Lesson Plan Builder Manual

http://lessonplanbuilder.org
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Table of Contents
About the Lesson Plan Builder Entering the Lesson Plan Builder The Lesson Plan Builder Menu Page Creating a New Lesson Plan: Step 1A- Enter Basic Information About the Lesson Step 1B- Specify the Instructional Setting In Which the Lesson Will Be Implemented Step 1C- Enter Lesson Description and Objectives Step 2A- Select the Subject and Strand(s)/Domain(s) for Your Grade Level Step 2B - Select the Standards Addressed by Your Lesson Plan Step 3A - Specify the Types of Assessments That Will Be Used Step 3B - Specify How Student Learning Will Be Assessed Previewing The Printed Version Of Your Lesson Making A Change To One Of Your Completed Steps Step 4A - Select the Electronic Learning Resource(s) You Would Like to Use In This Lesson Plan 4 5 6 8 9 10 11 12 13 14 15 15 16

Step 4B - Select The Computer And Video Resources Needed For This Lesson 18 Step 4C - Select The Teachers Required Technology Competency Level Step 4D - Add Instructional Materials Used As Resources With The Lesson Step 5 - Specify How The Lesson Will Be Implemented Step 6 - Submit Lesson to Peer Editing Team Submit to Peer Editing Team Manage Your Peer Editing Team(s) Adding New Users to Your Peer Editing Team Lesson Plan Builder Feedback Providing Feedback to Others 19 20 21 23 24 25 26 27 28

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View Feedback Others Have Given You View Feedback Provided by Others View or Edit a Lesson Plan Lesson Plan Builder Feedback Sample Lesson Plan

29 30 31 32 33

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What is the Lesson Plan Builder? The Lesson Plan Builder makes it easy for you to create or modify lessons using the electronic resources you find on this site. The Lesson Plan Builder helps you to: Create a Lesson Plan Use the Lesson Planner Wizard to guide you step-by-step through the creation of a Lesson Plan that meets the California standards and automatically finds the best electronic learning resources for the Lesson. Edit Your Lesson Plans Use the Lesson Planner Wizard to change a lesson you have already saved or share a lesson with a peer editing team. Share your Lessons with Peers You can share your lessons with your peers by using the Peer Editing Team feature. This feature allows you to create your own Peer Editing Teams by selecting other members and adding them to your Peer Review List. You can then select which lessons you would like to share with each Peer Editing Team, allowing them to view your lesson plan and then provide useful feedback regarding your lesson. Send us Feedback Send us a confidential comment about a lesson plan you found in the library or about the Lesson Planner itself.

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Entering the Lesson Plan Builder

The Lesson Plan Builder is accessed via the web by typing http://lessonplanbuilder.org into your browser. You must be a registered user to access the Lesson Plan Builder. If you have not already registered as a Lesson Plan Builder user, you should do so first. The registration process is intended to identify users by region and collects minimal personal information. Registered users can also decide the level of information they want to share with other Lesson Plan Builder users. Whenever you sign on to the Lesson Plan Builder you must enter your User ID and Password to access your user account.

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The Lesson Plan Builder Menu Page

The Lesson Plan Builder home page gives you access to different functions of the Lesson Plan Builder. Each of the titles of the bulleted functions is a link to that function. You can also link to the different functions of the Lesson Plan Builder by clicking on the green tabs under the title bar. The function titles are broken into three sections Lesson Plans, Peer Teams, and Lesson Plan Feedback. Information for each section is provided in this manual (See Table of Contents).

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Creating a New Lesson Plan: Step 1A Enter Basic Information About the Lesson
This page is your first step in creating a new lesson plan. Throughout the Lesson Plan Builder, Instructions for using the page are given on the right side of the page and helpful tips can be found below instructions in the Tip! Box. Each page in the Lesson Plan Builder has a Save Changes button at the bottom. This is the button you will click to go on to the next page of the Lesson Plan Builder and also ensures your work is saved. If necessary, you always have the opportunity to revisit the pages you have already completed, just remember to click Save Changes each time you make changes.

Instructions
Enter the name of this lesson and select the grade level for which it was developed. You may also select additional grade levels for which this lesson might be appropriate. If you are working with others to create this lesson plan, enter their name(s) and email address(es).

Tip!
Use a lesson name that describes what the lesson is about. For example, call the lesson "Women of the Gold Rush" instead of "Lesson No. 5".

