TITLE: State the title of the unit or activity in the form
of a question, such as: "Do we use too many
disposable items in our community?"
NAME:
Give your full name.
GRADE LEVEL:
Give target grades.
SUBJECT AREA(S): State the discipline(s) that the unit/activity encompasses.
TOPIC: Detail the area(s) within the stated discipline(s)
that are addressed by the unit/activity, such as "BIOLOGY--cell structure."
CONTENT/SKILLS:
Outline the process skills which are used
and/or improved by the activity, such as "classifying, measuring, graphing, interpreting,
experimenting and problem-solving."
GROUP SIZE: Indicate whether students will work individually, in
pairs, or in groups (specify group size).
-
METHODS:
Include whether instructional method will be
lecture, discussion , field trip, research and/or laboratory activity,
experiment/demonstration, Cooperative Learning, literary research/review, or some
other method you devise.
-
TIME NEEDED: List the number of class periods required to complete
the activity, which may be a full day.
-
INTRODUCTION: A brief description of the unit/activity.
Highlight its focus and convey the unit theme's purpose.
-
OUTCOMES: The objectives use illustrative verbs within a
statement which begins "The student will...," as in--(illustrative verbs are
only underlined here, not in your writing):
Construct
graphs from the data.
Measure
the energy required to germinate the pea seeds.
Recognize
and
interpret
seed viability.
Evaluate
the effects of various types of storage containers on
seed viability.
Infer
the ecological impact of local rivers.
List
the five major parts of a tree.
Never use the terms "appreciate" nor "understand"
as these are not measurable outcomes. It must be possible to evaluate or
measure any outcome, which should be stated as such. Objectives are concise, relate
to your activity, and are correlated to the types of evaluations to be incorporated.
It is strongly recommended that Bloom's Taxonomy and the various levels within the
"Cognitive Domain" be utilized. Keep the number of stated objectives low,
thereby assuring the unit's success. An excessive number of stated outcomes are difficult to
achieve and evaluate.
MATERIALS: A brief, but concise, list of all
of the materials required
to conduct the activity are listed in column or outline format, as in:
Needed at each lab station:
pea seeds (5-7) plant
pots (3" diameter)
metric ruler
potting soil (sterilized)
balance (to .01 g) graduated cylinder (100 m)
3 paper towels tap
water (25 m)
thermometer (100*C) 2 sheets of graph paper
(10 squares/cm.)
PROCEDURES:
The exact procedure for conducting the activity is
given in step by step instructions.
EVALUATION:
Detail the method(s) by which student achievement of
the stated objectives will be measured. as in: test, discussion, oral/written reports, or
some other method you devise.
BACKGROUND:
Specifically state the background knowledge that students require in order to
benefit most from this activity and whether it need be presented first or
tested for prior to beginning the unit.
EXTENSIONS/CONNECTIONS:
Suggest additional areas in which this activity can be utilized.
Connect the unit to other instructional programs: A
Science paper on a local landfill could be submitted to the school newspaper for possible
publication.
Extend the unit: An additional paper to be written with
possible solutions to the landfill problem proposed by the student.
RESOURCES/REFERENCES:
A list of all information sources used for devising the lesson plan, including
suggested areas for activity enhancement research.
SOURCE OF PLAN:
End the Lesson Plan with your name and the name and address of your school in
order to give yourself credit and so that you may be contacted by potential
users of your plan.
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