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Learning Map- Science

Sabrina Barrera

National University

ITL 520: Academic Language and Literacy

March 27, 2020

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Abstract

The project for week four dives into what a Learning Map is and how it is used to organize and

construct lesson plans for student learning. It also ties in concepts from the UDL guidelines and

the Multi-Tiered System of Support (MTSS) framework. The Learning Map has four stages that

are used to guide teachers in their process of creating a lesson and reflecting back on that lesson

to make better ones for future planning. Within this paper, a Soledad High School veteran

Science teacher talked about his planning process and thoughts about his classroom dynamics.

Dr. Kaplan shared numerous tips on how to plan more than just lessons for your students. The

interview will help unpack the Learning map further from a 22 year educators instruction. The

paper also includes the construction of a science lesson plan using the tools and organization of

the Learning Map. Once the standard from the Common Core standards is noted, it starts the

process of creating what is expected of students to learn. As all these components are put

together, students will have a better chance at achieving literacy and language in the subject they

are learning.

Learning Map

As a teacher, the basic skill you will need to have is the ability to plan a lesson. How effective

that lesson will be is based on how well you prepare each component of the whole. The Learning

Map is a great tool to help educators organize their instruction and rearrange it after they have

presented it to their students. The Learning Map has four components, the planning stage,

teaching stage, reflection stage, and the application stage. The planning stage allows the educator

to construct a lesson based on unpacking the standard that is presented. The teaching stage is
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implicating the style to the learners. One of the most important parts of creating a lesson is the

reflection stage. This stage allows the teacher to look back at what went well and what didn’t and

modify the lesson to make it better. Finally, the applying stage is where the educator is seeking to

better the lesson for their learners in order to achieve the optimal learning environment. An

example of a science Learning Map is presented based on the Common Core standard ELA

Science-Literacy. RST. 9-10.5: Analyze the structure of the relationships among concepts in a

text, including relationships among key terms (e.g., force, friction, reaction force, energy). The

chart is constructed based on course resources, prior experience, and an interview from 22 year

veteran in education, Dr. Kaplan.

Field Experience

On Thursday, March 28th, 2020, Dr. Kaplan and I talked about the aspects and process of

creating a lesson plan. Due to the coronavirus school closures, we reverted to talking on a Zoom

online video call, where I asked multiple questions on his thoughts of preparing a lesson. Dr.

Kaplan has been teaching science in public schools, both high school and college level courses,

for 22 years. He now works at Soledad High School where he teaches Honors Biology,

Integrated Science, Anatomy and Physiology, and Chemistry. He teaches all levels of high school

students: freshman, sophomores, juniors, seniors, gifted, struggling, IEP, ELL, SEL, top 10, and

so much more. He is the head educator for the science department. Throughout the interview

process, I learned many useful tips and advice from Dr. Kaplan that I can mimic in my class too.
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I found that throughout our interview he has so much knowledge of all his many lessons using

the Learning Map. You can really tell how much he cares about his students success.

Interview

1. How do you usually start planning? Where do you begin?

Standards. What do you want to teach them? That was part of my teaching training. What

do I want them to know? At the beginning of my lesson planning, I used to go look for of test

create by other educators. I can see how teachers structured their test for that concept. The test is

eventually going to be the final outcome. That is why I like using this backward planning

method. I can then go back to the beginning and take into consideration the attitude of each class

and plan accordingly.

2. What are some key considerations you use at the beginning and during your planning

process?

I first think about the students ability. We deal with high school kids. I had to think this

way when I was teaching college students as well. What are they able to do? How can I relate to

them so their interested? The final skill you have to achieve is making sure they get the

information. I first think about what’s interesting to me. I feel like I put a lot more effort into

lesson that I am really excited about. Hopefully my students will see that and show the same like

to it as well. I then think about what they might like and how I can tie both interests together.

Considering, I am a huge difference in age to my students.

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3. In terms of content area knowledge, how do you decide on the target for a one-day

lesson, two-day lesson or an instructional unit of study over several days?

It all depends on how the information is played out. Some subunits are longer than others.

Most topics can be handled in one 90 minute period. I make sure to consider the education level

of all my students and therefore, I have to teach them in small chucks. Take this analogy, How do

you eat an elephant?…..One chunk at a time. Some students learn by taking a big bite and finish

in 10 minutes. Others will take one week to complete the same material. The best thing I do is

scaffold whenever I chunk it. I always have that question of what I my students to achieve, in the

back of my head. I then assess and monitor, then adjust. It all depends on the majority and I pace

it by that. I want these students 100% bought in to the lesson. My next question is how I make

that light turn on for them?