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Creating a New Lesson Plan: Step 1B Specify the Instructional Setting In Which the Lesson Will Be Implemented
Your lesson plan has now been assigned the title you gave it on Step 1A. The Lesson Plan Builder Wizard has also assigned it an identification number. You were introduced to the Instructions box in the previous step, so all you need to do is to follow the instructions and click the Save Changes box.

Instructions
Click the box next to the instructional setting for which your lesson is written. If your lesson can be simply modified for a different setting, check that box also. However, if you check more than one box, you should include notes regarding modification within the text of your lesson.

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Creating a New Lesson Plan: Step 1C Enter Lesson Description and Objectives
From this point on, you will always see your title and identification number on each page of your lesson. By now you are also becoming familiar with the Instructions box and the Tip! box on the right side of the page. Please follow the instructions as closely as possible. If you are confused about an instruction, you may want to check the sample lesson provided to see how the instruction was followed. When you have written your description and objectives according to the instructions and tip, click the Save Changes box to move to the next page.

Instructions
Write a brief description of the lesson while still conveying the goals and activities. Objectives should be clear and specific. In other words, the students wont learn how to use a thermometer, they will demonstrate how to read and interpret a thermometer. Also remember that the objectives are not your activities, rather they are the outcomes of your activities.

Tip!
At the beginning of each objective, write the phrase, Students will be able to. This will help you focus on writing an objective that is directly measurable.

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Creating a New Lesson Plan: Step 2A Select the Subject and Strand(s)/Domain(s) for Grade __
By following the Instructions and the Tips! on this page you will be determining what subject your lesson plan addresses. Occasionally, teachers write lesson plans that address more than one subject area. This page allows for additional subject areas to be targeted in one lesson plan. When you have chosen your subject and strand according to the instructions and tips, click the Save Changes box to move to the next page.

Instructions
Open the drop down menu to select the main subject area that your lesson addresses. Select the strand or strands within the subject area that your lesson will focus upon. You may choose additional subjects if you feel they are clearly addressed in this one lesson. If you have chosen additional subject areas, write a short statement in the Cross Curricular Connections box regarding the strand or standards within the additional subject area that the lesson will address.

Tips!
Dont feel the need to check multiple standards. Your lesson is given strength by allowing the reader to focus on the main standard or standards that your lesson addresses.

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Creating a New Lesson Plan: Step 2B Select the Standards Addressed by Your Lesson Plan
In the previous step (Step 2A), you chose the subject area and strand within that subject area that your lesson plan will address. In this next step, the Lesson Plan Builder Wizard supplies you with the standards match for your grade level, subject area, and strand or domain. All you need to do is place a check mark in the standard or two that you will be targeting. As always, it is important to read the Instructions and the Tip! on the right side of the page. On every page of the Lesson Plan Builder, there will be required information highlighted in the color red. If you click on the Save Changes button without filling in the required information, the Lesson Plan Builder will prompt you with a message to fill in that section before proceeding. On this page a message will also appear if you check more than three standards. It simply reminds you to focus your lesson one or two standards.

Instructions
Put a checkmark inside the box of the one or two standards that your lesson addresses. Dont feel the need to check multiple standards. Your lesson is given strength by allowing the reader to focus on the main standard or standards that your lesson addresses.

Tip!
One way to limit your selection of standards is to only choose those that you feel can be assessed at the end of the lesson with a high percentage of students mastering them.

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Creating a New Lesson Plan: Step 3A Specify the Types of Assessments That Will Be Used
On this page you are asked to identify how a teacher who uses your lesson plan will assess student learning. Although 13 assessment options are given, you may have a way of assessing students that is not included. Therefore, an additional option labeled Other may be checked and filled in. Although some of the choices may be ways that you assess your students on a daily basis, try to only check the specific type of assessment(s) that will be directly used in this lesson. At the bottom of this page, the Lesson Plan Builder reminds you of the standards you will be assessing.

Instructions
Click in the box to the left of the type(s) of assessment you have included in your lesson plan. Make sure there is a clear reference within the text of your plan to each assessment type you choose. If you dont see the type of assessment you have included, please select the Other box and write in the name of your assessment type.

Tip!
Take advantage of the ability to revisit the standards you selected in the previous step. They will help you to make sure your lesson is assessing the standards it aims to address.

