IIED: ICT in Education Lesson Plan Format

2017

Heart / Biology

YOUR NAME :   Bergen Raoul                                                             

SETUP

Replace the text in the right-hand boxes with your own content

Subject Area(s)	Biology
Grade Level	K-12
Lesson Summary (take this seriously)	The overall purpose of the lesson.  The teacher’s main goal and the expected outcome for the student.  Provide a short description. At the end of the lesson the students could understand show you in practical form how the hart pumps the blood flow true the human body.
Student Objectives & Outcomes (take this seriously)	The students will be able to accomplish/demonstrate three key skills/behaviors: 1.        Action verb 1:  Example: students will assemble a 3D cube based upon instructions 2.    the students will assemble a balloon/ tire pump/ mouth 3.    the students will assemble a pressure line for the blood flow
Suriname Learning Outcomes	What standards from Suriname learning lines does your lesson meet? It meets to 302918218-Curr-Basisonderwijs (Chapter 5.4, page 37, table 9)
Foundational STREAM Ideas (pick at least two)	How does the lesson connect to a foundational idea in Science, Technology, Reading, Engineering, Arts or Mathematics? Engineering Technology
Real World Connections or Applications	What real-world connections can this lesson help to understand? Example: Global Warming How pressure works (down /up-wards) ex. In a airplane or Pipeline for oil

the way in

Checklist for Readiness	__What I do to ensure that the students know (a) what the lesson is all about (on the chalk-board or through other means (b) what they are expected to learn, and (c) what the outcomes will be. Be clear about this.  Make it openly available to the students I start my lesson with an audio of a heartbeat and let the students listen very carefully how it raises up and slows down. Then I ask questions , what they think the listened to, why the beating went harder or slowed down. __I have a plan for assessing prior knowledge (see next box below) __All materials are set up so that I do not waste time __I have a plan for differentiating instruction __I know that students can understand what I am saying __My classroom is friendly, disciplined, and ready for learning
Vocabulary	What vocabulary is connected with this lesson? Pressure, liquid, gas, solid, chambers of the heart,
Lesson Outline	Launch/Warm-Up/Introduction Questions are only for guide
	Engagement ·         Describe how the teacher will capture students’ interest. I start my lesson with an audio of a heartbeat and let the students listen very carefully. Then I combine it with a video of a running individual form start to top speed and finish. Then I ask questions, what they think the listened to, why the beating went harder or slowed down. ·         What kind of questions should the students ask themselves after the engagement? How come the beat risen or slowed down? What happens while running? What do we breathe in? Exploration ·         Describe what hands-on/minds-on activities students will be doing. ·         1The students will attach a balloon /tire or a straw to their mouth to blow air true. In the chosen material they would put colorized water “blood”. ·         2They could attach the straw to the tire or balloon by making a hole to let the liquid flow “veins”. ·         3How harder they blow /pump…pressure rises, how more liquid flows true ·         4How less pressure is added ,how less liquid flows. Explanation ·         Students watch the film, follow the instruction, discussing in groups how to use the materials such as Pump, Pressure, Liquid, Flow, Gas, Oxygen  and relate through the task instruction Elaboration A day before class, the students get instructions to bring materials as straw, balloon, pump Evaluation ·         How will students demonstrate that they have achieved the lesson objective? By giving them a exercise: two closed cans with liquid connected with each other by a straw. From above one can will have a straw to blow true. By adding pressure the liquid will flow to a decided level. Ex. the cans where the liquid has to rise have “marked levels” All of this the students have to put themselves together to make it work ·         This should be embedded throughout the lesson as well as at the end of the lesson
Assessing Knowledge	Pre-Assessment ·         The students must answer the questions asked by the teacher. ·         The questions are based on the lesson from the 6th grade. Post-Assessment ·         After class, they must be able to know the difference between gas, liquid and pressure ·          The students can answer questions they cannot before and will have learned stuff they didn’t know before the lesson. Rubric Be clear on the rubric you use for doing the pre-assessment and post-assessment. Try to make it qualitative/quantitative. Here are some examples: ·         http://www.exemplars.com/assets/files/Classic5LevelRubric.pdf ·         http://www.exemplars.com/assets/files/science_rubric.pdf ·         http://www.exemplars.com/assets/files/rwr_reading_rubric.pdf ·         http://www.exemplars.com/assets/files/rwr_comm_rubric.pdf Excellent Average poor Task 1 Relate de difference between gas, solid and pressure When 2 of 3 is mentioned None or 1 is mentioned Task 2 Difference in pressure related to heart none Task 3 Fat simulation with explanation poor explanation No explanation

