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    Standard 4 With Artifacts

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    The document summarizes two lesson plans designed by teachers to align with content knowledge standards. The first lesson taught multiplication through a skiing-themed activity where students solved problems to move down a slope. The second lesson focused on pumpkins' life cycles and had students create a pumpkin project while learning about the stages of growth. Both lessons used teachers' knowledge of academic content to build hands-on activities that engaged students and enhanced learning.

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    © All Rights Reserved
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    Standard 4 With Artifacts

    Uploaded by

    api-283389640
    48 views7 pages
    The document summarizes two lesson plans designed by teachers to align with content knowledge standards. The first lesson taught multiplication through a skiing-themed activity where students solved problems to move down a slope. The second lesson focused on pumpkins' life cycles and had students create a pumpkin project while learning about the stages of growth. Both lessons used teachers' knowledge of academic content to build hands-on activities that engaged students and enhanced learning.

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    The document summarizes two lesson plans designed by teachers to align with content knowledge standards. The first lesson taught multiplication through a skiing-themed activity where students solved problems to move down a slope. The second lesson focused on pumpkins' life cycles and had students create a pumpkin project while learning about the stages of growth. Both lessons used teachers' knowledge of academic content to build hands-on activities that engaged students and enhanced learning.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    48 views7 pages

    Standard 4 With Artifacts

    Uploaded by

    api-283389640
    The document summarizes two lesson plans designed by teachers to align with content knowledge standards. The first lesson taught multiplication through a skiing-themed activity where students solved problems to move down a slope. The second lesson focused on pumpkins' life cycles and had students create a pumpkin project while learning about the stages of growth. Both lessons used teachers' knowledge of academic content to build hands-on activities that engaged students and enhanced learning.

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    INTASCStandardAlignment

    Standard4:ContentKnowledge
    Theteacherunderstandsthecentralconcepts;toolsofinquiry,andstructuresofthe
    discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspects
    ofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.

    NAEYCStandardAlignment
    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.

    Item1:
    WewenttoanElementarySchoolwhentheWinterOlympicswereon.Weallcreatedlessonsthat
    relatedtosportsintheOlympics.MypartnerandIdesignedamultiplicationlessonthatrelatedtoskiing.
    Whenyougotaproblemrightyoumoveddowntheslope.Thefirstonetosolvethemandgetthemdown
    theslope,theywin.BelowisapictureofmycolleaguesandIattheevent!Thisrelatedtothespecific
    standardsaboveisbecauseweusedourcontentknowledgetobuildanengaginglesson,whilerelatingitto
    therealworld.Thekidslovedthis,andtheyevengottopracticemultiplying!

    Item2:
    Mysecondartifactisacarefullyplannedlessoninscienceontheprocessofpumpkinsgrowing.The
    lifecycleconnectstothePennsylvaniaCommonCorestandardsthatteachchildrenaboutlifecycles.I
    createdthislessonwithabooktoenhancelanguagedevelopment,andlisteningskills.Ihaveaproject
    wheretheywillcreatethepumpkinattheend.Thisallowsthestudentstobeassessed,whiletheyusefine
    motorskills.Thisartifactrelatedtothetwostandardsabovebecausethecontenthasbeenenhancedforthe
    specificcurriculum.

    SETON HILL UNIVERSITY


    Lesson Plan Template
    TOPIC
    Name
    Subject
    Grade Level
    Date/Duration

    DETAILS
    Tyler Zimmer
    Science
    Grade 3
    October 14, 2013/45 minutes

    CK

    Big Ideas

    The life cycle of a pumpkin.


    The various factors of pumpkin growth.

    Essential
    Questions

    How do seeds grow into pumpkins?


    What are the steps of the life cycle of a pumpkin?

    PA/Common
    Core/Standards

    Objective

    Bloom's
    Taxonomy

    Webb's Depth of
    Knowledge
    (DOK)

    Formative &
    Summative
    Assessment
    Evidence

    ISTE Standards
    for Students
    Framework for
    21st Century
    Learning

    Accommodation
    s, Modifications

    3 S3.B.1.1.4: Describe how plants and animals


    go through life cycles.

    In an open discussion, all third grade students will


    identify the life cycle of a pumpkin.
    Individually, all third grade students will complete the
    life cycle of a pumpkin project.
    Comprehension: Understand the meaning,
    translation, interpolation, and interpretation of
    instructions and problems. State a problem in one's
    own words.
    Students will understand the growth of a pumpkin.
    Formative assessment.
    Teacher will have an open discussion with the students
    and ask questions throughout the lesson.
    Teacher will observe the students while they create
    their pumpkin life cycle.
    Teacher will collect the final product and hang the final
    product in the classroom.

    1. Facilitate and Inspire Student Learning and Creativity


    a. Promote, support, and model creative and innovative thinking and
    inventiveness
    b. Engage students in exploring real-world issues and solving authentic
    problems using digital tools and resources

    Teacher will put numbers on the back of the papers for


    the pumpkin life cycle project.
    Step one is the seed. I will give the students a sheet
    with all the steps created. They have to simply cut out
    the circle with the seed on it and color the seed. For the
    accommodation I will but a number one on the back to
    help guide the steps.
    Teacher will put the numbers on the back for the next
    five steps.