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Create a Lesson Plan: Step 3B Specify How Student Learning Will Be Assessed
Now that you have identified the type of assessment you will use, this page asks you to describe your plan of assessment. For example, an elementary teacher might explain how she will assess her students with a rubric, and she will attach her electronic file by following the directions on the page to upload the document. If you upload a document, when another teacher wants a copy of your lesson, that teacher only needs to click on the link and the document will be downloaded to the computer for printing. When you attach a document, the Lesson Plan Builder gives you a window with the listing of the documents you have attached. Once again, you may also view the standards you need to be assessing.

Instructions
If you havent created separate documents to use for assessment purposes, use this box to describe how the teacher will assess student learning. If you have supplemental documents for the teacher to use for assessment purposes, please click on the identified area and you will be directed to upload a file from your computer. Once you have uploaded your documents, you can simply write, see attached documents in the description box, or give the reader some detail regarding the use of the documents. Make sure the text of your lesson plan refers to the documents.

Tip!
Having a document for the teacher to reference while assessing the levels of student learning is always helpful.

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Previewing the printed version of your lesson

At this point you may be interested in how your lesson will look when it gets printed. Of course, you know that you havent completed all the steps, but you can still take a look. All you need to do is click on the words Print Preview on the left side of the window. You will get something like the example below. You can perform this step at any point in the development of your lesson. Simply close the window to return to the last step of your lesson building session.

Making a change to one of your completed steps

What if youve read over the printed version of your lesson and youd like to change something? On each page of the Lesson Plan Builder, you will see a button labeled Back. This button can be clicked as many times as necessary to take you to the page upon which you would like to make changes. When you click Save Changes, you will move forward through the steps of the Lesson Plan Builder.

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Create a New Lesson Plan: Step 4A Select the Electronic Learning Resource(s) You Would Like to Use In This Lesson Plan
By the time you reach this page, the Lesson Plan Builder has listed all the resources reviewed by the California Learning Resource Network (CLRN) that match the grade level standards you specified in step 2. Now it is up to you to place a checkmark in the box on the left of the resource(s) that is integrated into your lesson. You may select more than one electronic learning resource or you may use the other box to identify additional resources. If you want to view all the information CLRN has packed into the review of your resource, simply click on the name and it will link you to the description page. From this page you can navigate to much more information by clicking on the links in the upper right corner.

Instructions
Click in the box to the left of the Electronic Learning Resource title that your lesson uses. You may select more than one.

Tip!
Make sure the ELR is significantly woven into your lesson plan. It should not exist as a supplemental tool.

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Create a New Lesson Plan: Step 4A Select the Electronic Learning Resource(s) You Would Like to Use In This Lesson Plan
Option 2 allows you to select a resource that has been reviewed by the California Learning Resource Network (CLRN). The California Learning Resource Network (CLRN), a free statewide service of the California Department of Education, provides a one-stop information source that enables California educators to identify supplemental electronic learning resources that both meet local instructional needs and embody the implementation of California curriculum frameworks and standards. For further information about CLRN or to search for resources, go to http://clrn.org.

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Create a New Lesson Plan: Step 4B Select the Computer and Video Resources Needed For This Lesson
The nice thing about the Lesson Plan Builder is that it is so user friendly. This page is very understandable with the Instructions and the Tip! on the right to help any first time user.

Instructions
Click in the box(es) next to any Software Applications, Computer Equipment, and/or Video Equipment that a teacher or a class will require in order to complete your lesson as you have written it. If a piece of equipment is not on the list, click in the box marked other, and write the equipment in the space provided.

Tip!
If the Electronic Learning Resource you chose on the previous page requires any of these pieces, dont assume the teacher will figure it out. Check everything that is needed.

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Create a New Lesson Plan: Step 4C Select the teachers required technology competency level
Every teacher has some level of technological skill. In order to use an electronic learning resource, it is important for the teacher to know if he has the necessary skills to effectively integrate the resource into a lesson. This page allows you to tell the teacher what level of competency in General Computer Skills or Internet skills will be required. Use the links for more information.

Instructions
Click in the circle to the left of the required technology level of the teacher who will use your lesson plan. If you are not sure of the appropriate competency level, click on the Category name to view a list of required competencies for Novice, Intermediate, and Advanced.

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Create a New Lesson Plan: Step 4D Add instructional materials to be used as resources with the lesson
This page allows the teacher to include names and descriptions of resources that may be needed to complete the lesson. You might also want to include resources that teachers may use for additional background information.

