Lesson Plan Format for Science Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Instructor: Thomas Steele

Unit of Study: Nature of Science

Lesson Essential How do you tell fact from fiction?

Question:
Lesson Title or Topic: Do carrots really help your eyesight?

Central Focus of the Picking supported data from reported myths

Lesson:
Class and Grade Level 12th grade Physics

Context This is a 12th grade physics class with 13 students. It meets for 80 minutes a day (double periods, just like my physics
classes at Vestal High School). It is a standard (non-AP) regents Physics class.

Connections
1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study
Previous Lesson (unit) Current Lesson Next Lesson (unit)
The Scientific method How to properly report Data the revision process

Prior Knowledge

What knowledge, skills, and concepts must students How will you know if your students have prior knowledge,
already know to be successful with this lesson? etc.? How/when will you teach/re-teach if necessary?

students must be aware of how to locate sources on
the internet using search engines.
I will know whether or not they have this skill if they have
managed to locate any sources by the time I meet with
them. If they need to be taught how, the best time for me
to do this is to demonstrate for them during our one-on-
one meetings, such as showing them the Britannica
source I discuss further in the inclusiveness section.

Safety
List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning
each lesson. You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used
in the lesson. Make sure to attach required Material Safety Data Sheets (MSDS) to this plan.
-I’m going to be exposing students to a lot of commonly misunderstood territory, which is dangerous. I will
need to be very explicit about how to separate fact from fiction and find good sources to make sure they aren’t
falling victim to these misunderstandings

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
-New York State Common Core Science and Technology Literacy Standard 9 - Synthesize
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information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when
possible.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately
observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments
you will use to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student
learning of your specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet
the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your
assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test
you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share,
whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal assessments What evidence, by the end of the learning
(Learning outcomes to be achieved by will you use during this lesson to monitor segment/unit, will show that students
the end of this lesson) whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
Every objective should have an meet the learning objective you have
assessment. identified? If you are using observation
as a form of assessment, write the
Note: Use as many rows as you have questions you will use as a guide for your
learning objectives. You must have at observations of students during the
least one objective, but there is no lesson.
maximum number.
Students will be able to Students will research other Students will complete a project/report
recognize and find reliable topics that fall into this category based around the topic they chose,
sources of information and use of misunderstood or incorrectly highlighting which parts are based in
this knowledge to recognize reported facts, like flat earth, fact and fiction, where
instances of facts being faking the moonlanding, etc. misunderstandings arose from, and
miscommunicated They must find and check what the real story is.
sources with me which they plan
to use to justify/refute parts of
the topic they choose. They must
be able to explain to me why
they chose these sources. The
schedule for these check-ins is
included in the minute-by-
minute breakdown.

If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?
I have a very good example based on The Blair Witch Project which I can share with them. This was a
situation in which absence of evidence was used as evidence of absence, facts were only partially reported,
and public panic was incited because of it.

Academic Language Demands

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Focused Academic language function
Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must
know how to do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions.
Describe the language supports you will provide your students with to assist them in learning the academic language function in this
lesson. Include how you will use students’ prior knowledge and your teaching in this lesson to facilitate and deepen student learning of
this academic language.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer,
thesis statement) and content vocabulary (e.g., imperialism,
mitosis) do students need to know in order to succeed?
facts, sources, data, reliability, accurate reporting
of data, misinformation
Language demands – Function
Analyze, evaluate, explain, interpret, describe, predict, argue,
or justify with evidence. Describe the language supports you
will provide your students with to assist them in learning all of
the academic language functions that appear in this lesson.
Analyze and interpret reported phenomena or
beliefs.
Evaluate the reliability of the sources of these
beliefs.
Explain why these sources are or are not reliable.
Justify explanations with evidence.
Language demands – Graphs, Figures, Symbols,
Equations, Tables
How will you help students understand the verbal and written
language requirements to succeed in this lesson? (These should also be
included in your step-by-step procedures below.)
The carrots = eyesight example is used to explicitly
illustrate each of these concepts. For example, While
discussing the story I will draw attention to what
constitutes misinformation (the British spreading the
story that their pilots could see the German planes so
well because they ate a lot of carrots) or facts (carrots
help you to distinguish color, not actually improve your
vision). Though I will give a “formal” definition for each
word, I will rely more heavily on these illustrations of the
meanings to convey the point, so that students have
specific examples to relate each definition back to. This
way, students with strong inference making skills can
easily make connections, while avoiding the focus on
technical language keeps these definitions “simple” for
those who have trouble with higher-order words.
Language supports
Explicit explanation of how one determines the reliability
of a source is given, and students are given a list of
criteria for determining reliability which is attached at the
end of this document.
Language supports

