LESSON PLAN BASICS
BY
by Dr. Brian Murfin
- First consult the "THREE C'S" i.e.,
CULTURE , CURRICULUM , and CONCEPTS . Learn about
your students' culture, hobbies, and lifestyles.
This information will give you possible ways of
making your science lessons more relevant and
interesting. Consult the syllabus, for example, the
Regents Living Environment syllabus. This will give
you an idea of the breadth of the discipline you are
supposed to cover. You should also check the
National Science Education Standards, the NYC and
State Curriculum Frameworks and Standards, and
commonly used textbooks. Most importantly, consult
with experienced teachers and look at past
examinations to get an idea of the depth you are
expected to cover on specific topics.
- Include a science background
section which contains general information on the
topic for the teacher's use. With regard to the
depth of this science background material, assume
that your lesson or unit plan might be used by a
substitute teacher who did not have any prior
knowledge or experience in this area of science.
- Write down the topic, grade level,
and date. Keep all your lesson plans in a binder.
Next year when you are teaching the same topic you
will be able to check if you are behind or ahead of
schedule.
- Once you have chosen a topic, write
out instructional objectives which specify what the
students should be able to do or what they should
know after they complete the lesson.
- After you think of the activity or
activities you would like to you will need to
specify the materials you will need. List the
quantities of all materials and where they can be
obtained. Remember, a substitute teacher should be
able to come in and teach your lesson using your
lesson plan. Also specify any books, software, etc.
that might be necessary.
- Now you should write out a step by
step procedure which includes approximate times for
each step.
- Your very first act during the
lesson should be to gain the students' attention and
to motivate them to learn . This is where prior
knowledge of the students' cultures, lifestyles,
etc. can help. Another way to motivate students is
to provide information on prospective careers
related to the day's topic. Discrepant events are
also a very powerful tool. Finally, the best
learning takes place when play is blended with work
. The students can and should have fun while they
are learning science.
- After you have gained the student's
attention you need to ascertain the concepts the
students hold on the topic in question. This can be
done through discussion, careful questioning,
surveys, concept maps, etc. A very effective
technique for beginning a lesson is to use an
advance organizer . An advance organizer provides
the students with ideational scaffolding, i.e., a
cognitive structure, within which new concepts can
be integrated and incorporated through a process of
assimilation. An example of an advance organizer
would be an overview of the topic, with broad
overarching principles described.
- Now the procedure for the activity
can be described. Any hand-outs, books, materials,
etc. should be included with the lesson plan.
- Questioning is a very important
part of science. Include discussion questions and
possible answers in your lesson plan.
- Finally, you should have closure
for the lesson. Tie up loose ends, summarize, ask
stimulating open-ended questions, have students
attempt to apply the concepts they've learned to
new, novel situations and problems.
- Always overplan! Make sure to have
contingency plans for finishing early or running out
of time. Have some short, quick activities that
students could do if they finish early. Be prepared
to end the lesson before you have finished the
activity.
- Evaluate the lesson . What went
well, and what could be improved next time?
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