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Explain your selected STEM subject theme, create a title for your lesson, and write a brief summary of your lesson based on the selected standards.

Classroom Factors: Summarize classroom and student factors based on the selected class profile and their effects on planning, teaching, and assessing students.

State/National Standards: Select a math and science standard, and at least one ISTE-S standard.

Specific Learning Targets/Objectives: Aligned to the selected science, math, and ISTE-S standards.

Academic Language: Key terms for this lesson.

Resources, Materials, Equipment, and Technology needed for this lesson.

 

Section 2: Instructional Planning

 

Anticipatory Set: Explain how you will introduce the lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.

Multiple Means of Representation: Explain how the content will be presented in student-centered ways to engage all learners in investigating the theme/question. Provide examples of how to differentiate teaching practices by adjusting curriculum and instruction to meet the learning needs of all students and promote positive outcomes.

Multiple Means of Engagement: Explain how you will facilitate and guide activities that will allow students to explore, observe, experiment with, and apply the science, math, and technology content. Provide examples of how to differentiate to meet the needs of diverse learners.

Multiple Means of Expression: Describe formative and summative assessment methods that will be used to monitor student progress during the lesson and modify instruction and/or teacher guidance regarding the next steps for instruction. Provide examples of how to differentiate to meet the needs of diverse learners.

Extension Activity and/or Homework: Create a meaningful extension activity that can be completed in the classroom or at home that will allow students to further explore the objectives and/or theme/question and generalize learning outside of the classroom. A technology-based activity may be appropriate.

 

In addition, write a 150-300 word reflection addressing the following:

 

Explain how your extension activity adapts meaningful, developmentally appropriate learning strategies from your lesson plan to extend instruction beyond the classroom to meet the needs of students and their families.

 

Select 2-3 students from the class profile and explain how you used their assessment data to make ethically and legally informed choices about instruction when selecting appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children.

 

Sample Solution

Lesson Title: Water Wonders: Exploring Water Conservation

Lesson Summary

This lesson will introduce students to the importance of water conservation through hands-on experiments and data analysis. Students will explore the water cycle, understand water scarcity issues, and design innovative solutions to conserve water. By integrating science, math, and technology, students will develop critical thinking, problem-solving, and collaborative skills.

Classroom Factors

This lesson is designed for a diverse group of third-grade students with varying learning styles and abilities. Some students may have prior knowledge of water conservation, while others may have limited exposure. The classroom environment is equipped with basic science materials, technology, and access to outdoor space for observations.

State/National Standards

  • Science Standard: Investigate and explain how water is necessary for life and that it exists in different forms.
  • Math Standard: Collect and organize data using tables and graphs to display information.
  • ISTE-S Standard: Students use digital tools to gather, evaluate, and communicate information with others to solve problems and make informed decisions.

Specific Learning Targets/Objectives

  • Students will be able to explain the water cycle and its importance.
  • Students will be able to collect and analyze data on water usage in their homes.
  • Students will design and create a model of a water-saving device.
  • Students will collaborate with peers to develop and present their water conservation ideas.

Academic Language

  • Water cycle, evaporation, condensation, precipitation, water scarcity, conservation, data collection, graph, model, design, collaborate.

Resources, Materials, Equipment, and Technology

  • Water cycle diagram, water usage data, graph paper, markers, construction paper, various materials for model building (e.g., recycled materials, cardboard, plastic bottles), tablets or computers with data analysis software.

 

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