n/a n/a
Language demands – Syntax Language supports
is the set of conventions for organizing words, phrases, and
symbols together into structures (e.g., sentences, formulas,
staffs in music). For example, syntax refers to the structure of
a sentence—its length, word order, grammar, arrangement of
phrases, active or passive voice, etc. If the syntax of a sentence
is challenging its reader, then it is clouding the sentence's
meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for
what you want the students to write, determine which
sentence patterns, grammatical structures, or symbolic
conventions might be unfamiliar or difficult for your students.
talking about reliable sources vs. unreliable ones Providing very explicit examples for each and asking for
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and what it means to only partially report the facts
may be difficult concepts for some students to
understand the nuances of.
Language demands – Discourse
Discourse is a distinctive communication structure and/or style
specific to your discipline (e.g. lab reports, literary analysis
essays, document-based arguments, proofs, critiques, etc.) In
what discipline specific ways do students need to
communicate in order to succeed in this lesson?
student input can be helpful in clarifying this. Examples I
can use are The onion (an “obvious” unreliable source),
the Huffington post (a less obvious, more officially
presented unreliable source), CNN (a reliable, but
sometimes questionable source) and a scholarly article
(highly reliable). Showing them varying degrees of
reliability vs. unreliability is the best way to illustrate the
various ways in which facts can be represented, and give
them multiple examples to fall back on. This also allows
them to see that reliability and unreliability is not limited
to just one medium (print, digital, video).
Language supports

How do data differ from facts? When are they one supported through in class-examples and explanation
and the same?

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires
advance preparation. Written materials should be attached to this plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1: assignment sheet explaining project, list of criteria for determining reliable sources:
https://cdn.dal.ca/content/dam/dalhousie/pdf/library/CoreSkills/6_Criteria_for_Websites.pdf
examples of reliable vs unreliable sources

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing.
Boldface all procedures where you are monitoring student understanding using formative assessments.
Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation
for lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
Day 1 0-10: Ask the question “Do carrots help your eyesight?” students discuss and I question them on
their answers. Questions like “How do you know that?” and “What makes you believe that source?”
will either get them thinking about reliability or have them questioning their own knowledge, both
of which are good mindsets to begin the lesson with. USe popsicle sticks to pick participants.

10- 20: Briefly introduce (but don’t define) the concept of reliability. Instead, show them examples
of sources (national enquirer, huffington post, cnn, scholarly article) and, using popsicle stick to pick
students to answer, ask them if they would believe each source and why. Stress that there is no
right or wrong answer since this is opinion based.

20-30: After the discussion has gone on for a few minutes, I will tell them the “truth” behind the
story of carrots improving eyesight from world war two, and the fact that it stems from the
development of radar for detecting planes and the fact that carrots assist with color differentiation.
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 This is when I will address the definition of facts, misinformation, and accurate reporting, by
drawing connections to the story as laid out in the vocabulary section above.

30-35: After this, I will open it back up for a discussion on whether or not they should believe me,
and guide the discussion around this idea for a few minutes. Popsicle sticks are used again to get
people to share their opinions and reasoning.

35-45: I will then give them the list of criteria for reliable sources and we as a class will use this list
to check whether or not each of my example sources were correctly labeled as reliable or
unreliable. We will do this by addressing each bullet point on the list and seeing if it applies to the
source being examined. I will use the popsicle sticks to call on students and have them tell me
whether or not the source satisfies the bullet point and back up their statement by directing me to
some evidence (or lack thereof) within the source.

