INSTRUCTIONS
Science Inquiry Lesson Part 2 via Vialogues
Candidates will plan a 2nd inquiry-based science lesson, as part of their intermediate-level field work requirements. This lesson must be a different lesson but connected to the same unit topic you selected for Inquiry Lesson Part One. What would be a next logical lesson in this sequence? This will allow you to consider how lessons can be scaffolded or sequenced.
****For fully online courses: In lieu of acting out this lesson, the candidates should include more details than a typical lesson plan. Candidates should include scripts of what the teacher will ask, how s/he will respond, etc. Think of this assignment as a lesson plan “screen play.” It should describe the lesson in enough detail that one could visualize being there and watching it happen and with evidence of rich academic language used throughout (use Academic Language supports provided by your Instructor). In your script, please include a minimum of two guiding questions you would ask during the: Engage, Explore, Explain and Extend, (minimum of 8 questions total). Additionally, please describe how this dialogue you will cultivate connects to prior knowledge and aims to create a deeper understanding of the lesson objectives
(NAEYC 1c, 3c, 3d, 4c, 5a, 5b, 5c; CAEP 1, 2, 3, 4; NYSTS 1, 2, 3, 4, 5; Mercy ILO 2, 4; NSTA 1, 2, 3, 5, 6, 8; SLO 1-5)
The written lesson should include:
Constructivist Lesson Plan Format
Lesson Plan Team Members: (Yourself ..Any support staff??)
Science Subject Area and Grade Level: (Remember to relate this to the topic/unit from the first Inquiry Lesson)
New York State Science Learning Standards: (Please write them out in their entirety)
Include grade-level appropriate PE (Performance Expectations), SEP (Science and Engineering Practices), DCI (Disciplinary Core Ideas), CCC(Cross Cutting Concepts)
See http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf
Objective: The specific objective for your lesson based on the New York State Science Learning Standards.
2-5 objectives that are clear, measurable, specific, and standards-based.
**Use the Blooms Taxonomy chart provided to construct measurable, observable goals. Doing this will support alignment between lesson objectives and the lesson assessments. http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Criteria for Success: Describe how you will know students have attained the understanding embodied in the objective.
Two supporting artifacts reflection: pick ONE of the learning objectives for this lesson and submit two assessment samples that support achieving that one learning goal. These can be formative and/or summative assessments. The purpose is to demonstrate that we can design varied assessments to accommodate and meet the needs of a diverse learning population by differentiating our instruction. Be sure to explain in a few sentences how these assessments of student learning will inform instruction. Additionally, think about why you would use these activities specifically to assess student learning and why and how would you use these assessments to inform your practice to help students meet intended learning goals?
(Examples would be: teacher-made assessments, worksheets (modify as needed and please source the website if you use one), photos of student work, a detailed explanation of the assessment, names of actual digital resources you would use, etc
Resources: What resources will you and the students use?
What materials are needed to successfully complete the lesson? May include science materials, books, instructional technology, etc
Adaptations: Describe how you will adapt the lesson to account for students whose educational challenges fall into two of the following categories: a student with Special Needs or a student who is a Second Language Learners or a student who has an Individual Learning Plan. (Be specific)
Refer to Multiple Learning Styles and Gardner’s Intelligences.
Remember: You need to include a minimum of two guiding questions you would ask during the: Engage, Explore, Explain and Extend, (minimum of 8 questions total). Additionally, please describe how this dialogue you will cultivate connects to prior knowledge and aims to create a deeper understanding of the lesson objectives
Engage: Describe you will capture the children’s attention and help the children access prior knowledge.
+ Two Guiding Questions: See Above
Explore: Describe how you will give students an opportunity to think, plan and organize collected knowledge.
+ Two Guiding Questions: See Above
Explain: Describe how you will involve students in an analysis of their experiences. Use reflective activities to help students clarify and modify their understanding.
+ Two Guiding Questions: See Above
E-Learning or SMART Board Activities: Describe how you will involve students in an online learning situation or SMART Board activity that offers opportunities for additional review or exploration. (Be specific!!!)
Extend: Explain how you will give students the opportunity to expand and solidify their understanding of the objective and apply what the students have learned.
+ Two Guiding Questions: See Above
Evaluate: Describe your final evaluation technique. Also describe how you will evaluate throughout the lesson and how you will involve students in evaluating his or her progress.
