Lesson Plan Form-Meghan Green

Topic

Energy end of unit review

Type of Lesson

Indirect, Students will first take half of their unit exam and then study for the next portion in small group
game.

1. Duration of lesson
 1 class periods
2. Benchmark Focus-
 Michigan State Standard (Grade Level Curriculum Expectation-GLCE)
i. MS-PS1-1.
ii. MS-PS1-2.
iii. MS-PS1-4.
iv. MS-PS3-3
v. MS-PS3-5
3. Objective (TLWBAT)
 Work in small groups to determine areas needed to review more and determine
understanding before the second portion of the unit test.

4. Anticipatory Set

Hook/teaching point- Students will work in small groups after individual short test. They will use
technology to engage in a study game.

Outcome…purpose/big picture- Students will be able to see what information they understand
and what information they may need to review further.

Real world connection- Connecting through students interests by using technology (phones) to
play an interactive game.

5. Materials

For test- Pencils for each student

For study time- Computer and cell phones.

6. Providing information

N/A

7. Modeling
 Teacher explains the classroom expectations for the short test and also explains classroom
procedure for the game.

8. Checking for Understanding

During instruction- informal

9. Guided practice

Students will be working independently during test. Supervision to ensure it is done

independently will be done by walking around as they take the test.

I will slowly walk students through the process of setting the game up on their phones for the
game portion.

10. Closure

Students do the closure, not the teacher.

Questions (inquiry prompts):

1. What questions about the test or energy do you have for tomorrow?
11. Independent Practice
Students must be able to do the work successfully by themselves (well enough to explain to the
parent the expectations of the assignment).
12. Assessment
How do you know that the students internalized the concept taught?
I will know the students have internalized the concept taught because of the responses on the
test and from the responses during the game.
Were the students assessed formally or informally?
Students were assessed formally.
13. Inclusion of Diverse Learners/Differentiated Instruction for the High, Average, and Low achieving
student in that content area.
How will the needs of those students be met?
To meet the needs of diverse learners they are working in groups so they can learn from each
other through group discussion.
What accommodations will be made for the student that has been identified for study in the
unit?
Two students in this class have been identified as LD and one as emotionally impaired. To
accommodate for their needs I will give extended time if needed on the test and allow for
shorter test answer on the written test.