Stages of Lesson Plan and Actual Lesson Plan - Essay Example

Stages of lesson plan and actual lesson plan Introduction In every lessons attended be it at the elementaryor advance levels of education, there has to be a well prepared lesson plan that guide the teacher or lecturer throughout the lesson. Actually, without a lesson plan, teaching can be very difficult as the teacher will not understand or know whether the students have understood the basic concepts of the subject matter or not. The below lesson plan seems to give a teaching procedure to be followed by in the teaching or one of the units. However, my lesson plan is based on science and therefore gives a procedure of teaching non- living matter. In the grade two lesion plan, there has to the overall time and the time spread out to give room for various activities involved in the teaching process. Nevertheless, the paper is aimed at deriving a lesson plan that will enable the students to achieve their learning objective in a physics class. LESSON PLAN: Preparation Level Grade Two ( Science; Non living things- Matter ) Lesson Length 2 hours 1 hour will cover the introduction to non living thing (Matter) 1 hour will be for interaction between the students and the lecturer on the subject (matter) giving examples of matter. This would equip the lecture with better perception of where the lecturer should start from in the next lesson. Objective To learn some of the basic scientific concepts in regard to matter and to equip the students with vast knowledge on the subject matter. Target Language 1. Classes of non- living matter 2. Characteristics of non- living matter 3. How temperature variation affects non living matter 4. How often do matter change its state 5. Tells us about non-living matter Assumed Knowledge Students at this level will dwell more on the similarities and differences that tend to exist amongst the state of non- living matter. The comparison in this case will be in relation to their chemical and molecular structures. Anticipated Problems 1. Some of the students might not know what they like, for instance not all students prefers physics as their favorite subject. 2. Lack of participation in class, spanning from their shyness. Others may tend to copy what their fellows say, hence making it difficult for them to learn new concepts. Solutions 1. To enable all students to actively participate in the class through question- answer engagement. Trying to ask them to present and answer some of the questions related to non- living matter or some related scientific concepts. 2. Make them come up with their own understanding of the matter. Lesson Plan Stage Activity Interaction Timing 1 Warmer: Each student presents his or her home assignment based on the research carried out during the last period. Assignment checking. T-S 10mins 2 Lead in: The lecturer should be able to draw the student’s attention by narrating a comical scientific story relevant to the topic. T-S 10 mins 3 Pair work: Students discuss experiment on some of the concepts learned in the last class. Plenary: presents their findings to ascertain or prove the concepts. P-W S-T 10mins 4 Controlled practice. Allow room for questioning. This is to favor both the fast and slow learners. T-S 15 mins 5 Plenary: Those that do not understand some of the concepts taught are pardoned to deepen their understanding of the subject matter. 15 mins 6 Production: Students are given assignments and told to discuss in groups so as to enhance better understanding of some of the scientific concepts in relation to non- living things. G-W 15 mins 7 The students are then asked to acquire more samples of different states of non- living matter to demonstrate their understanding of the topic. S-T 15 mins 8 Feedback on activity: Ask the students to state or give the characteristics of matter under the three states, solid, liquid and gaseous states. S-T 15mins 9 Each student should go and carry out a research on non- living matter and how they interrelate. T-S 15 mins Level Grade Two ( Liquid, solid and gases- matter ) Lesson Length 2 hours The lesson will be based on liquid state of matter. However, after the definitive introduction, the lecturer should clarify on how the various characteristics of liquids depend on the molecular components. Objective At the end of the lesson the students should be able to understand the molecular and physical composition of liquids as well as the characteristics of liquids. Target Language 6. Classes of liquids 7. Characteristics of liquids 8. How temperature variation affects liquids 9. How often do non- living matter change their states 10. Tells us about liquids, solids and gases Assumed Knowledge Students at this level will dwell more on the similarities and differences that tend to exist amongst the state of liquids. The comparison in this case will be in relation to their chemical and molecular structures. Anticipated Problems 3. Some of students might be allergic to certain liquids for instance water hence hindering their ability to practically feel the viscosity. 4. Lack of participation in class, spanning from their shyness, hence making it difficult for them to get the concepts. Solutions 3. The lecturer should enquire if there are students with such difficulties so that there would pressing the concept in a way that all students may be equally advantaged. 4. Make them come up with their own understanding of the matter. Lesson Plan Stage Activity Interaction Timing 1 Warmer: Students should brainstorm on the matter to enable then apply their knowledge in the lesson to simplify the teaching process. T-S 20mins 2 Lead in: The lecturer should be able to draw the student’s attention by practically demonstrating the processes under which water changes its state from one form to the other. T-Sudents 10 mins 3 Pair work: Students discuss experiment on some of the concepts learned in the last class. Plenary: presents their findings to ascertain or prove the concepts in liquids, solids and gases. P-W S-T 30 mins 4 Controlled practice. Allow room for brainstorming and questioning. This is to favor both the fast and slow learners. T-S 15 mins 5 Plenary: Those that do not understand some of the concepts taught are given more attention to enable them gain the same concept. 