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Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:

Nashayla Whitten

Date: Feb 24 2016

PART I: PLANNING
Use Your Senses
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source
Subject Area (s)
Grade Level
Curriculum Standards

Original

SCIENCE
4rth
4-2.3 Explain how humans and other animals use their senses
and sensory organs to detect signals from their environment and
how their behaviors are influenced by these signals.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Lesson Objectives

Varying Objectives for


Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

First, all students will be asked to stand up front with their pencils and science notebooks.
Their desk groups will be turned into stations. There will be five stations which are
labeled: Sight, Taste, Hear, Smell, and Touch. Students will be asked to start with their
groups. Each group will observe each station for five minutes and move clockwise to the
next station. After everyone has visited all stations, we will share our observations as a
class and post key points on the board. I will teach them how animals use their senses to
survive in their environment very similar to humans.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
At the end of this lesson, students will be able to explain and compare how animals and
other animals use their senses and other sensory organs to act and react in their
environment and demonstrate their knowledge with a 70% accuracy on a test afterwards.
How will you vary these objectives for students who do not understand the material?
For those who do not understand, I will pull them into small groups and try reteaching the
concept using another way of breaking down the content with a PowerPoint allowing them
to use Venn diagrams comparing humans and other animals senses. I will also encourage
them to point to their sensory organs and describe their impact. That would allow them to
feel like they are there and will make the learning more interesting.
How will you vary these objectives for students who have already mastered the concept?
I will provide an extension to the lesson by allowing them to research information about
how mice, rabbits, fox, jellyfish, or cats may use their senses to react to their environment
and present it to the class.
How will you vary these objectives for students who are presently learning English? For
ELLS I plan on speaking at a moderate pace, being sure to include a lot of visuals.
Why is it important for the students to learn this content?
It is important because students need to learn how our sensory organs help us to live in

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and communicate with our environment. They need to realize that all animals have senses
that help them to conveniently live in the environment.

Materials and Resources

Anticipatory Set

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
Students: SC PASS science workbook, Index cards, IPADS(to hear music for HEAR),
Microsoft Powerpoint, Paper, Science notebooks, magnifying glass(to observe plants for
SIGHT),
Teacher: Computer , science book, markers, paper, mints(object for SMELL), leaves,
magnifying glass, pinecone( object for TOUCH), chocolate bars(object for TASTE),
Pandora
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?
I will tell the students a little background about what we are about to get into. Then I will
announce that I need Certified observers. Observers that can write quantitative and
qualitative observations and make the connection of how other animals may use their
senses in the environment. During this time, I will also go through the vocabulary words
for the lesson in a sing-song way to get them involved.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice

Checking for
Understanding

Independent Practice
Closure

How will you find out what students already know about this topic?
I will show them 4 pictures: Rabbit elephant polar bear and snake
Then I would ask for each animal: What helps this animal live in its environment?
Rabbit: feet and ears; elephant: nose; deer: great hearing ; bird: keen vision
What will you do to show students what is expected?
An agenda will be shown at the beginning of class showing them the plans for the day and
what is expected of them in order for everything to work out.
What will we do together as they learn how to succeed at the new task?
We will share key notes together collaboratively. Students will be chosen at random to tell
me what they observed at different stations. I will share foundational notes about each
environment in general. After I share key notes, the students will be responsible taking
notes from the PowerPoint to complete a KWL chart so that they are aware of their
learning and Venn diagrams to connect the senses in humans to the senses in other
animals.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
After each environment has gone, I check the class for understanding with these
questions: What environment was that? Name some animals that live there. What key
senses does this animal have? How does those senses help this animal to live in this
particular environment?
What will students do by themselves to show that they have internalized the knowledge?

The students completed a five question assessment. They were also asked to identify ways
that humans use all of their sensory organs to act/ react in our own environments.
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?

I wrapped up the lesson by saying that all organisms have characteristics that links them to
their environments. Humans and animals! We will do thumbs up game. I will make
statements from the text. Students are to do thumbs up for true. Thumbs down for false.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach

This assessment Is not authentic. It came from their SC Pass Workbook. It is


directly aligned with the standards which is necessary for the test. I added the short answer
question.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

to lesson plan)

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
They could get pictures of different animals in their local areas and bring the pictures in to
allow the class to identify physical sensory organs that may help them live in their
environments. To get the community involved, we could get a representative from the
local Aquarium to come and speak to the students about how animals use all of their
senses to successfully live in their habitat. I could also have one of my colleagues record
a video of her with her numerous animals explaining how each is uses their senses.

