Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Pre-Assessment:
Describe
the
instrument
or
process
you
will
use
to
measure
students
level
of
understanding
toward
the
learning
objective(s)
prior
to
teaching
the
lesson.
Have
students
pull
out
a
blank
piece
of
paper
and
ask
them
if
they
can
write
down
what
gravity
is.
APPENDIX:
Include
a
blank
copy
of
the
lesson
pre-assessment.
(if
applicable)
Is
your
pre-assessment
included
at
the
end
of
this
lesson
plan?
Describe
the
timeline
as
to
when
you
plan
to
administer
the
pre-assessment?
(Recommended
timeline
is
a
minimum
of
two
days
prior
to
teaching
your
lesson).
Two
days
prior
to
the
lesson.
Create
and
insert
a
table/chart/graph
that
shows
the
pre-assessment
data
results.
(if
applicable)
Insert
an
image
of
your
table/chart/graph
here.
Describe
how
the
results
of
the
pre-assessment
(what
the
students
have
demonstrated
they
know)
will
be
used
to
design
the
lesson
objectives,
instruction,
and
post-assessment.
Once
I
know
how
much
the
students
know
about
gravity
I
will
base
how
much
background
knowledge
I
have
to
give
before
working
on
the
activity.
Post-Assessment:
APPENDIX:
Include a blank copy of the lesson post-assessment you
will use to measure students level of understanding toward the learning objectives
after teaching the lesson.
Is
your
post-assessment
included
at
the
end
of
this
lesson
plan?
The
post
assessment
will
be
the
same
as
the
pre
assessment
in
order
to
compare
growth
in
learning.
APPENDIX:
Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.
Is
your
key
included
at
the
end
of
this
lesson
plan?
TECHNOLOGY
Describe
the
instructional
and/or
assistive
technology
that
you
plan
to
incorporate
into
the
lesson
to
enhance
instruction
and
student
learning.
White
Board,
video
on
gravity
ACCOMMODATIONS
Identify
the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively
engaged throughout the lesson.
While
students
are
singing
the
song
I
will
make
sure
to
have
it
fast
paced
so
that
no
one
gets
off
track.
As
students
are
working,
I
will
walk
around
the
room
to
monitor
their
progress
and
make
sure
that
they
stay
on
task.
All
classroom
rules
will
apply.
LESSON
IMPLEMENTATION
I
Do
(Teacher
introduces
lesson
and
models
expected
outcome
of
learning
objectives)
Describe
how
you
will
activate
student
interest
and
present
the
learning
objective
in
an
engaging
way
(this
is
your
lesson
opening).
I
will
start
by
playing
a
gravity
video
for
the
children.
Then,
I
will
tell
them
that
gravity
is
a
force
that
holds
things
into
place.
Forces
can
be
balanced
and
unbalanced
and
in
order
to
do
our
experiment
today
we
need
to
clearly
understand
gravity
and
then
learn
about
balanced
and
unbalanced
forces.
Describe
how
you
will
communicate
(to
students)
how
the
objective
is
relevant
to
their
lives.
I
will
tell
the
students
that
for
future
assignments
on
forces
they
will
need
to
clearly
understand
what
gravity
and
balanced
and
unbalanced
forces
are.
Describe
what
instructional
strategies
you
will
use
to
model/explain/demonstrate
the
knowledge
and
skills
required
of
the
objective.
(cite
theories/theorists)
I
will
use
explicit
instruction
(Archer)
to
state
what
gravity,
balanced
forces,
and
unbalanced
forces
are.
I
will
use
my
knowledge
of
Piaget
to
know
that
the
students
are
in
the
concrete
operational
stage
and
therefor
can
workout
concepts
internally
inside
of
their
mind.
Describe
how
you
will
check
for
students
understanding
before
moving
on
to
guided
practice.
I
will
ask
the
students
if
they
have
any
questions
by
a
formal
raise
of
their
hand.
I
will
also
make
observations
on
if
the
students
look
confused.
We
Do
(Teacher
engages
students
in
guided
practice)
Describe
the learning activities you will use to provide students multiple opportunities
to practice the skills and content needed to meet the learning objective(s).
First,
students
will
communicate
to
each
other
through
think
pair
share
on
what
gravity
exactly
is.
Then,
we
will
have
a
class
discussion
on
where
any
confusion
is
on
gravity
and
then
balanced
and
unbalanced
forces.
I
will
then
tell
them
that
I
have
a
song
to
help
them
remember
gravity
specifically
before
moving
onto
balanced
and
unbalanced
forces.
Together
we
will
sing
London
Bridge
a
few
times
keeping
the
beat
on
our
lap.
Then,
I
will
introduce
the
new
words
and
sing
the
whole
song
of
Gravity
is
Falling
Down
Chorus
o Gravity
is
Pulling
down,
pulling
down,
pulling
down
o Gravity
is
pulling
down,
all
around
you
o Take
a
ball
and
toss
it
high,
o will
it
stay
in
the
sky
o Gravity
will
pull
it
down
o All
around
you
Chorus
o Gravity
is
Pulling
down,
pulling
down,
pulling
down
o Gravity
is
pulling
down,
all
around
you
o Jump
up
high
and
down
youll
go
o Theres
a
force
down
below
o Gravity
is
pulling
down
all
around
you
I
will
break
the
words
down
into
small
chucks
to
teach
them
while
the
students
keep
the
macro
beat
through
call
and
response.
Once
the
words
are
learned
we
will
pass
a
ball
or
stuffed
animal
to
the
beat
and
do
the
action
of
tossing
it
high
and
then
jumping
high.
Describe
how you will check for students understanding before moving on to
independent practice.
I
will
use
formative
assessment
to
observe
the
students
understanding
of
the
activity.
You
Do
(Students
engage
in
independent
practice)
Describe
what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students
will
work
together
in
groups
to
do
a
gravity
experiment
and
use
stop
watches
to
calculate
how
long
it
takes
for
an
object
to
fall
to
the
ground
when
dropped
from
a
gravity
science
kit.
APPENDIX:
Include
a
blank
copy
of
your
post-assessment.
Is
your
BLANK
COPY
of
the
post-assessment
included
at
the
end
of
this
lesson
plan?
Lesson
Closing
Describe
how
you
will
reemphasize
the
lesson
objective
and
any
skills/content
that
were
taught
in
an
interactive
manner
(whole/small
group,
etc.).
Students
will
come
back
together
and
as
a
group
we
will
discuss
what
they
found
in
their
experiment.
They
will
use
their
post
assessment
as
an
exit
slip
for
leaving
for
recess.
ANALYZE
(This
portion
may
only
be
done
after
the
post
assessment
is
collected/scored.)
Describe
the results of the Post-Assessment and be sure to address the following:
Students
progress
from
pre-to-post
assessment.
(if
applicable)
Factors
that
may
have
influenced
the
post
assessment
results.
How
the
results
of
the
post
assessment
highlight
what
areas
of
the
lesson
will
require
re-teaching
(if
any).
If
applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is
strongly encouraged that you show the comparison.
Insert
an
image
of
your
table/chart/graph
here.
Description
REFLECT
List
and describe two things you feel you did well to plan, implement, or assess
instruction (successes).
List
and describe two things you feel were challenges during the planning,
implementation and/or assessment of the lesson.
List
and describe two ideas for redesign you would make if you were to teach this
lesson again.