Instructions
There are two ways to complete this step. If you already have a list of materials that meets the qualifications below, you can attach that list by clicking on the "click here" link below the box and you will be prompted to upload the document from your computer. Then you can simply write see attached document in the box provided. The other way is to create your list in the box provided. Keep in mind that teachers will expect to follow your instructions exactly and have a successful lesson with this list. In other words, be very detailed in amount of materials needed. Specify if the materials are per group or per student. Are certain sizes of materials better? Dont assume anything. Include as much information as possible.

Tip!
Dont forget to include your Electronic Learning Resource, application software, and equipment in this list. It may seem redundant, but this may be the last place a teacher looks before beginning a lesson. Also, have another teacher try out your lesson to make sure you have included all the necessary equipment.

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Create a New Lesson Plan: Step 5 Specify how the lesson will be implemented
As the Instructions state, this is the most important part of your lesson! Read the Instructions and Tip! carefully and take as much time as you need on this page. If you have taken digital photos of your class during the lesson, or you have a completed student project to share, you can attach it where it is noted. Think about everything you could see on a written page in order to teach a great lesson. Give the teacher who will select your lesson as much as you possibly can share. Remember that you can see a printed preview at any time by just clicking the Print Preview button in the left column.

Instructions
This is the most important part of your lesson. Good lessons give plenty of detail in each numbered step of the procedure. Include possible student answers to discussion topics. If you have already written the entire procedure in another document, copy and paste it in the Teachers Procedure section. You may need to cut out the Student Tasks and paste those numbered steps in the box below, but reference the area where they fit in the Teachers Procedure. This is especially important if there is more than one area of Student Tasks. You may want to label the areas (Student Tasks A, Student Tasks B).

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Make sure to mention where to use any included worksheets or other materials that you have attached to your lesson. Time yourself as you teach this lesson to ensure accuracy in the Time Required section. Every teacher enjoys the last box on this page. You might use it to write about how to extend learning into other curricular areas or even outside the classroom.

Tip!
Have another teacher try to teach this lesson according to your procedure. Talk to him/her as soon as possible to review each written step in case you may have missed or assumed knowledge of important details that other teachers will need.

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Create a New Lesson Plan: Step 6 Submit Lesson to Peer Editing Team
Your lesson is finishedor is it? It looks great to you, but another teacher might have a suggestion for you. If you have already created a Peer Review Team, you can now submit your lesson to them for feedback. If you arent quite ready for the peer review process, that is okay too. You can submit the lesson when you choose. Just click on your choice of the two options.

Instructions
Now that you have finished all the parts of your lesson plan, you can send it to your chosen Peer Review Team so they can read it and hopefully test it out. Click on the underlined link to select the step you are ready to complete.

Tip!
Your Peer Review Team may suggest changes to your lesson plan with which you disagree. Think about what led your reviewer to make that suggestion. Could it be that you need more detail in your lesson plan to clear up any misunderstandings by the teacher? Maybe youd like to contact the reviewer for more feedback.

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Submit to Peer Editing Team

If you selected the option of submitting your lesson to a peer review team, you now are given a selection of which team you prefer to do the review. If you only have one team, of course you will only be given that selection, but if you have many teams, you may choose the most appropriate one. Unless your team members are regular visitors to the Lesson Plan Builder, you may want to select to send them an email message reminding them of a lesson that is waiting for feed back. If so, click in the email box and a message will automatically be sent to your team members. You can change the message if you wish. Once you have submitted your lesson, a window will let you know that your lesson plan has been assigned to your chosen peer review team. If you have not created a peer review team yet, there is a link that will take you to the page in the Lesson Plan Builder that will lead you through the process (see next page). By clicking on the last choice of options on this page, you will return to Step 6.

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Manage Your Peer Editing Team(s)

If you need to create or edit a peer editing team you will be directed to this page. If you already have a team created you can use the drop down menu to select that team and edit it. If you need to create a new team, just click on the link and you will be sent to the Create a new Peer Editing Team page. On this page you will enter a name for your team and click the next step button.

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Adding New Users to Your Peer Editing Team

The Lesson Plan Builder will automatically place the name of your team at the top of this page and ask you to enter a name in the search field. By putting in a first or last name and clicking search, the database will do a search for you and show you the matches it received. All you need to do is click in the Add User box for the members you would like to choose, then click Add to Peer Editing Team. You are now directed back to the previous page so you can add more members if you like. As you enter names, you will receive a list of the members of the team with the option to remove their names by clicking the remove button if you wish. Notice the choices of links at the top of this page. You have four options; Return to Lesson Plan, Manage Another Team, Edit Team Name, or Delete This Team. When you are finished creating your team, you may choose any of them to navigate where you wish.