Technology
Connection Across the
Curriculum

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
The students would be allowed to use IPADS to listen to the music and make their observations. We
also will use a lumens digital camera to help guide lesson.
How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.
Reading- they will read out of the book to take notes and follow along
Math- observation time will be timed so they must be conscious of time management
SS - Pictures used in lesson are pictures of real environments and animals found in the US in the past 20
years
ELA- Students repeat the vocabulary words after me, one by one, for correct pronunciation
Science- students are connecting the 5 senses to the senses in animals
Arts- students have to draw a picture of their animals in their workbooks in the Venn diagram
PE- students will stand up for closure Hands up, Thumbs Up
Health- students will hear about how big of a role water plays in the health of all living things

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

The students really enjoyed the lesson. It got them engaged and physical. The objective was
fulfilled. My students mastered the test on this content because they were incorporated

into the learning process. My whole class passed the assessment.


Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
Suggestions for
Improvement

One of the weaknesses of the lesson was that instructions were not clear at first which left the
students asking a lot of questions. After several questions about what they were instructed to
do, I clarified and things went smoothly afterwards.
What would you change when teaching this lesson again?

When I teach this lesson again, I will be sure to give clear instructions. I will make sure that
my students thoroughly understand what they are expected to do.
Revised 6-2013

THE CLAFLIN IMPERATIVE:


PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON OBJECTIVES
2.1-2.7
NAEYC 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

The candidate includes all


introductory components
and all components are
appropriate to the lesson

The candidate includes


most introductory
components that are
appropriate to the lesson

The candidate includes


some introductory
components that are
appropriate to the lesson

The candidate identifies all


appropriate standards for
the lesson.

The candidate identifies


some of the standards that
are appropriate for the
lesson.

The candidate describes the


lessons activities and
content in a detailed
manner.

The candidate describes the


lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson

The candidate identifies


some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes


concise, clearly written,
measurable performance
objectives for all standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content
The candidate includes
objectives that are not
measurable or clearly
written

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components

The candidate fails to


identify curriculum
standards.

The candidate fails to


identify the lessons
activities and content

The candidate fails to


include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

The candidate varies all


objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

The candidate varies most


of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate varies


some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

The candidate does not


vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to


differentiate objectives

The candidate clearly


explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an


adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not


explain the relevance
of the content for the
student.

The candidate makes


no attempt to explain
the relevance of the
content for the student

The candidate provides


comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides


comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides


lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate provides


a list of lesson
materials and resources
to be used by the
teacher or the students,
but not both

The candidate fails to


provide a list of
materials and resources
for the lesson

The candidate clearly


describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies. The
lesson plan reflects
differentiated instruction

The candidate clearly


describes a studentcentered lesson that reflects
most of the organizational
issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly


describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction

The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate includes


assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate includes


assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to


include and/or attach
the assessment(s).

The candidate lists


questions, but fails to
describe or list
strategies and
techniques

The candidate does not


list or describe any
strategies/techniques or
asks questions to check
for understanding

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates
technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology

The candidate fails to


address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors

The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors

The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
number of errors

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

The candidate provides


more than one extension
activity to connect the
lesson with the home,
community and community
agencies

The candidate provides at


least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides


extension activities that
connect the home, but
not the community and
community agencies

The candidate provides


extension activities that
do not connect the
home, community and
community agencies

The candidate fails to


provide extension
activities

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

The candidate includes


connections to all of the
curriculum content areas
during the lesson.

The candidate includes


connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes


connections to the four
core content areas in the
lesson

The candidate connects


the lesson to at least
two curriculum content
areas

The candidate fails to


connect the lesson to
other curriculum
content areas

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

The candidate describes


specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes


assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate describes


and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes


and lists several strategies/
techniques and questions to
be asked to check for
understanding

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

The candidate provides


thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat


provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides


information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate provides


superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to


provide information
regarding reflections
from the
implementation of the
lesson