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Unit

 


LESSON PLAN FORM                    

TITLE

AUTHOR (you)

GRADE:                                 INTEGRATED DISCIPLINES:

NCTM STANDARDS;

 

NE STANDARDS:

 

OBJECTIVES:

 

 

MATERIALS:

 

 

PROCEDURES

 

Anticipatory Set:

 

Vocabulary:

 

 

Activities:

 

 

 

Provision for special needs:

 

 

CLOSURE:

 

ASSESSMENT:

 

 

References:

 

Reflection:  (on back of page)

 

Merryellen Towey Schulz, Ph.D.         ED 355 Teaching Mathematics              College of Saint Mary  Spring, 2000

 

Active Learning Questionnaire

o               Does the activity involve more than one subject area?

o               Does the activity involve the students in exploring a topic in depth and over an extended period of time?

o               Does the activity provide interesting, meaningful, and accurate learning that relates to students' daily lives?

o               Does the activity provide opportunity for students to work collaboratively and cooperatively while hypothesizing, making and recording observations, gathering and defending their own evidence, and to express their results in a variety of ways?

o               Does the activity accomplish the objective(s) for which it is intended?

o               Is the activity worth the time and cost needed to do it?

o               Are the necessary materials available for doing the activity?

o               Is the activity safe for students to do?

From Victor, E., and Kellough, R., Science for the Elementary and Middle School.  Merrill, 1997

Merryellen Towey Schulz             Fall, 2000

 

Unit Plan Guide

Title of Unit
Authors
Grade Level

Table of Contents

Nature of Students

Nebraska Content Standards

Overview

  •   Purpose

  • Major goals

  • Ideas

Background Information

  •  Rationale for the unit

  • Content Knowledge

  • Historical Context

  • Technological and Societal Context of Inquiry

  • Teaching and Learning Approaches

Unit Objectives

Unit Vocabulary

Initiation

List of Learning Activities/Daily Lesson Plans

(Include accommodations or adaptations for special needs.)

Culminating Activity

List of Materials Need for Unit

Feedback possibilities

Notebooks
Drawings
Portfolio
Journal
Conference
Quizzes/Tests

Presentations
Self-evaluation
Peer evaluation 
Anecdotal records
Written questions
Classroom Charts

Evaluation

Bulletin Board Sketches (if appropriate)

References

Reflection

Adapted from:  Learning to Teach Science,  Ebenezer, J. & Connor, S. (1998) and Activities for Elementary Social Studies, Stockard, J. (1995).

Merryellen Towey Schulz College of Saint Mary, 2000

Planning a Teaching Unit

  1. Is the unit based on a small number of concepts?

  2. Are state and national standards addressed in the unit?

  3. Do some of the lessons integrate with other areas of the curriculum.

  4. Do the lessons relate to students' experiences, provide feedback about their present knowledge, and move smoothly into the first activity of each sequence?

  5. Are some open-ended activities included?

  6. Can a variety of science processes be used in the activities?

  7. Are the activities appropriate for the students' abilities?

  8. Do the activities come from multiple sources?

  9. Are activities varied?

  10. Are provisions made for students with special needs?

  11. Are multicultural issues included or addressed?

  12. Do students apply their knowledge in assessments or simply recall it?

  13. Does the unit plan allow enough time for children to learn what is proposed?

Merryellen Towey Schulz, Ph.D.    College of Saint Mary, 2000

 email Dr. Schulz

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