the way through

Activities and Scaffolding (Be specific)	Students follow the instruction for the practicum task Teacher make sure that the instructions has been understood Students working in group (collaboration)
Effective Pedagogies (Be specific)	·         What you do to encourage students to move through the material. Review what you have learned in Year 1 and Year 2 to date ·         Students follow the introduction video, during the process the teacher gives feedback, students has to do 3 practicum tasks
Differentiated Instruction (Be specific)	students has to listen carefully, makes note during the instructions and asked questions for clarifying
Use of ICTs (Be specific)	·         Fat simulation, YouTube film, laptop, beamer, Materials (pump, straws, balloons, bottle water

CLASSROOM MANAGEMENT

(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Your Organization	·         Classroom is organized to be warm, friendly, and suited for learning ·         Lesson is flexible and responsive ·         Timing is suitable ·         Students are motivated and monitored
Your Instruction	·         the lesson is clearly organized ·         during the lesson teacher uses verbal and non-verbal communication ·         teacher caught the attention during task to give proper feedback
Your Students (You can demonstrate that…)	·         Are responsible to the well-being and order of the classroom ·         Respond to appropriate discipline where necessary ·         Are respectful and kind to you and each other ·         Students feel safe and are given appropriate feedback

21st Century teaching and learning

CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and briefly describe how your way in, through, or out demonstrated these concepts.  Feel free to choose from the following list or add your own:
Year 1 and 2 Canvas sites PLUS each of the following is a link from: http://edutopia.org	Brain-Based Learning |  Character Education |  Collaborative Learning |  Culturally Responsive Teaching |  Design Thinking | Differentiated Instruction |  Digital Citizenship |  Environmental Education |  Flipped Classrooms | Formative Assessments |  Game-Based Learning |  Health and Wellness| Home-School Connections |  Inclusive Education |  Inquiry-Based Learning |  Learning Styles |  Maker Education |  Media Literacy | Mobile Learning | Multiple Intelligences  |  Performance Assessment | Problem Based Learning |  Project-Based Learning | Rubrics |  Service Learning   Social and Emotional Learning | Social Media | Special Education | Student Engagement
21st Century Teaching and Learning Choice 1:	Name, along with how you used this concept in your lesson plan Collaborative: students working in group and discussing the materie
21st Century Teaching and Learning Choice 2:	Name, along with how you used this concept in your lesson plan Student-engagement: student are involve in practicum task, they are also prepared to look up for materials and do research in internet about the heart
21st Century Teaching and Learning Choice 3:	Name, along with how you used this concept in your lesson plan Gamebase learning:  they doing excersices about fatsimulations

the way forward

Practice in class and at home	·         The students will listen to teacher and make notes. Further they will learn to listen to each other when reading out of the student’s book and answer the questions asked at that moment. ·         At home students do preparation by looking for materials and look up for some information about the heart
Where this Leads	·         Making the students understandable to show in practical form how the hart pumps the blood flow true the human body.
Ending class (be specific)	·         The students get and task to simulate with fat and explain what is happening and make the relation to the heart and blood. ·         Students answers specific question about the task and result
Handouts, Links and Resources	·         Handouts printed with notesheets ·        Heartbeat Sound https://www.youtube.com/watch?v=hd1s_WmMaTQ https://www.youtube.com/watch?v=fXQTeS8f9wY