The teacher notes down the areas that were difficult for the students to review during the instruction phase of lesson 2.
What Students Will Do:
Students are required to recite their partners the Lesson Target. They then use their fingers as a scale of familiarity where 1 finger means quite unfamiliar.
Students engage in discussion of the familiar and unfamiliar vocabulary. A few of the students verbally state their interpretations.
The students move to the front of the classroom for 10 minutes as they get introduced to the Instructional Material 1.1 (presentation) and discuss academic language.
Students go back to their sitting positions and write notes about Instructional Material 1.2(guided note-taking)
Students write down notes.
Students share-pair with their partners as they analyze the content of what they have discussed.
Guided Practice:
What Teacher Will Do:
The teacher presents various science exemplars and non-exemplars as a part of planned supports.
Teacher requires the students to provide their own definition of artifact as a self-assessment on CF and Lesson Target.
The teacher puts the students in groups and provides a presentation on science as well as scientific development.
Teacher circulates the items while observing the notes and discussions of the students on Instructional Material 1.1 (Guided Notes 1 handout)
The teacher encourages students to at least identify the characteristics of science. This will be used as support for the next stage of the lesson.
What Students Will Do:
Students differentiate and identify materials that are scientific from those that are non-scientific.
Students provide their own definitions of Science and a first to five check on CF and LT.
Students make analyze and compare each other's responses as a criterion of assessment.
Formative Assessment:
What Teacher Will Do:
From the front of the classroom, the teacher conducts formative assessment in order to monitor how the students are learning. This is done while asking the following questions;
1. What is science?
2. What are the characteristics of science?
3. State any available methodologies of science.
4. State a new concept you have learned about the Lesson Target.
The criteria of assessment of these questions, including alignment, depends on the verbal feedback given by the students. This is highly dependent on the level of strength or weakness in the response as well as the resources available for correction and management of misconceptions.
The teacher moves around the classroom while conducting formative assessment to monitor how the students are learning. As the students undertake guided practice in groups, the teachers try to identify misconceptions by asking the following questions:
1. Can you state and explain three characteristics of science to your partners?
2. State ways in which we can learn from science
3. State a number of prominent scientists
4. What have you learned about the learning target for today's lesson?
What Students Will Do:
Students raise their hands and respond to the questions.
Students undergo the identification of remediation resources as a way of to eliminate misconceptions from their answers.
Students are organized in groups where they identify the characteristics of science both verbally and in writing.
Students answer the teacher's questions after which they are instructed to discuss with their peers. Students analyze and summarize their peers' responses.
• Closing the Lesson Minutes
• Summative Assessment:
What Teacher Will Do:
The teacher instructs students to give their own interpretation of Lesson Target as well as the definition of the scientific language imbedded. The teacher asks the students to state where they would seek clarification in case of a misunderstanding.
The teacher asks the students to write down an Exit Slip (a tool for assessment of student learning on Lesson Target and the scientific language involved).
What Students Will Do:
Students provide their interpretations and answer the questions. They also share responses with their peers.
Students create an exit slip as outlined in the Instructional Material.
Extension
What Teacher Will Do:
The teacher listens to the responses from the students. The teacher makes changes to the support activities of the upcoming lesson while being keen on the students who were observed to have misconceptions during the lesson.
What Students Will Do:
Students give their responses to the teacher's adjustments
Accommodations/Differentiation
• Students with Special Needs or IEPs:
• The teacher pays attention…
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