INTASCStandardAlignment

Standard3:LearningEnvironments
Theteacherworkswithotherstocreateenvironmentsthatsupport
individualandcollaborativelearning,andthatencouragepositivesocial
interaction,activeengagementinlearning,andselfmotivation.

NAEYCStandardAlignment
STANDARD4.USINGDEVELOPMENTALLYEFFECTIVE
APPROACHES
Candidatespreparedinearlychildhooddegreeprogramsunderstandthatteachingandlearningwithyoung
childrenisacomplexenterprise,anditsdetailsvarydependingonchildrensages,characteristics,andthe
settingswithinwhichteachingandlearningoccur.Theyunderstandandusepositiverelationshipsand
supportiveinteractionsasthefoundationfortheirworkwithyoungchildrenandfamilies.
Candidatesknow,understand,anduseawidearrayofdevelopmentallyappropriateapproaches,
instructionalstrategies,andtoolstoconnectwithchildrenandfamiliesandpositivelyinfluenceeachchilds
developmentandlearning.

STANDARD5.USINGCONTENTKNOWLEDGETOBUILD
MEANINGFULCURRICULUM
Candidatespreparedinearlychildhooddegreeprogramsusetheirknowledgeofacademicdisciplinesto
design,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforeachand
everyyoungchild.Candidatesunderstandtheimportanceofdevelopmentaldomainsandacademic(or
content)disciplinesinearlychildhoodcurriculum.Theyknowtheessentialconcepts,inquirytools,and
structureofcontentareas,includingacademicsubjects,andcanidentifyresourcestodeepentheir
understanding.Candidatesusetheirownknowledgeandotherresourcestodesign,implement,andevaluate
meaningful,challengingcurriculumthatpromotescomprehensivedevelopmentalandlearningoutcomes
foreveryyoungchild.
Item 1:
Below I have attached the lesson plan from my second placement of Student
Teaching. I created a metric system Jeopardy review for my students. They had a blast
with it! They interacted and helped each solve problems. I made sure each student
worked out every problem on his or her own notebook as well to reiterate repetition. This
lesson connects to the above standards because it promotes a positive learning

environment by having the kids interact, while it is curriculum connect with the specific
review questions.

Seton Hill University

Daily Lesson Plan for Student Teachers
Teache
Subjec
r:
Tyler Joseph Zimmer
t:
Math
Dat
Time
e:
Friday 4/10/2015
:
30 Min

Grad
e:

Plan
approved by:

Topic: Jeopardy review on the Metric System

Behavioral Objective(s):

SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT

define when to weigh objects using ounces.

define when to weigh objects using pounds.
identify the difference between when to use ounces and pounds.
convert ounces to pounds.
convert pounds to ounces.
measure the capacity of objects using milliliters and liters.
define a milliliter.
define a liter.
measure the mass of objects using grams and kilograms.
define a gram.
define a kilogram.

Pennsylvania State Academic Standard(s):

M03.D-M.1.2.1: Measure and estimate liquid volumes and masses of objects

using standard units (cups [c], pints [pt], quarts [qt], gallons [gal], ounces [oz.],
and pounds [lb]) and metric units (liters [l], grams [g], and kilograms [kg]).
Materials and/or Equipment:

Computer
Projector
Board
Chalk
Jeopardy Game

Adaptations/Accommodations for Students with Special Needs

One student has difficulty following directions, and staying on task. The teacher
will use close proximity to keep the student on task. The teacher will also walk
around and check the worksheet to see the level of understanding. The teacher will

guide the student if needed.

Activities and Procedures:
Anticipatory Set:

Teacher will explain the rules of the jeopardy game.

Teacher will divide the room into two teams.
Teacher will keep the score on the board.

Transition

Students will stay at their desks.

Lesson Sequence:

Teacher will guide the students through a jeopardy game on the metric system.
Students will answer questions.
Teacher will continue through the categories until the game is complete.

Closure:
Teacher will do the final jeopardy question.
Teams can risk 0 to the amount of points they
Winning team gets a treat.
Evaluations used in lesson:

have on the final jeopardy question.

Formal Evaluation

Teacher will have an open discussion with the students and ask questions
throughout the lesson.

Teacher will use the students responses to figure their level of understanding.

Summative Evaluation

Teacher will use the recording sheets to determine the level of understanding.

Item 2:
Below are a lesson plan and a picture of a Velcro board that was adapted for a
student in one of my practicums. The student had a visual impairment, so I designed the

lesson around counting, but adapted the materials with puffy paint so the student could
feel instead of fully relying on vision. This allowed the student to count while using hands
on materials! It connects to the standards above because it is adapted for the student to
actively engage in counting the sports balls on the Velcro board. The student used fine
motor skills with touch to count. It was curriculum based, because the student needed to
leanr specific content from the math curriculum.

Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teache
r:
Tyler Zimmer
Dat
e:
3/22/13

Subjec
t:
Time
:

Characteristics and
Strategies 2
Plan
approved by:

Grad
e:

Behavioral Objective(s):
SWBAT to count to five.
SWBAT to place the pictures onto the activity board with velcro, into the correct number
column.

Pennsylvania State Academic Standard(s):

Not Required

Materials and/or Equipment:

Modifications for Individual Differences:

Not Required
Activities and Procedures:
Anticipatory Set:

I will show my students the velcro activity board. The board will have five
columns down the side. The columns will be labeled with numbers one the five,
down the side of the board. The columns will be labeled one through five.

Then I will show them all the different sports balls. I used 3D paint to outline
the balls, so the visually impaired student may feel the ball to differentiate the
different balls. We may have to use hand over hand to feel the different balls.
I will then explain to them how they will sort the sports balls according to the
numbers. I will tell them we will be counting to five.

Lesson Sequence:
1. I will give the students the bag of cut out sports balls. There is one volleyball for the ones
column, two soccer balls for the twos column, three basketballs for the threes column, four
baseballs for the fours column and five footballs for the fives column.
2. I will then hold the activity board up and point to the number one.
3. The student must grab the one, volleyball, and velcro it to the ones column.
4. I will then point to the number two.
5. The student must grab the two soccer balls and velcro them to the twos column.
6. I will point to the number three on the board.
7. The student must grab the three basketballs and velcro them to the threes column.
8. I will point to the four on the board.
9. The student will grab the four baseballs and velcro them to the fours column.
10. I will point to the five on the activity board.
11. The student will grab the five footballs and velcro them to the fives column.

Closure:
I will go over each ball that is velcroed to the board. I will point and count with the students as
I point to each ball. Even though they didnt speak the numbers, they sorted the balls, and
counted to five!