Reflective Lesson Plan-Science
Reflective Lesson Plan-Science
Reflective Lesson Plan-Science
Source
Original
Science
Description and
Background Information
Lesson Objectives
Statement of Purpose
Describe the lessons activities and content to provide a clear overview of the lesson.
Completion of study diagrams to show how land and sea breezes are created
Drawing station models based off of descriptors and drawing land and sea
breezes on the iPad using Infuse Learning
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
SWBAT:
Draw a station model correctly with few to no errors, when a descriptor is given
Questions will be asked directly to them to understand exactly where they are
not comprehending the information
While explaining how land breezes are created they will only have to provide as
many parts as they can
Students who have mastered these skills will assist students who have not
mastered the skills
They will be asked to explain the diagram to the best of their efforts and in their
own words.
Why is it important for the students to learn this content?
Writing utensils
Anticipatory Set
Whiteboard
I will ask the students to think back on what we had discussed over the past
week, they students will brainstorm the concepts and explain the terms and
concepts.
Students will also make predictions about what will be discussed next.
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
How will you find out what students already know about this topic?
During the anticipatory set, questions will be asked about what they have
retained from the past week.
What will you do to show students what is expected?
As the guided practice is being presented, I will explain to the students that
everything that I write on the board is expected to be on their paper in the same
direction and same locations.
Students are given explicit instructions for independent practice and are
expected to follow them if they want to continue to participate in the activity
What will we do together as they learn how to succeed at the new task?
Students will assist in the creation of the diagram by telling me what will come
next in the convection cycle of heat and explain how the breezes are created.
What will students do by themselves to show that they have internalized the knowledge?
Students will draw on their iPads station models, land breezes, and sea breezes,
with no assistance by me.
Independent Practice
Closure
Assessment
(Give a description and attach to
lesson plan)
Extension Activities
Technology
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
Students will explain what they and other have done wrong on their models and
how will they fix the issues on the drawings.
What will students do to demonstrate what they have learned?
The pictures that they draw will show their understanding as well as what they
draw after we go over their first drawings
During guided practice, the students will explain to me what they had drawn and
how land breezes happen.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Students are asked to review what they have learned on their own time away
from school.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
Students will use individual iPads to create drawings of station models, land breezes, and
sea breezes.
Strengths
Weaknesses
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
Having the students lead the discussion helps them to lean the material and be active
learners, which limits the chance for students be off task and disruptive.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
Many of the iPads had technical difficulties and I had no back-up plan to replace the use
of iPads.
Suggestions for
Improvement
When students had finished and were waiting on others they began to distract other and
become off task.
What would you change when teaching this lesson again?
Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
Target
(5 Points)
Highly Acceptable
(4 Points)
Acceptable
(3 Points)
Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson
NAEYC 5c
MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b
LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b
KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c
CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c
TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b
PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b
EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
incorporates and
describes technology in
the lesson in superficial
ways.
The candidate
incorporates technology
in the lesson in
superficial ways;
candidate does not
describe the use of
technology
The candidate
demonstrates a high level
of competence in spelling,
grammar and typing
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors
The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors
The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
number of errors
T OT A L
Revised 1-2