The first part of writing a lesson plan is to identify a Sunshine State Standard and benchmark to which you will teach. This part typically confuses students who have not yet learned to write a lesson. This semester, I am going to choose for you. Here is a list of SSS and benchmarks for different subjects and different grade levels. You are to choose 1 standard and then 1 benchmark under that standard. Once you have chosen a standard and a benchmark, you will place them in box 1a and 1b on the lesson plan format I have provided. If you do not use the lesson plan format I have provided, you will not receive credit.
Side note: The final project is a work in progress. I expect students to need additional help, unique to their lesson. If you have any questions, feel free to email me through the class site. I am here to help you write a lesson plan. It may take a couple of attempts to get the lesson correct, don't panic or get stressed, this is normal. In the end you will have a lesson plan, a PowerPoint presentation, web site evaluations, and a curriculum page to put into your portfolio. Lets make it a good lesson.
I sent an email with a sample lesson plan.
Update: The bold type is the Sunshine State Standard. It goes in box 1a on the lesson plan. The numbered list below the standard are the benchmarks. Pick one of the benchmarks and place it in box 1b on the lesson plan.
Thursday, March 19, 2009
Social Studies
Grades 3-5
Economics
Standard 1:
The student understands how scarcity requires
individuals and institutions to make choices about how
to use resources. (SS.D.1.2)
1. understands that all decisions involve opportunity
costs and that making effective decisions involves
considering the costs and the benefits associated
with alternative choices.
2. understands that scarcity of resources requires
choices on many levels, from the individual to
societal.
3. understands the basic concept of credit.
4. understands that any consumer (e.g., an
individual, a household, or a government) has
certain rights.
5. understands the concept of earning income and
the basic concept of a budget.
Grades 6-8
Standard 1:
The student understands how scarcity requires
individuals and institutions to make choices about how
to use resources. (SS.D.1.3)
1. knows the options and resources that are available
for consumer protection.
2. understands the advantages and disadvantages of
various kinds of credit (e.g., credit cards, bank
loans, or financing with no payment for six
months).
3. understands the variety of factors necessary to
consider when making wise consumer decisions.
Grades 9-12
Standard 1:
The student understands how scarcity requires individuals
and institutions to make choices about how to use
resources. (SS.D.1.4)
1. understands how many financial and nonfinancial
factors (e.g., cultural traditions, profit, and
risk) motivate consumers, producers, workers,
savers, and investors to allocate their scarce resources
differently.
2. understands credit history and the positive and
negative impacts that credit can have on an
individual’s financial life.
SCIENCE
Grades 9 - 12
The Nature of Science
Standard 1:
The student uses the scientific processes and habits of
mind to solve problems. (SC.H.1.4)
1. knows that investigations are conducted to explore
new phenomena, to check on previous results, to
test how well a theory predicts, and to compare
different theories.
2. knows that from time to time, major shifts occur
in the scientific view of how the world works, but
that more often the changes that take place in the
body of scientific knowledge are small modifications
of prior knowledge.
3. understands that no matter how well one theory
fits observations, a new theory might fit them as
well or better, or might fit a wider range of observations,
because in science, the testing, revising,
and occasional discarding of theories, new and old,
never ends and leads to an increasingly better
understanding of how things work in the world,
but not to absolute truth.
4. knows that scientists in any one research group
tend to see things alike and that therefore scientific
teams are expected to seek out the possible
sources of bias in the design of their investigations
and in their data analysis.
5. understands that new ideas in science are limited
by the context in which they are conceived, are
often rejected by the scientific establishment,
sometimes spring from unexpected findings, and
usually grow slowly from many contributors.
6. understands that, in the short run, new ideas that
do not mesh well with mainstream ideas in science
often encounter vigorous criticism and that,
in the long run, theories are judged by how they
fit with other theories, the range of observations
they explain, how well they explain observations,
and how effective they are in predicting new findings.
7. understands the importance of a sense of responsibility,
a commitment to peer review, truthful reporting
of the methods and outcomes of investigations,
and making the public aware of the findings.
Economics
Standard 1:
The student understands how scarcity requires
individuals and institutions to make choices about how
to use resources. (SS.D.1.2)
1. understands that all decisions involve opportunity
costs and that making effective decisions involves
considering the costs and the benefits associated
with alternative choices.
2. understands that scarcity of resources requires
choices on many levels, from the individual to
societal.
3. understands the basic concept of credit.
