TPCK Planning Tool

Lesson Title: Sexually transmitted diseases and contraceptives Duration: 90 minutes Audience: 10-12th graders Lesson Purpose/Objective: Review STD/contraceptive information for test next class Question of the Day: Which contraceptive was new to you and why would you choose to use it or not use it? Include at least the following: side effects, cost, and ease of use. (5 mins.) Students will create a set of questions for a particular topic within the STD/contraceptives chapters to enter in the jeopardy review game on the computer. These will be chosen by either first come first serve, or by a draw out of the hat. The students will vote to select the method. Once the questions are completed, the teacher will demonstrate how to enter them in the computer and then watch and help if needed while they complete this task. (Other groups will put away books, and set up tables into team seats as this is done.) (30 mins.) Game will be played from student questions and then the second round will be played with the teacher questions. (The students may not select from the category that they created unless that is all that is left.) (35-45 mins.) Once the game is over, pass out the prize to the winning team and ask everyone to write down what they learned they need to work on to be ready for the test next class. Have the students that did not win say what they need to work on and then give them a piece of candy. Put tables back. (10 mins.) Supplies/Equipment Needed: Parenting Textbook, computer, projector or Smartboard, Teacher Supplies Computer Projector or Smartboard http://jeopardylabs.com/ Prizes 2nd round questions, created by teacher, ready to go Paper

Comment [H1]: In the past lesson plan, the students did not help create questions. They were teacher made. The game was also done on laminated cards with the score kept on the white board.

Comment [H2]: Second round was not previously done. I thought this would be a good way to be sure in-depth questions are asked that require deduction and reasoning to complete.

Comment [H3]: I did not do a reflection at the end of the game in the past.

Student Supplies Other

Textbooks

Notes

Resources/Materials: See attached: TPCK planning Tool Reference page, UDL, Marzano, Theories Breakdown, Information Literacy Comparison

Standards Used:

Content Standards Used

ISTE Standards for Teachers and Students

21st Century Skills (NCREL)

Information Literacy Standards (AASL, AECT) Colorado uses these Standards www.ala.org/aasl/stand ards/ www.cde.state.co.us/ed tech/download/st-7.pdf

http://www.coloradost ateplan.com/content_st andards.htm

http://www.iste.org/sta ndards.aspx

http://p21.org/

N15.1.2 Analyze expectations and responsibilities of parenting.

Communication and collaboration

N15.1.3 Analyze consequences of parenting practices to the individual, family, and society.

Research and Information

RWC01.01.c - Oral Expression and Listening - Effective speaking in formal and informal settings require appropriate use of methods and audience awareness. Use examples, illustrations, graphics, quotations, analogies, facts, and statistics to focus and support the content of a presentation RWC04.06.c - Research and Reasoning - Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions - Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness

Digital Citizenship

Differentiation Methods: UDL 1. Provide options for language and symbols Behaviorism 1. Teacher demonstrates process for jeopardy, then students repeat Cognitivism 1. Students choose information best suited for jeopardy game by determining what they feel are the most important facts. Constructivism 1. Enter information into jeopardy game and then play game.

2. Provide options for

comprehension

2. Reinforce knowledge with rewards winner

2. Answers questions by using previous information

2. Shows comprehension through answering game questions while standing

Strategies Used: 1. Similarities and Differences 2. Summarizing and Note Taking 3. Reinforcing Effort and Providing Recognition Winners and good questions recognized 8. Generating and Testing Hypotheses 4. Homework and Practice

Marzanos Strategies

Creating questions for game

Study for test

5. Nonlinguistic Representations

6. Cooperative Learning

7. Setting Objectives and Providing Feedback Importance of learning during the review game is understood want to be successful on test

9. Questions, Cues, and Advance Organizers Question of the Day to start class relating to the days lesson

Work in groups to come up with their questions and to play the game

Reflection Used: Teacher Pre-reflection use previous information and feelings from students to determine future path Mid-reflection evaluate ongoing feedback from students Post reflection evaluate lesson and rewrite plan with improvements Students Use exit cards, reflection essays, discussion, Q &A, or other method Pre MidPost-

Notes: Pre-teacher will begin class with a question of the day that will relate to this class, but will require reflection from the class before. Mid-teacher will be sure the students are understanding the questions/answers as the game progresses by observing confused students and explaining answers if the group that chose the question cannot. Post-teacher will award winning team and have each student that did not win reflect on what they need to work on/study for homework to be successful on their test.

Notes: Pre-students will reflect on what is important within their topic as they prepare their questions for the game Mid-students will reflect and ask questions during the game as they do/do not understand answers Post-Winners will receive candy prize and losers will get candy after telling the class what they need to work on the most for improving their knowledge to do well on the test next class.

Other: After students leave, review the questions they had the most trouble with. Was it the way they were written? Does it need to be re-taught? Was it an obscure question? Evaluate them and see if anything will need reviewed at the beginning of next class before the test.

Comment [H4]: I did not reflect on the students answers in the past, but I do believe after our class, that this would be very beneficial. I have learned how all the theories play into learning and realize that more care needs taken when planning lessons and in evaluating them afterwards for pros and cons.