Single-day, standards-based lesson plan

For this assessment, you will create a single-day, standards-based lesson plan for a third-, fourth-, or fifth-grade science class. In your direct instruction lesson plan, you will need to incorporate an active participation strategy, a grouping strategy, a technology, and an assessment aligned to the stated lesson objective. You will then analyze and justify the use of these strategies for the class as a whole in a separate essay.

COMPETENCIES
649.1.3 : Research and Evidence-Based Instruction and Assessment

The graduate integrates research derived from evidence-based practice into the planning and delivery of meaningful, relevant, and engaging instruction and assessment.

649.1.4 : Engagement

The graduate develops active learning opportunities for a variety of students to promote meaningful, relevant, and engaging student-focused instruction.

649.1.6 : Grouping

The graduate incorporates various grouping strategies into instruction to facilitate learning for all students.

649.1.7 : Technology

The graduate uses technology appropriately in the planning and delivery of meaningful, relevant, and engaging instruction.

INTRODUCTION
An effective teacher develops lesson plans according to set standards for the grade level and subject matter being taught. An effective teacher must also carefully consider the needs of each individual learner in the class. The successful presentation of a lesson accommodates the physical, academic, social, and emotional needs of learners.

For this assessment, you will create a single-day, standards-based lesson plan for a third-, fourth-, or fifth-grade science class. In your direct instruction lesson plan, you will need to incorporate an active participation strategy, a grouping strategy, a technology, and an assessment aligned to the stated lesson objective. You will then analyze and justify the use of these strategies for the class as a whole in a separate essay.

SCENARIO
You are a self-contained general education teacher in an elementary school (grades 3–5 only). Your class comprises a variety of students with different abilities and backgrounds:

• 26 students total (15 boys and 11 girls)

• 19 students are on-grade-level readers

• 5 students are two grades above reading level (2 with identified gifted exceptionalities)

• 2 students are English language learners at the intermediate level

Daily planning, instruction, and assessment should reflect the individual needs of each student.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Create a single-day, standards-based science lesson plan for the third-, fourth-, or fifth-grade class described in the scenario that includes each of the following:

• an identification of general information (i.e., topic, grade, student grouping, seating arrangement)

• an identification of one standard (a third-, fourth-, or fifth-grade state science standard or Next Generation Science Standard)

• an identification of one three-part measurable objective that includes a condition, behavior, and criterion

• an identification of materials and resources for the students and teacher

• a description of prerequisite skills or connections to previous learning (i.e., What previously learned skills are necessary for students to be able to participate in and benefit from the planned lesson?)

• an explanation of procedures (including teacher and student roles) in sequential order for new information, guided practice, independent practice, and culmination

• an explanation of differentiated instruction accommodations for each of the two diverse student groups (i.e., students above grade level, and students who are English language learners)

• an explanation of an assessment that aligns with the stated lesson objective

Note: A copy of the assessment may be submitted, or the assessment may be explained. The assessment may be formal or informal.

Note: You may use the attached “Lesson Plan Template” or any other lesson plan template of your choosing. In addition to the template, this task requires you to incorporate additional elements. Be sure to review the task instructions and all materials carefully.

Note: Make sure you submit your completed lesson plan for this project.

Note: Clearly label each of the bulleted items in your submission.

1. Identify and clearly label the following four strategies to support student learning within the instructional sequence (i.e., the numbered section of the template):

a. one active participation strategy to promote student engagement

b. one grouping strategy that includes students working in pairs or small groups to complete an activity

c. one strategy to incorporate the use of student-centered technology to support student learning

d. one assessment strategy that aligns with the stated lesson objective

Note: The four identified strategies in the instructional sequence must be clearly labeled in the numbered section of the attached “Lesson Plan Template” so evaluators can easily find them.

B. Justify in a separate essay (suggested length of 1–2 pages) each of the four strategies implemented in the lesson plan in part A1 for use with the class as a whole.

1. Provide one academic citation for each of the four strategies identified in the lesson plan.

Note: Academic sources include professional journal articles, the course of study textbook, articles listed in the textbook, articles in the course of study, etc.

Note: Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

C. Demonstrate professional communication in the content and presentation of your submission.