4. understands that any consumer (e.g., an
individual, a household, or a government) has
certain rights.
5. understands the concept of earning income and
the basic concept of a budget.
Grades 6-8
Standard 1:
The student understands how scarcity requires
individuals and institutions to make choices about how
to use resources. (SS.D.1.3)
1. knows the options and resources that are available
for consumer protection.
2. understands the advantages and disadvantages of
various kinds of credit (e.g., credit cards, bank
loans, or financing with no payment for six
months).
3. understands the variety of factors necessary to
consider when making wise consumer decisions.
Grades 9-12
Standard 1:
The student understands how scarcity requires individuals
and institutions to make choices about how to use
resources. (SS.D.1.4)
1. understands how many financial and nonfinancial
factors (e.g., cultural traditions, profit, and
risk) motivate consumers, producers, workers,
savers, and investors to allocate their scarce resources
differently.
2. understands credit history and the positive and
negative impacts that credit can have on an
individual’s financial life.
SCIENCE
Grades 9 - 12
The Nature of Science
Standard 1:
The student uses the scientific processes and habits of
mind to solve problems. (SC.H.1.4)
1. knows that investigations are conducted to explore
new phenomena, to check on previous results, to
test how well a theory predicts, and to compare
different theories.
2. knows that from time to time, major shifts occur
in the scientific view of how the world works, but
that more often the changes that take place in the
body of scientific knowledge are small modifications
of prior knowledge.
3. understands that no matter how well one theory
fits observations, a new theory might fit them as
well or better, or might fit a wider range of observations,
because in science, the testing, revising,
and occasional discarding of theories, new and old,
never ends and leads to an increasingly better
understanding of how things work in the world,
but not to absolute truth.
4. knows that scientists in any one research group
tend to see things alike and that therefore scientific
teams are expected to seek out the possible
sources of bias in the design of their investigations
and in their data analysis.
5. understands that new ideas in science are limited
by the context in which they are conceived, are
often rejected by the scientific establishment,
sometimes spring from unexpected findings, and
usually grow slowly from many contributors.
6. understands that, in the short run, new ideas that
do not mesh well with mainstream ideas in science
often encounter vigorous criticism and that,
in the long run, theories are judged by how they
fit with other theories, the range of observations
they explain, how well they explain observations,
and how effective they are in predicting new findings.
7. understands the importance of a sense of responsibility,
a commitment to peer review, truthful reporting
of the methods and outcomes of investigations,
and making the public aware of the findings.
Language Arts
Grades 3-5
Language
Standard 2:
The student understands the power of language.
(LA.D.2.2)
1. understands that word choices can shape
reactions, perception, and beliefs.
2. identifies and refers to symbol, theme, simile,
alliteration, and assonance in oral and written
texts.
3. recognizes different techniques used in media
messages and their purposes.
4. selects and uses appropriate technologies to
enhance efficiency and effectiveness of
communication.
5. understands that a variety of messages can be
conveyed through mass media.
Grades 6-8
Standard 2:
The student understands the power of language.
(LA.D.2.3)
1. selects language that shapes reactions, perceptions,
and beliefs.
2. uses literary devices and techniques in the
comprehension and creation of written, oral, and
visual communications.
3. distinguishes between emotional and logical
argument.
4. understands how the multiple media tools of
graphics, pictures, color, motion, and music can
enhance communication in television, film, radio,
and advertising.
5. incorporates audiovisual aids in presentations.
6. understands specific ways that mass media can
potentially enhance or manipulate information.
7. understands that laws exist that govern what can
and cannot be done with mass media.
Grades 9-12
Standard 2:
The student understands the power of language.
(LA.D.2.4)
1. understands specific ways in which language has
shaped the reactions, perceptions, and beliefs of
the local, national, and global communities.
2. understands the subtleties of literary devices and
techniques in the comprehension and creation of
communication.
3. recognizes production elements that contribute to
the effectiveness of a specific medium.
4. effectively integrates multimedia and technology
into presentations.
5. critically analyzes specific elements of mass media
with regard to the extent to which they enhance
or manipulate information.
6. understands that laws control the delivery and use
of media to protect the rights of authors and the
rights of media owners.
Language
Standard 2:
The student understands the power of language.
(LA.D.2.2)
1. understands that word choices can shape
reactions, perception, and beliefs.
2. identifies and refers to symbol, theme, simile,
alliteration, and assonance in oral and written
texts.