    SUPERVISING
    TEACHERS
    SIGNATURE

    Seton Hill University Lesson Plan Template Step-by-Step


    Procedures
    RATIONALE for
    the Learning
    Plan
    Introduction

    CK
    Activating Prior Knowledge

    The teacher will bring in a pumpkin.


    Ask the students if they ever went to a pumpkin patch.
    The teacher will ask students if they know where
    pumpkins come from.

    Hook/Lead-In/Anticipatory Set

    Explicit
    Instructions

    The teacher will show the students a small pumpkin.


    The teacher will write the six main steps of the pumpkin
    life cycle.
    The teacher will read Pumpkin Circle: The Story of a
    Garden and tie in the story to the steps written on the
    board.

    Big Idea Statement

    Today we are going to discuss the six steps of the


    pumpkin life cycle.
    We are going to create a pumpkin life cycle project using
    the sheet with the steps on it, and by creating our own
    pumpkin.

    Essential Questions Statement

    What are the steps of a pumpkins life?

    Objective Statement
    Today as a class we will talk about the life of a pumpkin.
    Students will create a model of the pumpkin life cycle.
    Transition

    After we discuss the six steps of a pumpkins life. We will


    take a break to sing and dance to Pumpkin Halloween
    Dance Song for Kids on youtube.

    Key Vocabulary

    Lesson
    Procedure

    Seed- plant the seed to start the pumpkin life cycle.


    Sprout- the seed turns into a sprout.
    Plant- the sprout turns into a pumpkin plant and starts to
    grow out of the ground.
    Flower- it then turns to a pumpkin flower.
    Green Pumpkin- the flower turns into a small green
    pumpkin.
    Orange pumpkin- then after a little bit of time the
    pumpkin grows into a big orange pumpkin.
    PreAssessment of Students

    The teacher will ask if the students know where


    pumpkins come from.
    The teacher will ask if the students know how pumpkins
    grow.
    Teacher will write key terms and notes on the board
    during the discussion.
    Modeling of the Concept

    After reading the book Pumpkin Circle: The Story of a


    Garden, students will go back to their seats.
    Students will be given markers, the six steps model of a
    pumpkins life cycle worksheet, and a pre cut orange
    circle to make their final step (an orange pumpkin) and a
    long piece of green yarn.
    Next the students will cut out the circle seed from the
    worksheet and color it. They will then glue it to the
    bottom of the green yarn.
    Next the students will cut out the sprout circle from their
    worksheet. They will color it the glue it above the seed
    on the green yarn.
    Next the students will cut out the plant circle and color
    it. They will glue it above the sprout circle on the green
    yarn.
    Next the student will cut out the flower circle from the
    worksheet and color it. They will then glue it next to the
    plant circle on the green yarn.
    Next the students will cut out the green pumpkin circle
    from the worksheet and color it. Then they will glue it
    next to the flower circle on the green yarn.
    Next the students will decorate the orange construction
    paper to make it look like a pumpkin. They will attach
    their orange pumpkin at the end of the green yarn to
    model the final stage of the life cycle of a pumpkin.

    Guiding the Practice

    The teacher will look for listening skills. Did the student
    follow directions?

    Guide the students by writing the numbers next


    Did the students correctly attach the steps of a life cycle
    in order?
    Monitor to ensure that the students stay on task!
    Scaffold to make sure that the students use correct
    spelling as well.

    Providing the Independent Practice

    The students will be attaching the steps of the pumpkin


    to the yarn so they can sequentially see the steps. They
    will be able to look at the yarn and easily see the
    process it takes til the pumpkin actually grows.

    Transition
    The students will walk back to their seats after story
    time by acting like the fall wind. They will wave the arms
    in the air and make wind noises.
    Reading
    Materials
    Technology
    Equipment
    Supplies

    Pumpkin Circle: The Story of a Garden by George


    Levenson
    Smart board and Elmo so I can show the model of a
    pumpkins life cycle.
    Markers
    12 x 18 orange construction paper
    Green yarn
    Glue Sticks

    Evaluation of
    Formal Evaluation
    the
    Learning/Master
    Did the students correctly create a model of the life
    y of the Concept
    cycle of a pumpkin?
    Informal Evaluation

    Closure

    Teacher will ask students to name the six steps of a


    pumpkins life.
    This will be done through a Q and A.

    Summary & Review of the Learning

    Teacher will ask the students what are the six steps of a
    pumpkins life.
    The teacher will go to the board where the steps and
    vocab are written out and the class will repeat the steps
    out loud.
    Ask the students if they had any problems learning a
    specific part and why?

    The students will get to take home their pumpkin life


    cycle models so they will always know the process of a
    pumpkins life.
    Homework/Assignments
    Go to your local pumpkin patch and get your own
    pumpkin.

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