March 1, 2013
Environmental Science Magnet School
Hartford, CT
Cooperative Learning Lesson Plan
Environmental Super Hero Lesson Introduction
Overview:
This lesson was designed was get students engaged in the Environmental Superhero project. The lesson was written to be a springboard for student’s individual and small group work. The lesson was written with the goal in mind that students would be engaged in researching and talking about an environmental issue that is important to them that they could develop into an oral or visual presentation.
CT State Common Core Standard:
- SL. 4 Speaking and Listening- Presentation of Knowledge & Ideas
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts & relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
Objective:
The students will engage in a brainstorming process. The students will discuss in their groups and with their teacher about possible environmental issues. The students will chose an environmental issue that is important to them personally. The students will research their environmental issue using reliable sources. The students will draft a presentation of the knowledge they learned through research.
Assessment:
The students will be assessed on their level of engagement in the process. The students will also be evaluated on their research skills. The teacher will look for evidence of the use of reliable sources of information. The teacher will look for the evidence of a presentation draft or outline.
Materials:
Teacher Masks- to be used as models
Art supplies provided by art department to create visual representations
Computers & Library resources to research environmental issues
Initiation:
Kenisha Hope will introduce the environmental issue of alternative energy specifically wind energy and ask the students if they have any background knowledge on the subject. Chelsey Hood will then present her mask and describe the super hero she is playing and its role in the environmental issue. We will all have our masks available to show as models for the students. We will introduce the project to the students using our masks to show them what they will be creating.
Lesson Development:
- After the initiation we will ask the students to brainstorm environmental issues that are important to them.
- We will discuss what it means to do research and what a reliable source looks like.
- Students will begin researching their environmental issues using computers and other resources available to them. Some students may need support during research with the reading of sources found online or in informational texts. Students may require support of reading comprehension skills for reading informational texts that often have technical vocabulary.
- This will be a time where the teacher can work individually with students or small groups to strengthen comprehension skills and research skills.
- Students will begin brainstorming ideas for super hero/story lines/mask
- Alexandra Herbert will show the drawing she created to design her mask as a model for students
- Students will create a rough draft for their masks or other visual artifact
- Students will create their masks using materials available to them in the art room.
- Students will organize their research and ideas to create a presentation, doing more research on the topic if necessary.
Closure:
Students will each give a short informal presentation of their researched environmental issue using the visual (mask) and story line for the super hero they created. As a class we will then discuss how our super heroes and presentations could be further developed on future projects. These projects could develop into other presentations related to the environmental issues that the students chose. The issues the students chose may be related to problems in their own community. The stories they create and the research they compile could be a springboard for community action projects that they students could develop and put into action.
Criteria for Evaluation:
3 – Target: Addresses and meets ALL expectations/standards for each
component stated on the rubric
2 –Satisfactory: Addresses and meets most expectations/standards for each
component stated on the rubric
1 – Emerging: Addresses and meets few expectations/standards for
each component stated on the rubric
0 – Not suitable: Does not address or meet standards stated on the rubric
Reflective
Framework Overview
· Addresses all components in detail. States key
learner characteristics including prior knowledge from prior lesson(s).
· Gives rationale for teaching this lesson content to
these learners.
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TC
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Prof
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Relationship to
Standards
· Clearly cites standard(s) with author, date and title
of document.
· Indicates Grade Level Expectation (GLE) if
applicable.
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3 |
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Student Learning Objective(s) Includes
· WHAT? Content learners will learn, i.e., knowledge/understanding,
skills, dispositions;
· HOW? Behavior learners will observably demonstrate to show what they learn (measurable verb);
· HOW MUCH? What are the conditions/criteria learners have to
meet to show success?
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2 |
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Assessment
· States specific strategy used to collect data
(evidence) for each learning objective.
· Attaches assessment materials (worksheet, essay,
project, rubric, etc.).
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3 |
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Initiation Clearly includes elements below:
· Activates relevant prior knowledge
· Sets purpose and expectations for learning and
behavior
· Motivates learners
· Makes relevant real world connections (why learning
is important)
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2 |
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Lesson
Development
· Describes in detailed & sequential order all
learning experiences in which students are engaged.
· Explains how the lesson is guided or modeled.
· Labels key aspects of the instructional model.
· Indicates instructional groupings and resources used.
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3 |
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Closure
· Interacts with learners to elicit evidence of
students’ understanding of purpose(s) for learning and mastery of SLO’s; This
may include any of the following:
1)
Asking or
encouraging questions that elicit clear understanding of key learning
concepts/ideas/content.
2)
Asking learners
to “apply, analyze, synthesize or evaluate” the ideas that show
mastery/extensional thinking.
3) Eliciting from learners the purposes (or “so
what?”) for learning this lesson, or relevancy to the real world.
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Differentiation
· Uses data reflecting students’ unique strengths and
needs to differentiate instruction.
· Uses a variety of differentiated instructional
strategies appropriate to the content, process (teaching), and product
(assessment) of the lesson.
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3 |
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Accommodations/Modifications
· Uses appropriate strategies to accommodate and/or
modify the lesson for students with diverse learning needs.
· Uses assistive technology when appropriate.
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3 |
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Mechanics
· Lesson plan communicates ideas clearly and is free
from errors in word choice and mechanics.
· +/- Professor Discretion
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Reflection on Practice
Student Achievement:
· Specifically analyzes student learning for
each SLO.
· Notes differences in the performance of individual
students. Cites needs or
opportunities for re-teaching or enrichment for specific learners.
Reflection
on Practice, continued:
Teacher
Efficacy: Examines/explains impact
of personal teaching practice by responding to following:
· What worked well and why?
· What did not work well and why?
· What actions will be taken now which are: a) immediate and b) long range?
· Describes ONE reasonable
alternative
approach that could be used to achieve
these same SLOs?
Reflective Framework Overview: Reflects back on overview.
· What do you know now that you will use to modify
follow-up lessons?
· What did you learn about your students, content,
instructional methods/models and learning environment?
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