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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:
Rachel Troutman
PART I: PLANNING
What is Soil?
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
Source
The entirety of this lesson is my idea. However, elements of this lesson did come from
https://jr.brainpop.com/science/land/soil/.
Science
Subject Area (s)
First
Grade Level
Curriculum Standards
Description and
Background Information
Lesson Objectives
The teacher will begin the lesson by asking the students What is soil.
The students will then watch the Brain Pop Jr. clip on different types of
soil. The teacher will stop the clip at different points to check for
understanding. The students will The students will gather a soil
sample. The students may need plastic spoons for this. They will be
given detailed instructions and then given a small cup to gather their
sample (They can do this during recess or the time designated for
science).The student will label and describe their soil sample. The
student will explain what they have found and then the teacher will
read Diary of a Worm by Doreen Cronin to close the lesson.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?
The students who do not understand the material will be able to ask questions at the end
of the lesson. For students who have mastered the concept, there will be an opportunity
Statement of Purpose
for them to help the students who do not understand the material. If there were students
in my classroom that were learning English as a second language, I would give them a
more simplified lesson with translation of the lesson.
Why is it important for the students to learn this content?
The students need to know properties of Earth materials (including rocks, soils, sand, and
water).
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?
I will need my flash drive. I will also need the Brain Pop Jr links, Diary of a Worm by
Doreen Cronin , and I will need the StarBoard and the document camera to complete my
lesson. The students will need small cups, plastic spoons, and pencils to complete their
work.
Anticipatory Set
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 draw sticks at random to determine who answers the question: What is underneath
the grass outside?
Pre-assessment
The students will be asked, What is soil? Why is it important in our daily lives?
What will you do to show students what is expected?
Teacher Modeling or
Demonstration
The teacher will guide the students by showing them how to create a soil sample.
What will we do together as they learn how to succeed at the new task?
Guided Practice
Checking for
Understanding
The students will learn about the soil on Brain Pop Jr.
https://jr.brainpop.com/science/land/soil/ .
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?
During various parts of the Brain Pop Jr video I will pause it and check for understanding.
What will students do by themselves to show that they have internalized the knowledge?
Independent Practice
Closure
The students will gather a soil sample. The students may need plastic spoons for this.
They will be given detailed instructions and then given a small cup to gather their sample
(They can do this during recess or the time designated for science).
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?
The students will explain what they found and then the teacher will read Diary of a Worm
by Doreen Cronin.
What will students do to demonstrate what they have learned?
Assessment
The assessment for this lesson will be a completed soil sample from each student.
Extension Activities
could you use your colleagues or community agencies to improve student performance?
The students may take the paper they collected off of their soil sample and show their
parents at home.
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?
Technology
Connection Across the
Curriculum
Strengths
Weaknesses
Suggestions for
Improvement
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
This lesson was weak because the students had some trouble getting soil samples without getting
dirty.
What would you change when teaching this lesson again?
I would leave more time for collecting soil samples.
Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
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)
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
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
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
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
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
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
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
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
T OT A L
Revised 1-2