Lesson Plan 3

Nathan Jacobs

11/13/14

ETC 447

                                                          Lesson Plan 3

Grade Level:  7^th grade.

Lesson:  Volcanoes and their properties.

Objective:  Students will be able to identify the properties of volcanoes and be able to distinguish the different types of volcanoes and what makes them different.

Time:  60 minutes.

Materials:  Computer, PowerPoint and google.com. 

Procedure:  

1             1.)   The lesson will begin with an introductory PowerPoint presentation on Volcanoes. This presentation will get students familiar with volcanoes and ready to research them for later on in the lesson. The PowerPoint will go over the different types of volcanoes, the different types of volcanic eruptions, the effects eruptions can cause, the different types of lava, and different types of rocks associated with volcanic formations. This will take about 15 minutes.

2           2.)  The students will break off on their own and research a particular volcano of their interest. They will spend 30 minutes doing so.

3           3.)  Students will make a PowerPoint presentation on their volcano of choice. In the presentation they will address the following characteristics of their volcano: type of volcano, eruption type, eruption effects on the area and possibly the world, the date of the eruption, location and name of volcano, lava flow associated with volcano, and they will include some pictures. Their presentations will be 5 minutes each. This will take 15 minutes.

Assessment:

Assessment will be made based on the students’ presentations addressing the characteristics of volcanoes. Whether or not they answer all the questions, and whether or not the answers are correct.

Micro lesson plan 2 reflection

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I would say that the hands on aspect of the lesson did well, but at the last minute I decided to let students chose cells other than the two standard plant and animal cells. The ones that did chose to do obscure cells felt a little less supported, and felt they had a harder time. I just wanted a little more diversity during the organelle presentation portion of the assignment.  
• How well was the alignment to objectives and standards maintained?
• It was under the umbrella of introductory life sciences. 
• Describe any modifications made during the implementation of the lesson.
• I let students draw and present on whatever cell they wanted to instead of just sticking to the basic plant and animal cells. 
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • I had the students use computers and the program Pixie to draw and research their cells. 
   • How were the technologies used (by whom and in what manner)?
   • the students used their computers for their research while I guided them.  
   • My lesson was within the correct time frame...
     • My lesson was actually perfectly on time, though the presentation of the organelles was rushed a bit. In the end everyone did what was asked of them in the required amount of time.
3. Assessment of Learning (InTask Standard # 6):



• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
• I would say that these are two examples of what I was looking for. One did the basic animal cell that I was originally looking for, and the other did an alternate type of cell. Though one did do a leaf pore guard cell, the organelles included are, for the most part, shared with a normal plant cell. 
• Describe the level of success you had in teaching the lesson.
  • I probably should have only let the students due basic plant and animal cells. I only wanted to do more so that each student didn't present on the same parts. However I think this just made the lesson more complicated and it could/should be done away with all together. But aside from that i would say the lesson was as successful as any other cell project.