3. recognizes different techniques used in media
messages and their purposes.
4. selects and uses appropriate technologies to
enhance efficiency and effectiveness of
communication.
5. understands that a variety of messages can be
conveyed through mass media.
Grades 6-8
Standard 2:
The student understands the power of language.
(LA.D.2.3)
1. selects language that shapes reactions, perceptions,
and beliefs.
2. uses literary devices and techniques in the
comprehension and creation of written, oral, and
visual communications.
3. distinguishes between emotional and logical
argument.
4. understands how the multiple media tools of
graphics, pictures, color, motion, and music can
enhance communication in television, film, radio,
and advertising.
5. incorporates audiovisual aids in presentations.
6. understands specific ways that mass media can
potentially enhance or manipulate information.
7. understands that laws exist that govern what can
and cannot be done with mass media.
Grades 9-12
Standard 2:
The student understands the power of language.
(LA.D.2.4)
1. understands specific ways in which language has
shaped the reactions, perceptions, and beliefs of
the local, national, and global communities.
2. understands the subtleties of literary devices and
techniques in the comprehension and creation of
communication.
3. recognizes production elements that contribute to
the effectiveness of a specific medium.
4. effectively integrates multimedia and technology
into presentations.
5. critically analyzes specific elements of mass media
with regard to the extent to which they enhance
or manipulate information.
6. understands that laws control the delivery and use
of media to protect the rights of authors and the
rights of media owners.
The Arts
The Arts
Grades 3-5
Aesthetic and Critical Analysis
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.2)
1. develops and justifies criteria for the evaluation
of visual works of art using appropriate
vocabulary.
2. uses different approaches to respond to and to
judge various works of art.
3. understands perceived similarities and differences
among different genres of art.
Grades 6 - 8
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.3)
1. understands how a work of art can be judged by
more than one standard.
2. uses research and contextual information to
identify responses to works of art.
3. understands how an artist’s intent plays a crucial
role in the aesthetic value of an object.
Grades 9 - 12
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.4)
1. understands and determines the differences between
the artist’s intent and public interpretation
through valuative criteria and judgment.
2. understands critical and aesthetic statements in
terms of historical reference while researching
works of art.
3. knows the difference between the intentions of artists
in the creation of original works and the intentions
of those who appropriate and parody
those works.
Grades 3-5
Aesthetic and Critical Analysis
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.2)
1. develops and justifies criteria for the evaluation
of visual works of art using appropriate
vocabulary.
2. uses different approaches to respond to and to
judge various works of art.
3. understands perceived similarities and differences
among different genres of art.
Grades 6 - 8
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.3)
1. understands how a work of art can be judged by
more than one standard.
2. uses research and contextual information to
identify responses to works of art.
3. understands how an artist’s intent plays a crucial
role in the aesthetic value of an object.
Grades 9 - 12
Standard 1:
The student assesses, evaluates, and responds to the
characteristics of works of art. (VA.D.1.4)
1. understands and determines the differences between
the artist’s intent and public interpretation
through valuative criteria and judgment.
2. understands critical and aesthetic statements in
terms of historical reference while researching
works of art.
3. knows the difference between the intentions of artists
in the creation of original works and the intentions
of those who appropriate and parody
those works.
Monday, March 16, 2009
Web Sites
Here is a list of some of the web sites that my face-to-face students showed in class.
instructables.com
kidsknowit.com
educationworld.com
dltk-teach.com
Starfall.com
sheppardsoftware.com
crayola.com
prongo.com
funbrian.com
highlightkids.com
fonschool.kaboose.com
superkids.com
earobics.com - uses audio to help the students learn letters and sight words.
fastmath.com - timed addition, subtraction, and multiplication games
pbskids.com - a little bit of everything, such as barney and dora educational games.
If you have any web sites that you have evaluated, and think are great for students and teachers, let me know and I will be happy to post them.
instructables.com
kidsknowit.com
educationworld.com
dltk-teach.com
Starfall.com
sheppardsoftware.com
crayola.com
prongo.com
funbrian.com
highlightkids.com
fonschool.kaboose.com
superkids.com
earobics.com - uses audio to help the students learn letters and sight words.
fastmath.com - timed addition, subtraction, and multiplication games
pbskids.com - a little bit of everything, such as barney and dora educational games.
If you have any web sites that you have evaluated, and think are great for students and teachers, let me know and I will be happy to post them.
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