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Lesson Plan Builder Feedback

When you are asked to give feedback on a lesson due to your membership on another persons editing team, this is where you access the lesson.

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Providing Feedback to Others The comment box opens once you click on Click here to add your feedback. It is important to remember that your feedback will not be taken lightly. Be very professional in your response.

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View Feedback Others Have Given You This screen is where you access the feedback of your peer review team for a specific lesson. You can also remove feedback via this screen.

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Viewing Feedback Provided by Others

The feedback your peer review team provides for you is displayed in separate boxes for each team member and identified with their name. You can choose to save or delete the comments.

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View or Edit a Lesson Plan This screen is reached by clicking on View or Edit a Lesson Plan from the Lesson Plan Builder home page. The screen gives you access to all of your lesson plans already in progress so that you can edit or print. There is also a delete button if you choose to delete a particular lesson plan and start over. Just click on the appropriate button.

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Lesson Plan Builder Feedback

User feedback is the best way to determine what improvement should be made to the lesson plan builder. This easy to use feature automatically includes your name and email message, all you have to do is make your comments and click the send feedback button. The Lesson Plan Builder staff answers every message and takes user feedback very seriously. Please let us know how we can improve lesson plan builder.

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Sample Lesson Plan

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Animal Parts Match The Environment (ID# 91)

Profile
Contributors: Lori Musick Subject: Science Grade Level: 1 Additional Subjects: None Cross Curricular Connections: None Instructional Setting: Small Group, Whole Class Student Population: At grade level General Description of Lesson: Students begin by viewing a video and having a discussion on animal parts. The lesson focuses on eating and movement parts with video interaction and animal cards. The culminating project is making an animal puppet from a paper bag with the correct mouth parts and movement parts.

Standards
Content Standards Strand/Domain: Life Sciences Content Standards: Life Sciences 2a Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. 2d Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants).

Objectives
Objective(s) of lesson: Students will be able to identify animal body parts that help animals get food, such as wings, legs, or fins. Students will be able to describe animals by body structures that help them eat, such as teeth, beaks, or claws.

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Technology
Electronic Learning Resource(s): Title Animal Parts and Their Uses
=Mathematics =English-Language Arts =Video =Internet =Science =CD-ROM

Sbj Type

Media

Grade(s) K, 1, 2, 3

Publisher 100% Educational Videos, Inc.

=History-Social Science =Floppy =DVD

=K-3 Reading/Math =VHS =Laser =Peripherals

Type/Media: =Software =Video Streaming

Software Applications: None Computer Equipment: None Video Equipment: VCR, Television Teacher Technology Competency Level (CTAP2 Rubric):

General Computer Skills: N/A

Procedure
Time Required: 2 class period(s) of 40 minutes. Materials and Resources used by teachers and students: 1. A set of 10 or more picture cards of animals that differ in many ways. Make sure you have more than one beak type and that you can see the teeth of some animals. Also, try to have animals that have wings, claws, hooves, fins and other ways of moving. The cards need to be large enough for all the students to see. It is helpful to have magnets or tape on the back for sticking them to the board. 2. One "lunch-size" paper bag for each student 3. Construction paper in many colors (for parts of the puppet) 4. A class set of scissors 5. Glue or paste for each student or small groups 6. Optional - templates for children to trace for beaks and sharp or flat teeth 7. Video - "Animal Parts and Their Uses" 8. VCR hooked to a television for class viewing 9. One Assessment Rubric for grading each student's performance Preparation for Teacher: 1. Gather all materials and make "supply baskets" for each table or group. 2. Test VCR/TV connection and preview the video. 3. Make an "example puppet". 4. Copy appropriate number of rubrics and put them on a clipboard for easy use. Step by Step Teacher Procedure: PART ONE