15 mins 6 Production: Students are given assignments and told to discuss in groups so as to enhance better understanding of some of the scientific concepts in relation to liquids, solids and gases. G-W 15 mins 7 The students are then asked to acquire more samples of different states of liquids to demonstrate their understanding of the topic. S-T 15 mins The lesson plan is based on non living matter. In physics students should be aware that non living matter is divided into three states namely liquid, solid and gaseous states. Considering the current state of the economy we realize that most of the industrial products, tools and equipments are derived from the study of physics for instance in the manufacturing sector (Patton, 2008, p. 129). In accordance with the lesson plan, the students are supposed to have not only the basic information on non living matter but also be able to identify the different states, qualities and applications of various groups of the subject in discussion (Platt, 2011, p. 125). Being a study on matter which is within our surrounding, it is skillful to know the implications of the same on our daily lives, so the students would be able to carry out practically study on the sub- topic hence vast understanding of the subject (Patton, 2008, p. 174). The introductory part of the lesson will comprise of in-depth definition of the various components within the subject matter. The second lesson is aimed at enlightening the students on the liquid state of non living matter, the characters and factors that determine the state of matter which are not limited to temperature, pressure and acidity of the matter (Karten, 2011, p. 19). However, to ensure that the students are conversant with the state of matter, I plan to have a practical lesson so that the students would handle the liquids of different viscosity and temperature ranges for liquids with varying molecular characteristics which should be followed by an assignment to gauge their level of understanding before proceeding with the solid state of matter in the next lesson (Patton, 2008, p. 129). Lesson two, will begin from summarizing the key points learnt on the previous lesson to ascertain the level of understanding so as to avoid confusion. In order for students be able to handle the subject, the lessons should sequentially flow at a pace that all students can grab the concept (Platt, 2011, p. 132). With an aid of chats and pictures on the same students’ perception on the subject would change dramatically gaining more interest to acquire more information on how the non living matter came into existence. As a lecturer, it is important to draw the attention of the students by creating a good rapport with them so that their attitude towards the subject would be positively bettered (Patton, 2008, p. 132). Considering the solid state of matter, the lesson will entail availing varied samples to intensify the students’ understanding on solid matter which is commonly found within their surroundings (Karten, 2011, p. 183). The next lesson would cover the gaseous state of matter; this would be well understood after considering the liquid and solid states of matter which are more complicated (Platt, 2011, p. 127). Being that with gas it is not possible to touch or see but smell while the other states can be felt and touched, it affirms that lecturer should be able to demonstrate high level of understanding in order to grab the concept (Patton, 2008, p. 131). The lesson focuses on the interrelations between the different states of non living matter, this takes in to effect their change from one form to the other for instance the characteristics of different solids; some solids changes directly to gaseous states when subjected to intense heat (sublimation), while others change from fm liquid to solid and gaseous states respectively (Platt, 2011, p. 135). The learning strategies that would clearly demonstrate the understanding of the lesson 1, based on liquid state of includes chats and pictures on the various ways of determining the viscosity of liquids, molecular concept and how variation in temperature affects the liquids (Patton, 2008, p. 133). However, there would also be practical heating of liquids to ascertain the effects of high temperature on liquids as well as refrigeration process. This would demonstrate how different liquids vary in cooling and heating temperatures to alter their states of matter (Karten, 2011, p. 156). After the lesson the students are supposed to collect data on the same for the next recap of the lesson before proceeding to the next sub- unit, This is a confirmation the how the students are engaged in the lesion trough collecting the right assignment materials and within the allocated time frame under which the lesson is to be carried out (Platt, 2011, p. 121). Considering the solid state of matter the lesson would include practical consideration of solids with different cooling and heating temperatures. The lesson will also include picture of heating and cooling processes for the students to imagine of, this would increase the understanding of the lesson leading to better performance in the subject (Patton, 2008, p. 130). In connection with the lessons concerning the gaseous state of matter, the students would not only have chats and diagrams that showcase the different gases and their applications within the global industrial manufacturing plants but also practically demonstrate with the hot air balloon and other ways of collecting gasses (Platt, 2011, p. 121). Other than that, all the lessons, photographs of students performing then practical lessons should be taken so that their colleagues would also long for appearing in photos. This would be used for the next lessons hence a boost in the understanding of the subject (Patton, 2008, p. 132). Through directly involving the students in active participation in class, they are able to gain enormous information on the subject. However, the response and kind of questions that are posed by the students would suggest the extent through which the students are vast with the subject and the lesson as well (Karten, 2011, p. 139). To enable students to actively participate in the lesson, the lecturer should be able to authorize students to showcase their understanding of the state of matter, this can be achieved through creating discussion groups and allowing the students to derive questions and challenging information in the allocated sub- units so that the lecturer would respond to all the questions within the stipulated lesson time (Patton, 2008, p. 134). However, before the lecture handles the questions posed by the discussion groups, it is adept for the lecturer to allow the students to brainstorm and attempt the questions posed by deferent groups to stimulate the lesson in progress. This would lower the fatigue students should actively participate in class (Platt, 2011, p. 127). In conclusion, the students should be well informed that at the end of the chapter they will have to sit a test to gauge their understanding of the unit. This would create attention and concern as the results obtained from the chapter directly affects the student’s overall performance at the end of the semester. References Karten, T. (2011). Inclusion Lesson Plan Book for the 21st Century: Teacher Training . New york- USA: NPR. Patton, B. A. (2008). Evaluation of Lesson Plans: Is the Internet Helping or Hindering the Teacher Candidate?. CEDER Yearbook, 121-138. Platt, R. (2011). Notable Trade Book Lesson Plan. Social Studies Research & Practice, 6(2), 120-137. Read More