Class 6

1
Activity Planning Format For Lesson Plans
This part is the same as a GLP
Subject/Course Science Technology Name Your Name
Grade Level Grade 6 Date September 26, 2007
Topic Electricity Time 1230 115 (45 min)

Instructional Expectations and Opportunities The grade 6 learners will
Expectations

1) from the curriculum documents .
6s52 Grade 6 Science and Technology
Energy and Control Overall
Expectations design and construct a variety of
electrical circuits and investigate ways in which
electrical energy is transformed into other forms
of energy
1
2
Activity Planning Format For Lesson Plans
This part is the same as a GLP
Subject/Course Science and Technology Name Your Name
Grade Level Grade 6 Date September 27, 2004
Topic Electricity Time 1230 115 (45 min)

Instructional Expectations and Opportunities The grade 6 learners will
Expectations

1) from the curriculum documents .
6s52 Grade 6 Science and Technology -
Electricity discover how to
construct a simple electrical circuit
2) Now make it specific to your lesson
1
3
Flip down to find the Assessment section
2
Remember Design-Down
5. Assessment

How am I going to assess the students?
Using a clipboard and class list as a checklist,
observe students as they try to light the light
bulb using a simple electrical circuit Note an
X if the students requires extensive remediation,
a Pif the students are able to construct the
circuit and get the light bulb to light, an E for
a level 4 (figured it out quickly and could
explain what it happening using appropriate
scientific terms a S for satisfactory (light
bulb lit and could explain using some scientific
terms), (also note a B for behavioural issue.)
Class list is attached.
How could I make this stronger by self or peer
assessment?
Does it reflect the expectation?
6s52 Grade 6 Science and Technology -
Electricity discover how to
construct a simple electrical circuit
4
4. Teaching / Learning Strategies
Introducing the Activity
Routines Application (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task)
Teacher's Role i) Procedures
What are the routines?
Include general routines that apply to this
subject and routines specific to this lesson
3
5
Activity Lesson Plan What goes where?
3. Content
Topic Simple current (Electricity Unit) Application Closed circuit needed electrons must travel along the wire, through the light bulb (filament), back into the wire, through the battery, and back. They need to be able to use this terminology in their explanation. Open Closed
4
The content for the activity will the students be
doing
Remember Design-Down
6
4. Teaching / Learning Strategies
Introducing the Activity
Routines Application (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task)
Teacher's Role i) Procedures Instructor review scientific method give purpose, apparatus, set up materials on each table Facilitator Guide on the side monitor and help individual students as they engage in discovery - Assessor keep a checklist of observations Educative Question for Task What is happening with the electrons that causes the light bulb to light? (Comprehension level question) Ask at the end. Tracking monitor using checklist while assessing (see assessment section) ii) Consolidation of Learning
5
What is my role as the teacher?
7
4. Teaching / Learning Strategies
Introducing the Activity (2 min Hook 5 min Review) Introduction (Part A Hook) turn the light in the room off and on do same with flashlight have finger to lips to indicate silence Introduction Remind class of what we learned about static and circuit electricity and the movement of electrons Review last two classes Tell students that as a group they are to use the materials on the table to make the light bulb light Have a student explain back the task (Consolidation 1) Send to task
Routines Application (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task)
Teacher's Role i) Procedures Instructor review scientific method give purpose, apparatus, set up materials on each table Facilitator Guide on the side monitor and help individual students as they engage in discovery - Assessor keep a checklist of observations Educative Question for Task What is happening with the electrons that causes the light bulb to light? (Comprehension level question) Tracking monitor using checklist while assessing (see assessment section) ii) Consolidation of LearningHave a student explain back the task (Consolidation 1)
How will I introduce the lesson?
3
6
3
8
4. Teaching / Learning Strategies
Introducing the Activity Introduction (Part A Hook) turn the light in the room off and on do same with flashlight have finger to lips to indicate silence Introduction Remind class of what we learned about static and circuit electricity and the movement of electrons Review last two classes Tell students that as a group they are to use the materials on the table to make the light bulb light Have a student explain back the task (Consolidation 1)
Routines Application (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task)
Teacher's Role Procedures Instructor review scientific method give purpose, apparatus, set up materials on each table Facilitator Guide on the side monitor and help individual students as they engage in discovery - Assessor keep a checklist of observations Educative Question for Task What is happening with the electrons that causes the light bulb to light? (Comprehension level question) Tracking monitor using checklist while assessing (see assessment section) ii) Consolidation of Learning Have a student explain back the task (Consolidation 1) (Consolidation 2) At end of lesson, take up the findings as a class draw on board the different ways students lit the light bulb isolate common elements have students copy the illustration and put in the findings section of the scientific method for this lesson in their notebooks (10 min)
5
How will I introduce the lesson?
3
7
3
9
Activity Lesson Plan What goes where?
8
Preassessment
Learners
Learning Environment
Resources
Same as GLP

• Movement of electrons covered last 2 classes
• Students have experience with static electricity
• Students need to know what a wire, battery, and
  light bulb are
• Students are aware of health and safety issues
  when working with electricity
• Monitor Jean Luc Picard and accommodate as
  necessary (see IEP in top of desk physical
  exceptionality specific strategy (if
  requested) manipulate objects for him under his
  oral direction)

What do the students need to know before they can
be successful in this lesson?
Whats missing?
How must the environment be set-up?

• Classroom desks in groups (class list seating
  plan in teachers desk, rt-hand drawer)
• Have all equipment for experiment out on front
  desk for pick-up
• Have scientific method (first steps) done on
  transparency
• Teacher is to circulate throughout class during
  activity

What resources are needed?

• Overhead projector and transparency with purpose,
  apparatus and method done chalk, blackboard,
  pen student notebooks (in desks)
• 1 set of battery, light bulb, wire per group (8
  groups) extras for early finishers

As you work through creating the lesson you may
add resources
10
Activity Lesson Plan What goes where?
Preassessment
Learners
Learning Environment
Resources
Same as GLP

• Movement of electrons covered last 2 classes
• Students have experience with static electricity
• Students need to know what a wire, battery, and
  light bulb are
• Students are aware of health and safety issues
  when working with electricity
• Monitor J.L.P. and accommodate as necessary (see
  IEP in top of desk physical exceptionality
  specific strategy (if requested) manipulate
  objects for him under his oral direction)

Correction !

• Classroom desks in groups (class list seating
  plan in teachers desk, rt-hand drawer)
• Have all equipment for experiment out on front
  desk for pick-up
• Have scientific method (first steps) done on
  transparency
• Teacher is to circulate throughout class during
  activity

• Overhead projector and transparency with purpose,
  apparatus and method done chalk, blackboard,
  pen student notebooks (in desks)
• 1 set of battery, light bulb, wire per group (8
  groups) extras for early finishers

As you work through creating the lesson you may
add resources
11
9
Reflections
I Student Learning
Effectiveness of Student Teacher
Next Steps
Reflect on the learning Make a clear statement
(including indicators) describing the degree to
which the expectation(s) were achieved by all
students - any more you could add? Is there a
better expectation you could have used?
Same as GLP
Does the lesson fit the guidelines stated?
Fill out the reflection based on the lesson
presented and the questions.
What was the quality of your initiation,
interaction and intervention (your communication,
planning, implementation, organization,
motivation, teaching/learning strategies,
questioning, etc How effective was this lesson?
How effective were the individual parts of the
lesson? Was the assessment reliable and valid?
What needs to be done next? Focus on developing
the next lesson based on what happened Pro-active
classroom management strategies to be
considered What do you need to remember for next
time you do this lesson?