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1. Begin the lesson by telling the students that they will be watching a video about animal parts and their job is to listen for the answer to this question, "Why do animals have different body parts?" 2. PLAY the video Animal Parts and Their Uses from the beginning. 3. PAUSE the video when you hear, "....and some are very different." At this point you are seeing a pig's face. 4. Ask the students, "Why do animals have different body parts?" (to move, get food, and stay warm) If the students can't recall the answer, it is fine to rewind and let them listen again. 5. Tell the students, "Today we are going to focus on the different parts that help an animal move and the parts that help it to eat. You are going to hear more of the song now, but this time try to listen for parts that are movement or eating parts. Can anyone think of some parts that she might mention in the song?" Allow for responses from the students, 6. PLAY the video from where you paused it. 7. PAUSE when the song ends and you see a girl in the colorful triple-stacked box. 8. Ask the students to name some movement parts. Write the names of those parts on the board under a title of MOVEMENT. 9. Ask the students to name some eating parts. Write those names on the board under a title of EATING. 10. FAST FORWARD (while watching the video) until you see a cartoon boy have an x-ray pass over his middle section. 11. PAUSE on the picture of the little girl in the triple box with wings. 12. Say to the students, "You will now be watching for special parts that different animals have to help them move around in their own environment. Remember to watch and listen for as many different parts as you can." 13. PLAY the video until the narrator says, "Fish use their fins to help guide them through the water." 14. PAUSE as you see the girl in the triple-stacked box. 15. Ask the students if they can recall any of the movement parts that were just mentioned that we don't already have on the board. List them on the board 16. Say to the students, "Now we are going to hear about animal parts that help them to eat. We listed some on the board, but try to listen for new ones that we don't have yet." 17. PLAY the video from where you left off. 18. STOP the video when you see the girl at the dinner table eating a carrot and the narrator has said, "...so we need flat teeth and sharp teeth." 19. Ask the students to recall parts that help an animal eat that aren't already on the board. Write any new responses. If the students aren't recalling all the necessary parts, you can either rewind, or use questioning tecniques to elicit the necessary responses. 20. Put the animal cards on the board and say to the class, "Can anyone name these animals?" Call on various students to name the animals on the board. 21. Ask the students, "Can anyone choose an animal and tell me how it moves, and the parts it uses for moving? 22. Repeat step 21 for all the animal cards. 23. Ask the students, "Can anyone choose an animal and tell me what it eats, and the parts it uses to eat?" 24. Repeat step 22 for all the animal cards 25. For closure on the first segment of the lesson, ask the class what we've learned about animals today. It will help the visual learners if you put the key words on the board in an organizing fashion as the students recall the information. 2004 Stanislaus County Office of Education
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PART TWO 1. If the puppet is being created on a different day, this segment should begin with a short review of what animals eat and the parts that help them eat. Also, review how animals move and the parts they use to help them move. 2. Say to the children, "Today each of you are going to make an animal puppet from a paper lunch bag. Your puppet will be an animal with parts that are used for eating and parts that are used for moving." 3. Hold up an example puppet and say, "This is the puppet I made for myself. It is a _______. It eats ________ so it has __________ as the part(s) it uses for eating. In order to get its food, it needs to move, so it has _________ for moving. 4. Show the students the materials that are available for their puppet while giving them some idea of how to place teeth or a beak on the fold of the bag. 5. Give students time to think of different animals that would make a good puppet. Discuss some choices. Tell the children that they can choose any animal to create as a puppet, but they will have to say what it eats, what parts help it to eat, and how its movement parts help it to get food. 6. Give the students time to work while roaming the room to guide the students who are experiencing difficulty. If you would like to guide the students as a group through each step of the creation process, use these steps: a. Students need to cut out the teeth or beak from construction paper (template tracing optional). b. Students need to draw or cut from construction paper the claws, wings, or other movement parts for their puppet. c. Students need to glue or paste the parts onto the puppet and decorate the rest of the puppet as they wish. 7. After the puppets are finished and the glue is dry, tell the students, "Now each of you gets a chance to tell us about your puppet. You will stand up and tell us (write what is needed on the board as a reminder) what the animal is, how it eats, and how it moves to get food. As you are telling us, please point to the parts of your puppet that you are talking about. Who would like to go first?" 8. You will use a separate rubric for assessing each student. If a student forgets to mention an important part, use questioning techniques to elicit a response. 9. Fill out the rubric based upon the necessary information the student can tell the class.

Assessment
Assessment Type(s): Interviews, Projects, Rubrics Assessment Plan: During the group work with the animal cards and the presentation of the video segment, a general verbal assessment is conducted with students to determine the mastery level of the standards. The student projects will be assessed based upon the appropriate eating parts (beak, teeth, etc,) and movement parts (wings, legs, fins) that the students place on their puppet. The presentation of the puppet to the class will require the student to identify the animal, how it eats, and how it moves in order to get its food.

Enhancement

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Notes, tips, suggestions and/or extension activities: The puppets make a great bulletin board display and the students can write stories about their animals that can be placed next to the puppet.

File Attachments (if any)

Assessment Materials Attachment(s) Rubric.doc

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