EDUC 2220- Educational Technology Lesson Plan Template

Name of your lesson

Kalita Bayes
Preschool/ SUBJECT AREA YOU WILL TEACH

Common Core Standards:

Domain: Cognitive Development and General Knowledge
Sub-Domain: Science
Strand: Science Inquiry and Application
Topic: Inquiry
Statement: Record observations using words, pictures, charts, graphs, etc.

Domain: Social and Emotional Development
Strand: Relationships
Topic: Empathy
Statement: Show regard for the feelings of other living things.

Lesson Summary:
This lesson plan is about exploring the nature around us and creating a piece of nature ourselves. The children
will learn about many plants and how to grow a plant. In the process the children will record their observations
on the world around them and then record the progress of their personal plant that they will be growing. The
recordings and documentations will be expressed through several documentation tools.

Estimated Duration:
This lesson plan will take at least 150 minutes long. The time period for this activity is 30-40 minutes each day
for a total of five days. If the children need more time, the class schedule could be accommodated to fit the
needs and interests of the children. This activity could also be considered to be implemented in small groups
with each group having the 30-40 minute time period each day.

Commentary:
My approach to this lesson is to explore nature with children while using several pieces of technology for the
children to explore and express their findings with such as a camera, microscope, and a computer. This lesson
will get the children engaged by taking pictures of what they see, documenting the nature around them with
drawings, expressing their favorite pieces or things in nature, and then by involving the children in planting
and growing a piece of nature themselves. I think the challenge in this lesson is going to be
_______________________________????




Instructional Procedures:
Day 1: On the first day of this lesson plan the children will be introduced to the nature around them. The



children will be engaged in conversations and will take pictures of the things they see. Exploring the
environment around them before any implementation of activities will spike curiosity and interest. The
children will also gather materials from the outside environment to take back to the class. After exploring the
environment the children will have the story There was a tree by Rachel Isadora read to them to conclude the
topic for the day. Exploring the environment would most likely take the whole 30 minutes if not more. Story
time would be an additional 5-10 minutes. The teacher will be scaffolding the children in any way that is
necessary while allowing the children to complete this activity with as little structure as possible.

Day 2: On day 2 the children will complete this activity in small groups. They will select a collected item,
from the previous day, and hypothesize about what their selected item of observation would look like under a
magnifying glass and/or microscope. The children will also describe how the selected item has a part in our
environment, what good or bad things it may do to our environment, and how they think it may have been
made. The small groups responses will be written down (by the teacher or the children) on a large paper to be
hung up where the children can see. During these conversations the teacher will scaffold the children by asking
open ended questions on these topics. This could take anywhere from 10-20 minutes. Then the children will
get another 20-30 minutes to use the technological tools to observe and explore their collected item. The
teacher will be engaged in this activity to enhance the learning experience by again asking open ended
questions and guiding the children with the technological tools.

Day 3: On day 3 the activity will focus on the importance of nature around us.


Pre-Assessment:
Identify one strategy to pre-assess student knowledge of the standards your lesson addresses.
Tell me what you will do to determine what your students already know about the information being taught in
the lesson.
Getting pre- assessment data helps you figure out how quickly or slowly you should move through the
lesson.
Pre-assessments may be as informal as a reflection on students prior learning, a conversation about concepts
or warm-up problems at the beginning of class that are not scored. They may be more formally structured,
such as a quiz or an assigned writing topic.

Scoring Guidelines:
Define scoring guidelines for the pre-assessment, which may take the form of teacher judgment, a
checklist or another scoring format. Scoring guidelines should reveal whether or not student has met
the standard so that instruction can be modified and targeted to learners accordingly.

For example- if youre planning on giving a quiz, tell me how youre going to grade it. If youre going
to conduct an observation on student activities, how will you assess it? Explain.

Teachers should conduct ongoing teacher assessment and student self assessment throughout instruction (this
is called formative assessment). These can be planned or conducted as opportunities for observation or
reflection arise. If planned, describe here.




Post-Assessment:
Your post-assessment should assess what students have learned AFTER the lesson is finished. This may take
the form of an exam, a student project (like a digital poster or infogram, or perhaps a youtube or xtranormal
video), or maybe a written work.

Scoring Guidelines:
Define scoring criteria for the post-assessment. Will you have a score and percentage for the exam, or
will it be pass/fail? How will you grade posters or other student projects? Be able to defend the process
behind how you score your post-assessment.


Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: this might be an extra challenge assignment using technology, or an opportunity for these students
to peer-tutor students who are struggling- explain.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:



Extension
Provide a link to a website where students could go to learn more about the standards you are addressing in
your lesson.
Briefly explain what the site is and how students could benefit from using it.



Homework Options and Home Connections
Describe work that will be assigned to students outside of the classroom. (In the next assignment, you may
provide examples (generated by you) of student work if possible). Brainstorm ways that you could make
these homework activities technology-based.
If your students are too young to do homework, use this space to explain how youd encourage parent
involvement at home in learning the skills addressed in your lesson.



Interdisciplinary Connections
Tell how the lesson can be integrated with at least two other content areas to strengthen student learning. For
example, if youre having your students do a comparison and contrast paper on Hamlet and Macbeth, what
other subjects could you draw into the lesson? Perhaps youd want to talk about the social and political climate



of the time period of the two plays (History) as well as the big questions asked in each play- to be, or not to
be? (Philosophy and Ethics).


Materials and Resources:

For teachers

List the materials you will need to teach the lesson.
REMEMBER: we want to use technology as much as we can in this lesson, and make
it as helpful as possible to our students. What will you need, and how will you do this?


For students

List the materials your students will need to complete the lesson and learn the material.
We want students to use technology for this lesson. What will they need (iPads,
laptops, a smartboard, etc)?




Key Vocabulary
List key terms that need to be defined prior to or as part of instruction here.


Additional Notes

Any additional information about your lesson- or notes for me- go here!