Please read the directions carefully, this is due within 28 hours!
Week 4 Directions
This is a two-part assignment please read the directions carefully for each assignment. This is due within 28 hours!
Part 1 ( The class I observed was a Secondary 9th Grade High School Science Class) Attached you will find the lesson plan used.
Clinical Field Experience B: STEM Instructional and Engagement Strategies
Instructional and engagement strategies need to be implemented with purpose to create meaningful learning experiences for students. When strategies are well planned, they help promote higher-order thinking skills that engage and motivate students in the learning process.
During this field experience, you will assist your mentor teacher with a lesson of his or her choice. Specifically you will interact with students as you increase student engagement in the lesson.
Allocate 4 hours in the field to support the field experience.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
After you have assisted with the lesson, discuss your experience with your mentor teacher.
In 250-500 words, summarize and reflect on your experience.
The reflection should include, but not be limited to:
Methods and Strategies:
· What methods and strategies were employed, either by you or your mentor teacher, to increase student engagement?
· Which instructional methods were used by you and the mentor teacher?
Role with Students:
· What was your role with students?
· How did students engage with the lesson?
Equitable Student Interaction:
· If the lesson involved collaborative work, how did you or your mentor teacher foster equitable student interaction? If it did not, could the lesson be modified to include collaborative work?
******* PLEASE SEE ATTACHMENT CIRCULATORY SYSTEM FOR LESSON PLAN*************
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Part 2 ( you must read the attached document entitled “ Differentiation Case Study”)
Differentiation is an important component of a lesson plan because it guides the teacher in meeting the diverse needs of all students during instruction. In the planning process teachers must observe the students or review academic data in order to determine when and how to differentiate. Sometimes, there may be discrepancies between formative and summative data for individual students. Students may d
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
11th & 12th
Date:
01/29/21
Unit/Subject:
Anatomy & Physiology
Instructional Plan Title:
Circulatory System
Lesson Summary and Focus:
Students will investigate what happens to heart rate as activity is increased. Based upon data collected, students will then conclude how exercise affects heart rate.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
The Classroom make-up consists of Tier 1 students, ELL, 504’s, Gifted as well as Special Ed. Therefore, differentiation instruction will consists of Tier-Learning, Whole Group Instruction and Small Group Instruction.
National/State Learning Standards:
·SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.
·SC.912.L.14.38 Describe normal heart sounds and what they mean. ·
SC.912.L.14.39 Describe hypertension and some of the factors that produce it.
(HS-LS1-3)
Science & Engineering Practices: Plan and investigate individually and collaboratively to produce data to serve as the basis for evidence.
Disciplinary Core Ideas: Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain alive and function even as external conditions change within some range. Feedback mechanisms can encourage or discourage what is going on inside the living body.
Disciplinary Core Ideas: Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain alive and function even as external conditions change within some range. Feedback mechanisms can encourage or discourage what is going on inside the living body.
Specific Learning Target(s)/Objectives:
Students will conclude how exercise affects heart rate.
Academic Language
Vocabulary:
Blood pressure
Systolic
Diastolic
heart rate
Discuss blood pressure and relate it to heart rate.
Demonstrate the correct way to measure blood pressure using a sphygmomanometer.
Examine student data group discussion.
Have students evaluate any data discrepancies.
Resources, Materials, Equipment, and Technology:
Heart Rate Lab Activity-Worksheet
Heart Haiku Worksheet
Stopwatch
Group Members
Writing Materials
Computer for Internet Usage
Section 2: Instructional Planning
Anticipatory Set
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest
Differentiation Case Study
Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school.
Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too.
You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before – underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented.
After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process.
1. What can you do to help Chen overcome his underachieving perfectionism in your class?
2. What strategies can you implement to engage Chen in your class?
3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment?
4. How will you engage Chen to monitor his progress and take ownership of his
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