4. How will you engage everyone and hold their interest throughout the unit?

A lot of prayer. I pray that the students come to class even with all thats happening in

their personal lives. I pray that I can reach them so they get a better education and do good for

themselves. The hardest part of our job is to get all students engaged in the material. Small

checks for understanding and walking around the classroom will help me know if they are

understanding and staying focused. I check apple classroom to see what they are doing on their

iPads. After lessons, I do small daily assessments, homework checks to see who is doing the

work and who has questions. Then, I adjust my lesson. I ask a lot of questions because that the

feedback for not only me but for them as well.

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5. Do you plan for differentiation ahead of time and if so, what are you including in this

planning?

Yes and no. I scaffold throughout my lesson planning and teaching already. I teach all

students in baby steps. The saying goes, you should teach to the middle of the class

educationally. However, I teach to the lower part of the class so I know all the rest of the students

are getting the information too. For the students that are at the higher part, I give additional work

that challenges them. Its more independent for them which is a skill that will carry on in other

classes and in college too.

6. If a student does not have their iPad, what do you do?

The iPads are a great tool, especially for low income areas like Soledad. I try to teach and

stress responsibility throughout my classes. By bringing their iPad, it shows responsibility. I try

to relate this to real life scenarios. If you need to do a presentation for work and you forget your

posters, you don’t have a presentation and will probably get fired. If students rarely forget their

iPads, I bring out the hard book or tell them to share with a partner. If it becomes a habit I make a

call to their parents.

7. In terms of assessment, what are important ares you keep in mid when planning? Do you

prepare your assessments as part of your planning? Do you allow yourself to deviate from

you original assessment and if so, when and how?

I plan from the assessment in a backward planning method. I have an assessment that I

want to use. I have questions from many different sources that show different structures and I try
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to use all of them in my tests. I put mix and matching, true or false, fill in the blank, and essay

questions/short response because that is what they are going to see throughout their education.

By having all these different structures, I want to see the different skill set the students possess. I

think back to when I was going through college and med school and what question types where

asked. That is what the meat of my assessment consist of. Application type questions that lets me

know they got the information. I try to reach for mastery but I want to see the students

improvements and I grade from there.

8. Finally, What is the importance, relevance, and pertinence of planning for effective

instruction in your professional opinion?

Clarity. Whatever you teach your students, you need to be clear. How are they going to

understand if you are not clear on what’s expected. I feel like the lesson has to have a designated

beginning, middle, and an end. I give them the basic and we will construct the content together

from there. Take a language, for example, first you have to know the basic words of the

language, then you move to building a components with in a sentence, you make the sentence,

finally you make the overall language with paragraphs and vocal speech. If we start our planning

from a clear organized structure, we can build the expectation slowly and then it might not be so

frightening once we create the language together.

Learning Map- Science

Grade Level: 9-10

Common Core Standard

CCSS.ELA Science-Literacy. RST. 9-10.5

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Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).

Universal Design for Learning

Multiple Means of Engagement

The first example within the Universal Design for Learning is Multiple means of Engagement.

What this consists of for all students is providing options for this interest, providing options for

their sustaining efforts and persistence, and providing options for their self-regulation. What this

means is providing options for their benefits and interest. Due to the fact that all students learn in

various way, their interest are going to be different, thus, we need to optimize their preferred

choices. For this standard, I would give students the option to listen to the lesson, follow along

on their iPads, or write the information in their notebooks. Once the lesson is done, I would give

the students questions they can answer in groups, individually, or with partners. I would then ask

them to write in a journal at the end of the class session to write down what they learned, had

questions about, and what life references they can relate to with what they just learned. Students

with IEP’s or English language learners will be graded on their efforts and not their mastery of

the concept.

Multiple Means of Action and Expression

The second example in the UDL guidelines is multiple means of action and expression. This

includes providing options for physical action, providing options for expressions and

communication, and providing options for executive functions. The main idea of this section is to

allow students to show what they understood from the standard in many different ways. Whether

students use real life examples to relate concepts and relationship, or they find visual work to
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show the standard, we as teachers need to realize the many ways to express understanding of a

concept. For ELL, it would be acceptable if they switch from their native language to English to

express their understanding. For students with IEP’s, they will be monitored closely and be able

to make their own goals to achieve with assignments while being able to use whatever resources

to complete an assignment.

