measurable, specific, and standards-based.
**Use the Blooms Taxonomy chart provided to construct measurable, observable goals. Doing this will support alignment between lesson objectives and the lesson assessments. (lesson plan alignment).
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Also see Syllabus.
Materials: – what materials are needed to successfully complete the lesson? May include science materials, books, instructional technology, etc.
Time Estimate – How long will this lesson take?
Procedure: (provide adequate detail in each area so that another teacher could use your lesson plan, including key questions to ask students)
Phase I – Engage
Phase II – Explore
Phase III – Explain
Phase IV – Extend/Elaborate
Phase V –Evaluate (This is your assessment – indicate how you will know students are meeting your objectives)
Phase VI-E-learning (what instructional technology resources will support students’ learning?)
2. Two supporting artifacts reflection: pick ONE of the learning objectives for this lesson and submit two assessment samples that support achieving that one learning goal. These can be formative and/or summative assessments. The purpose is to demonstrate that we can design varied assessments to accommodate and meet the needs of a diverse learning population by differentiating our instruction. Be sure to explain in a few sentences how these assessments of student learning will inform instruction. Additionally, think about why you would use these activities specifically to assess student learning and why and how would you use these assessments to inform your practice to help students meet intended learning goals?
**(Examples would be: teacher-made assessments, worksheets (modify as needed and please source the website if you use one), photos of student work, a detailed explanation of the assessment, digital resources you would use, etc. These do NOT need to completed by students…just blank samples to demonstrate that you are mindful of aligned, diverse assessments during your planning phase.
Written Convention- Ensure that you use proper spelling, grammar, etc.
**Be sure to review the rubric to understand how you will be graded on this assignment.**
The written lesson should include: USE THIS TEMPLATE
Constructivist Lesson Plan Format
Lesson Plan Team Members:
Science Subject Area and Grade Level:
New York State Science Learning Standards:
Objective: The specific objective for your lesson based on the New York State Science
Learning Standards.
Criteria for Success: Describe how you will know students have attained the
understanding embodied in the objective.
Resources: What resources will you and the students use?
Adaptations: Describe how you will adapt the lesson to account for two of the following categories: Special Needs Children, Second Language Learners, Individual Learning
Styles and Gardner’s Intelligences.
Engage: Describe you will capture the children’s attention and help the children access
prior knowledge.
Explore: Describe how you will give students an opportunity to think, plan and organize collected knowledge.
Explain: Describe how you will involve students in an analysis of their experiences. Use reflective activities to help students clarify and modify their understanding.
E-Learning or SMART Board Activities: Describe how you will involve students in an
online learning situation or SMART Board activity that offers opportunities for additional review or exploration.
Extend: Explain how you will give students the opportunity to expand and solidify their understanding of the objective and apply what the students have learned.
Evaluate: Describe your final evaluation technique. Also describe how you will evaluate throughout the lesson and how you will involve students in evaluating his or her progress.