45-80: I will ask them to research another topic of misunderstood or incorrectly reported facts,
choosing one that interests them, and begin finding sources of information related to that topic.
This activity continues into the next day. During this remaining time, I will be walking around,
checking in with students to see who needs help, clarification, or assistance. This time is strictly for
helping them with any issues they present to me. I will be doing formal check ins with each student
tomorrow. (This assignment sheet is attached to the back of this packet).
Day 2 Students continue their work from the previous day, and I start my individual meetings with
students to check on the sources they are finding and have them justify their usefulness to me. I will
be moving around the classroom, discussing with each student what their topic is and what the
sources they are finding look like. Each student must be able to use the criteria for reliable sources
to justify to me why the sources they picked are good, usable sources for debunking their topic.
These sources are not limited to print, and can be things like news reports or documentary excerpts
as well. Once sources have been approved, the student can start crafting their project. Which
student I meet with in each of the five minute intervals below is not set in stone, and if a particular
student needs more time to vet their sources, I can switch another into their slot. I will have some
extra time to play with for those students who need it this period as well. While I am meeting with
individuals, the rest of the students continue working on their sources. I should not that most of
these check ins will not take the full five minutes, but I have given myself cushion time. There will be
more time available for clearing up student confusion than the schedule will show.
0-5: Ariana
5-10: Samuel
10-15: Marcus
15-20: Michael
20-25: Ramaisa
25-30: Santos
30-35: Jennifer
35-40: Dennis
40-45: Martha
45-50: Gabriel
50-55: Brianna
55-60: Hannah
60-65: Chandra
65-80: Students use the rest of this time to work on their projects. During meetings, if any students
appear to be having issues, I will address them in a manner appropriate to the student, which I
describe in detail in each student’s section under Inclusiveness. During this time at the end of class, I
will check back in with any students who were having issues during this initial meeting to see if they
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 need more support.
Day 3 Each student presents their project today. The presentation can be a simple slide presentation, a
poster, a video, or any other format that they can use to accurately convey the information. If they
can convey it mostly through visuals and a little bit of speaking that is perfectly fine. I’m not
requiring a certain amount of writing or any specific points to be addressed in a certain format, as
long as the criteria listed on the assignment sheet is addressed somehow. There is time after each
presentation for questions. The projects assess their understanding of how source reliability relates
to facts and their misrepresentation. Presentation order will be determined by luck of the draw
(read: popsicle sticks, again). Any students who are observing the presentation are asked to write
down one thing they learned and one question they still have from the presentation. They do this
for each presenter. This is their exit ticket.

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for
every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1)
representation, (2) action and expression, (3) engagement).
(1) Im giving students “free” reign here to choose whatever subject they would like to look into (within reason).
I will be encouraging them to choose topics that are meaningful to them, such as things that relate to their
interests, culture, or background.
(2) Students may present in whatever format they would like, as long as they can convey the necessary
information to the class. For students who have difficulty with reading/writing, this means that the option of
making a visual of some sort, such as a chart, poster, or video, may be best for them. Students are encouraged
to choose whichever format plays to their strengths and interests.
(3) I chose to make the hook of this whole assignment based around something very common, that all of my
students are likely to have heard and believed in their lives. The lesson itself is heavily based in discussion and
drawing direct and explicit connections to this story to keep them engaged. The students get to choose
subjects that are interesting to them and that they want to learn more about.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’
learning specific to this lesson to help them achieve the expected learning outcomes?
Student Day 1 Day 2 Day 3

Ariana Ariana should grasp the Her perfectionist nature Projects are presented today. I will have met with her to clear
idea quickly, and her will come into play here up any possible misunderstandings over the past two days, if
perfectionist nature again, where she gets to needed, and her high performance and perfectionist nature will
should jive really well show off her sources and likely yield a good report.
with the idea of finding justify to me why they are
the best sources she can. good sources.
Samuel He is strong in my He will mainly be working He’ll be presenting to the class today. Since he will be the center
subject but the risk of on his own, but since I will of attention, engagement during his presentation will not be a
him being disengaged is be talking with students problem. While he is not usually disengaged in this class, the exit
still there. I chose to and moving around the ticket gives him motivation to pay attention to others’
start with a simple topic class, I can keep an eye on presentations.
that all students have him and use my
been exposed to and to interactions with him to
show them why it is keep him on task.
wrong in order to help
keep the attention of
students who have
trouble focusing. Using
popsicle sticks in the
discussion will keep