Multiple Means of Representation

The last example within the UDL teachings is providing multiple means of representation. The

components of this guideline include providing options for perception, providing options for

language, mathematics, expression, and symbols, and finally providing options for

comprehension. All educators should provide the chance for students to understand the

information with many different types of teachings. For example, showing the relationship

between concepts throughout a lecture, readings, videos, images, and projects. For ELL students

and students with IEP’s , this is a great tool to ensure the students are getting the relationship

between concepts. There are many ways to express vocabulary words as well.
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Learner: Emerging
English Learners Learner: Students
with IEP’s
This student will likely
be an immigrant These students are
students whose first probably going to Learner: Proficient
language was not have learning English Learner
English or a student disability, emotional
who learned solely disturbance, or The students at this
their language at a mental disability. The level will probably not
young age. The student will be given have much trouble
student will probably visual aid and asked understanding what is
have trouble multiple questions to expected of them to
connecting ideas from keep them engaged. complete. However, to
the lesson without Students will be able scaffold to all students
having the vocabulary to communicate with these students will have
given to them advanced students in access to multiple
beforehand. After the class in order to resources of similar
that, these students have a peer that can concepts. These
will have multiple help them get their students will be put in
resources that ideas connected. The groups of all different
express the concepts students will be asked educational levels so
that are within the to create a they can ask their peers
lesson. Following the presentation or other questions. If they show
presentation, videos, activity to show the great performance, they
and audio relationship between will be given additional
explanation, students concepts. They will work to challenge them
are paired with a hen be assessed on in order to see if they
bilingual partner to what work the student can make relationships
close read on the has complete and not between other concepts
same topic. Following what has not. as well. If they need
monitoring of the Keeping a journal of help, the teacher will
classroom, I will any questions these check their journal
ensure they are students have, their daily.
understanding the reflection and what
relationship between they understood
concepts. They will would also be asked
Select three then be allowed a of them to complete
diverse translated for a grade.
learners: assessment and be
graded on their
Planning improvements rather
their ability.
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Target: After reading, reviewing and discussing Cell division, Mitosis,

Meiosis, and Binary Fission, students will be able to find the relationship
between key terms with cells.

Goal: Understand and analyze the ability of cells to divide by describing

mitosis, meiosis, and binary fission.

Learning Objectives: Students will be able to distinguish the relationship

between the different cell divisions: Mitosis, Meiosis, and Binary fission. The
students will complete a graphic organizer in groups of three to express their
understanding of the relationships.

ASSESSMENT:
Informal Assessment: Students are asked to log onto socrative.com to take a
quiz on what they have learned with the key terms. After each question, there
is an explanation to what the correct answer was. Teacher is able to see real
time understanding and students are able to understand questions they got right
and wrong. The educator is also able to adjust for the next class period
depending on what the majority of wrong answers were.

Summative Assessment: Students will be given a short test consisting of

definition match up, multiple choice, and short response questions. It will be
worth within 10-15 points.

Other Assessments:
Using PearDeck, students will answer questions within the lecture slides.
There will be questions to discuss with their A & B partners after the reading.
Sticks will be called out for non volunteer understanding.
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INSTRUCTION:
Students will begin the class period with a science daily article about whats
happening in the world related to the topic being taught for the day. This will
allow them to have a small background of real events happening around them.
They will then talk to their A & B partners about what they learned and what
were the main key words as they read.
Main lecture: On their iPads, they will participate in an interactive lecture slide
where they will answer questions, ask questions, and see others feedback.
After that, students will receive a short passage on the different types of cell
division. In groups of three, students will fill out a graphic organizer and
discuss with their peers the questions asked. Students can look back at lecture
slides or look through their textbook for additional information. Throughout
this portion of the class, the educator will monitor student learning and answer
question that arise amongst the students.
Around 10 minutes before the class is dismissed, students will go on
socrative.com and answer the exit questions. The questions the students get
wrong need to be redone on a separate piece of paper with the correct answer.
Management:
Students will be expected to follow the rules of the classroom. During the daily
article, students need to focus on the reading and make inferences with key
terms. When it is time to share their thoughts with their partners, students are
expected to participate and be active listeners for their peers.
Throughout the lecture, students are expected to participate in the interactive
lecture. If teacher turns on Apple Classroom to monitor iPads, students must
turn wifi on. Students are to be attentive and share at the appropriate times.
The activities are a great tool to reach the standard. Therefore, students are
expected to ask for help if they need it and complete the assignment. For the
online informal test, students need to participate so the teacher receives the
feedback necessary to modify the next class.

Conclusion

The Learning Map presented is used to help organize and construct a lesson plan to teach

students at any level. The lesson plan within this paper represents one standard for a science

course. Compiling all the components of the learning map allows educators to plan, teach,

reflect, and apply in order to continue to create the optimal learning environment for all student

learners. Because standards are so vague, it allows teachers the freedom to organize and present

their lesson whichever way they please. However, without an organized lesson plan, teachers
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aren’t following a set path. They would almost be winging their lecture. With all the various

types of learners, teachers have to ensure they are teaching to all students and allowing them to

have an equal chance at success. If a teacher creates a designated lesson plan, the class

environment will be smooth and modifications can be made and documented to follow the next

class or even the following year.