Overall Instructor Rating: Satisfactory
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
Hi Emily:
This is well designed and effective lesson plan to meet your objective. The pre-instructional activities should be good at setting the table for what they will be learning and why it is important. The learner participation is well structured too by allowing for small group colloration and teacher facilitation/feedback. I would encourage you to have a rubric in place to score the assessment part. Something similar to the one used in this class for the final project. You can find sample rubrics on my educational websites that you can repurpose for your own uses.
Dr. Law
The purpose of this activity is to design a specific lesson based on the lesson objectives identified in one of your unit instructional curriculum maps (ICMs). This IDA is designed to give you practice in planning lesson based on Gagne's events of instruction (see Dick, Carey, and Carey, chapter 8).
Complete the instructional strategy planning sheet below for one lesson of your choice. Preferably, this is a lesson that you identified during the unit design analysis. However, you can choose any lesson you wish. As outlined by Dick, Carey, and Carey, it may be helpful to organize the events of instruction in the following major groups or components: Pre-instructional activities, Content presentation, Learner participation, Assessment, Follow-through activities.
Your instructional plan should emphasize materials-centered instruction. That is, you should consider resources other than a live instructor for the delivery of the lesson. As you consider possible media, also consider the affordances, or special characteristics, that various media possess.
Instructional Strategy Planning Sheet
Write the instructional objectives of your lesson here (it can be more than one):
Your final response:
Given the GEN Curriculum, teachers will be able to demonstrate the ability to incorporate EE lessons cross-currcular throughout the normal school day by creating two lesson plans in two different subject areas not including science.
This sections will include focus on Understanding by Design and Georgia Performance Standards.
The instructor's feedback to this step:
No specific feedback given on this step.
Enter your instructional plan for each of the instructional components. Also indicate your media choice for each instructional component.
Instructional Component |
Instructional Plan |
Media Choice |
1. Pre-instructional activities
- a. Motivating the learners/gaining their attention
- b. Informing the learners of the lesson objectives or purposes
- c. Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)
2. Content presentation
- a. Presenting the content to be learned (i.e. stimulus material)
- b. Guiding the learners as they are presented with the content
3. Learner participation
- a. Giving the learner opportunites for practice (i.e. eliciting the performance)
- b. Giving the learner feedback during practice
4. Assessment
- Tests and other assessments to see if anything has been learned as a result of this lesson
5. Follow-through activities
- a. Memory aids for retention
- b. Activities to help learners transfer their learning to other contexts
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Your final response:
1. Pre-instructional activities
a. Ask teachers to explain how the Georgia Performance Standards affect their ability to teach. Many teachers must write what specific standard their days lesson is addressing. Discuss how this affects their ability to teach "extra" subjects such as ecology and the environment.
b. Recap the overall GEN Concept (may be covered in other lessons), and explain that it can be used in other subjects besides science. Explain that they will be able to create a lesson plan that incorporates EE materials into subjects such as social studies, math, or English and reading.
c. Explain that knowledge of creating lesson plans for normal school day subjects combined with the understanding of ecological principles (taught in earlier lessons) will help them to create lesson plans that include EE concepts.
2. Content Presentation
a. Distribute a worksheet or small manual that has highlighted 5th grade Georgia Performance Standards in several areas including math, English/Reading, and Social Studies. Distribute a sample lesson plan that incorporates EE concepts using the GEN curriculum with a subject other than science. Also pull up the Georgia Performance Standards Website. Be sure to have the curriculum that has been distributed in other lessons on hand--for example the pollination section of the GEN manual.
b. Use the web site to guide the learners through the different Georgia Performance Standards outside of science. Begin discussion of specific standards that may be addressed with EE concepts. Discuss how students may meet reading standards and learn about pollination by writing their own play similar to the puppet show viewed by teachers in the Pollination Lesson.
3. Learner Participation
a. Begin by continuing discussion of meeting different standards using the GEN curriculum with the entire group. Then break the teachers into groups of three or four individuals per group. Assign each group a subject (Math, Social Studies, or English/reading). Have them begin brainstorming and creating a lesson plan outline using a GEN lesson/EE Concepts for their subject area. instructors will float around the groups and answer questions as necessary.
b. Groups will be able to swap lesson plans and make comments on what other groups have created toward the end of the lesson. Then when the lesson is over, everyone will share their plans and have multiple different activities/lessons to use for multiple different subjects.
4. Groups will give a brief presentation of the lesson plan that they have created with detailed information about how they have incorporated the GEN lesson into their plan, the Georgia Performance Standards they are meeting, different activities their students will participate in to further their study, and how they are Understanding By Design.
5. Follow through activities
a. Provide multiple resources for EE lesson creation through the EE in Georgia website. Teachers will have copies of other lessons created by other groups. Also, remind teachers of their access to the GEN listserv and explain how it can be used to share ideas and lessons.
b. Introduce other EE curricula besides GEN that teachers may want use in their classrooms such as PLT, WET, and WILD. Inform them of additional training opportunities.
1. Pre-instructional activities
a. Ask teachers to explain how the Georgia Performance Standards affect their ability to teach. Many teachers must write what specific standard their days lesson is addressing. Discuss how this affects their ability to teach "extra" subjects such as ecology and the environment.
b. Recap the overall GEN Concept (may be covered in other lessons), and explain that it can be used in other subjects besides science. Explain that they will be able to create a lesson plan that incorporates EE materials into subjects such as social studies, math, or English and reading.
c. Explain that knowledge of creating lesson plans for normal school day subjects combined with the understanding of ecological principles (taught in earlier lessons) will help them to create lesson plans that include EE concepts.