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 students on their toes at
the chance of being
called on next, and
having him be part of the
discussion should help
keep him engaged.
Martha I chose to start with a I left this part of the She will be presenting on her topic of choice. The hope is that
simple topic that all project open-ended so giving this choice helps breed her interest in the subject.
students have been that students who have
exposed to and to show trouble staying
them why it is wrong in engaged/interested could
order to help keep the pick a topic to work with
attention of students that interests them. I feel
who have trouble this is the most natural
focusing. This and way to engage them in
allowing her to choose the investigation.
which topic she
researches will help to
keep her interested
during her work, and use
of the popsicle sticks
during discussions will
keep her on her toes due
to the possibility of her
being called on.
Michael Group discussion is going He should be okay here. This part of the lesson will be the most difficult for him. Out of
to be the biggest issue He is not required to work concern for shy students, and given the nature of the class, I will
for him as he may be too with other students, and I only be grading on the content of the presentation, and not how
shy to volunteer an will have one-on-one well it was presented, as this can be difficult for shy students. He
answer. Randomly conversations with him is also allowed to choose the format in which he presents, so he
selecting students for about progress. can pick one which is comfortable for him.
answers instead of
waiting for them to
volunteer will alleviate
some of this, and
reminding them that
there are no “right” and
“wrong” answers will
help as well
Ramaisa Her developing english I will be meeting with She should be fine here, as her speaking and her work ethic
skills may make students one on one to should produce a good presentation. During other’s
discussion difficult, help those with difficulty presentations, she will have the exit ticket to keep her focused
which is why I make sure reading to sift through on the presentations
to draw direct and understand the
comparisons to familiar sources that they have
ideas in the discussion and how they can use
and to help illustrate them.
concepts being
discussed, which is built
in as a way to
communicate both the
main ideas of the lesson
and the vocabulary
Santos Discussion should not be I will be meeting with His speaking skills are good, presentation should not be
troublesome for him, as students one on one to troublesome once we have gotten through his sources so he
he has good spoken help those with difficulty understands what he has during the check in meetings.
language skills. reading to sift through
and understand the
sources that they have
and how they can use
them. Since the students

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 are finding materials
themselves, I can’t control
how scaffolded the
materials are in most
cases, but I can direct
them to look to certain
places to find sources that
are easier to digest and
aren’t to dense for them
to use or understand,
such as Britannica’s
research database that
allows you to adjust the
reading level of the
article.
Jennifer I chose to start with a My hope is that allowing Allowing her to choose a topic she was interested in should keep
simple topic that all her to pick her own topic her invested in the presentation aspect. I don’t have any reason
students have been will develop a high to believe that the presentation will be a problem for her as long
exposed to and to show amount of interest in the as we find something that interests her. While watching others
them why it is wrong in project, she does well in present, students have been presented with an exit ticket to
order to help keep the Spanish so perhaps I could motivate them to pay attention to the other presentations.
attention of students point her toward a topic
who have trouble in that direction?
focusing. The chance of
getting randomly picked
on to contribute will also
heighten focus on the
discussion.
Dennis I want to guide the I will meet with students He is a hard worker, this project should come out fine once
discussion and be very one on one to discuss we’ve tackled the conceptual roadblocks through discussions
explicit with examples, their work with them and and our meetings over the past two days.
drawing direct assess their
connections with things understanding of the
like vocab in order to topic, using the
foster understanding of opportunity to help
the concepts here. correct any
Giving them examples to misunderstandings. If he
relate back to instead of is still having any trouble
just a formal definition with understanding, I can
will help to paint a better start by directing him to
picture of the concepts some sources that are of a
as well. writing level I know he is
comfortable with and see
if we can find a topic he is
more invested in. Once
we have one, I can draw
comparisons to his
example instead of mine.
This will help make it
more meaningful for him.
Marcus Marcus’s ability to I will be meeting with Ensuring that he has the project done will be the most difficult
understand new students one on one to part of this due to the fact that he is prone to not doing
concepts quickly will help those who are homework. I made sure to meet with him early in the period the
greatly benefit him here. behind, and they are also previous day so that he has a lot of in class time to start working
I allow them to start given the opportunity to on his presentation. This coupled with his topic being a personal
their homework in class start work on their project choice will help with the motivation to complete the
so that I can make sure in class, as a way of assignment.
that students who getting the students who
frequently don’t do their frequently don’t do
homework at least get homework started. Having
started on it. They are him research something

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 given a large amount of he is interested and
in class time to engaged in will help to
accomplish the work. raise his motivation to do
out of class work, should
he need more than the
allotted class time.
Gabriel Discussion may be I will be meeting with I am only grading for content and not actual presentation skills
difficult for him due to students one on one to here, so hopefully that will help put him at ease when
his withdrawn nature help those with difficulty presenting. His presentation also does not have to be writing-
and low English reading to sift through heavy if he chooses to make a visual, which I can certainly
proficiency. Explicit and understand the encourage him to do. While watching others present, students
examples during sources that they have have been presented with an exit ticket to motivate them to pay
discussion and low use of and how they can use attention to the other presentations, but the prompts on them
technical language will them. Allowing him to are simple and broad, allowing for a wide range of literacy
benefit him here. pick a topic he is levels.
interested in will
hopefully help keep him
concentrated on his work.
Brittanica has an excellent
source for researching
articles where you can
actually adjust the reading
level of the article, and it
will change how it is
written depending on the
level chosen. He has good
focus on things that
interest him, so combining
his interests with a
research source that will
adjust to his level will be
very beneficial to him
Brianna Discussion will be very I will be meeting with Her low self esteem may prove difficult for this presentation,
difficult for her. Going students one on one to but my hope is that allowing her to combine the topic she was
through examples as a help those with difficulty interested in and has had the chance to research and
class is the best bet to reading to sift through understand well with something that she is good at and proud
help support her and understand the of (her art) will help make the presentation go smoother for her.
understanding. I may sources that they have
have to help supplement and how they can use
her understanding of the them. During our meeting
topic once the students in class, I would like to
break off to begin their discuss with her a way in
homework via discussion which we could turn her
directly with her. project into something
art-based, which she
excels at. I would like to
help her develop visuals
to support her topic of
investigation. I can also
direct her to the
Britannica resource, so
that she can work with a
source set to her literacy
level. Making the source
easier to understand for
her will help to raise her
confidence in her
knowledge on that
subject.
Hannah Group discussion should I will be meeting with Allowing her to simply hand in the presentation and opt out of
help to support her students one on one to presenting if she is frustrated may help to stem any incidents. If

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 understanding long with help those with difficulty she’s feeling alright, the presentation should go well, as she is
explicit examples and reading to sift through skilled in tutoring and thus has good communication skills. While
the whole class working and understand the she is watching others present, she has the option to step out of
together on analysis of sources that they have the classroom for a breather if she feels she needs it, as per a
sources. and how they can use standing agreement we have.
them. During this time I
can also check in with her
and see how she is doing,
to judge if she needs a
break or not.
Chandra I chose to start with a Low organizational skills Presenting on something she is interested in will help to keep
simple topic that all may require extra help her on task. Her basic communication skills are weak, but I am
students have been from me during in-class only grading based on content, not presentation. Since this
exposed to and to show meetings to go through presentation can be done through means other than heavily
them why it is wrong in the sources she has literacy-based ones she can tailor this to her strengths, such as
order to help keep the developed. Allowing her using her good inference making skills to create some type of
attention of students to choose her own topic graphic organizer, like a web, to communicate the ideas of the
who have trouble of research will hopefully presentation. While watching others present, students have
focusing. Introducing the keep her invested. been presented with an exit ticket to motivate them to pay
new topic should not attention to the other presentations, but the prompts on them
trouble her at all due to are simple and broad, allowing for a wide range of literacy
her strong inference levels.
making.

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses,
scoring sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be
listed here or attached as separate sheets.
Formative assessments will be done through my conversations with the students and using my own judgement
to determine if they are beginning to grasp the concepts. The concepts that are most important for them to
understand are how to find a good source and how to use evidence to justify their choices to me. This will be
evident through the conversations I have with them, if they are expressing understanding of the terms and
ideas or if they seem like they are just using buzzwords they have heard or clearly are struggling with the
concepts. This will be most evident by whether or not they are able to use the information they have been
provided with to justify their choice of sources to me. The included rubric will be used to grade student
understanding on the presentation, and is entirely concept and understanding based, with nor reliance on their
ability to present.

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.
Collaborative discussion – students do most of their learning through discussing thoughts, ideas, and
concepts with the teacher and each other, building off of previous responses to do so. - Slavin

classroom arrangement – desks in u-shape. This allows students to see each other and teacher clearly during
discussion activities, and encourages participation and more discussion. - Weinstein

inquiry based learning- students are given little information, usually just a question they are asked to answer,
and using applets or in class materials, explore the wave properties related to that day’s questions - Arends

zone of proximal development- students are given a task that is within their capabilities with some effort and
support, but accomplishing this task requires pushing themselves just a little to improve. - Vygotsky
References
Include here a references cited list, and any professional resources from which one or more parts of this lesson plan have been

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borrowed/adapted. (If a mentor teacher shared plans, please credit him or her.) You should use standard citation formatting.
Slavin, R. (2015). Student centered and constructivist approaches to instruction. In R. Slavin Educational
psychology: theory and practice. (pp. 199-205). New York, NY: Pearson

Weinstein, C.S. (2010). Middle and secondary classroom management: Lessons from research and practice
(4th ed.). Boston: McGraw-Hill.

Arends, R.I. (2011). Learning to teach (9th ed.). New York: McGraw Hill.

Vygotsky, L. (1978). Interaction between learning and development. In L. Vygotsky, Mind and Society. (pp. 79-
91). Cambridge, MA: Harvard University Press. Retrieved from:
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf

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