2. Content Presentation
a. Distribute a worksheet or small manual that has highlighted 5th grade Georgia Performance Standards in several areas including math, English/Reading, and Social Studies. Distribute a sample lesson plan that incorporates EE concepts using the GEN curriculum with a subject other than science. Also pull up the Georgia Performance Standards Website. Be sure to have the curriculum that has been distributed in other lessons on hand--for example the pollination section of the GEN manual.
b. Use the web site to guide the learners through the different Georgia Performance Standards outside of science. Begin discussion of specific standards that may be addressed with EE concepts. Discuss how students may meet reading standards and learn about pollination by writing their own play similar to the puppet show viewed by teachers in the Pollination Lesson.
3. Learner Participation
a. Begin by continuing discussion of meeting different standards using the GEN curriculum with the entire group. Then break the teachers into groups of three or four individuals per group. Assign each group a subject (Math, Social Studies, or English/reading). Have them begin brainstorming and creating a lesson plan outline using a GEN lesson/EE Concepts for their subject area. instructors will float around the groups and answer questions as necessary.
b. Groups will be able to swap lesson plans and make comments on what other groups have created toward the end of the lesson. Then when the lesson is over, everyone will share their plans and have multiple different activities/lessons to use for multiple different subjects.
4. Groups will give a brief presentation of the lesson plan that they have created with detailed information about how they have incorporated the GEN lesson into their plan, the Georgia Performance Standards they are meeting, different activities their students will participate in to further their study, and how they are Understanding By Design.
5. Follow through activities
a. Provide multiple resources for EE lesson creation through the EE in Georgia website. Teachers will have copies of other lessons created by other groups. Also, remind teachers of their access to the GEN listserv and explain how it can be used to share ideas and lessons.
b. Introduce other EE curricula besides GEN that teachers may want use in their classrooms such as PLT, WET, and WILD. Inform them of additional training opportunities.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Instructor
2. GEN materials, sample lesson plan, GPS worksheet, Web (computer)
3. Instructor, group/team work
4. Oral presentation, could use power point presentation (time constraints)
5. Instructor, Web (computer) links, listserv
1. Instructor
2. GEN materials, sample lesson plan, GPS worksheet, Web (computer)
3. Instructor, group/team work
4. Oral presentation, could use power point presentation (time constraints)
5. Instructor, Web (computer) links, listserv
The instructor's feedback to this step:
No specific feedback given on this step.
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Provide a rationale for your media choices. How do the media you have selected support the instructional plan you have designed? Do the affordances of the media you've selected match the instructional strategy and support student learning?
Examples of media affordances:
- Video: dynamic representation of people, social situations, psychomotor tasks, etc.
- Computer simulation: dynamic representation of concepts and principles
- Computer spreadsheets: dynamic representation of numeric relationships
- Computer databases: dynamic representation of categorical relationships
Your final response:
Instructor- Most environmental education activities are meant to be hands-on, with concepts covered through experiential learning. Whether the lesson takes place at the Georgia Botanical Gardens or on site at a school, the outdoors will be the inspiration for the lesson. Just as students need to be able to interact with their teacher, teachers will also have questions and will benefit from direct interaction with their instructor. The exchange of multiple ideas from different group members will hopefully increase creativity that might not exist if individuals were working alone.
Web (computer) - the Web is an invaluable tool in terms of quickly accessing large amounts of information such as the Georgia Performance Standards. Also, through different EE websites you can find a wealth of different lesson ideas and interact with others who can be of assistance. In terms of follow-through activities, the web is the best option for finding additional materials. Also, as mentioned in the Pollination Department lesson, the Listserv will be an invaluable tool for teachers to share ideas.
Powerpoint/oral presentation- could be used to incorporate technology into the lesson. This computer skill can be used to give a better visual or more details of each lesson plan. These power points could also be shared among all of the participating teachers.
Written materials - very convenient for teachers to carry lesson plans with them, and share with others. They will be readily available to immediate use in the classroom. Plus written materials can be used in teacher portfolios.
Instructor- Most environmental education activities are meant to be hands-on, with concepts covered through experiential learning. Whether the lesson takes place at the Georgia Botanical Gardens or on site at a school, the outdoors will be the inspiration for the lesson. Just as students need to be able to interact with the with their teacher, teachers will also have questions and will benefit from direct interaction with their instructor. The exchange of multiple ideas from different group members will hopefully increase creativity that might not exist if individuals were working alone.
Web (computer) - the Web is an invaluable tool in terms of quickly accessing large amounts of information such as the Georgia Performance Standards. Also, through different EE websites you can find a wealth of different lesson ideas and interact with others who can be of assistance. In terms of follow-through activities, the web is the best option for finding additional materials. Also, as mentioned in the Pollination Department lesson, the Listserv will be an invaluable tool for teachers to share ideas.
Powerpoint/oarl presentation- could be used to incorporate technology into the lesson. This computer skill can be used to give a better visual or more details of each lesson plan. These power points could also be shared among all of the participating teachers.
Written materials - very convenient for teachers to carry lesson plans with them, and share with others. They will be readily available to immediate use in the classroom. Plus written materials can be used in teacher portfolios.
The instructor's feedback to step 4:
No specific feedback given on this step.
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