Artifact #8: Weekly Planning Document – Science

Teachers need to be able to plan beyond one lesson. There is a sequence in which things must be

taught, and many lesson go together to plan a cohesive learning segment. It will be my job to plan and

implement lessons that go together, in a proper sequence with appropriate scaffolding. This weekly planning

document displays my knowledge of building appropriate lesson planning that builds upon the previous

learning. I have followed the standards, started with activating prior knowledge and then built upon daily

learning. There may be times that my plans are implanted by another teacher. My plans need to be clear,

sufficient and detailed so that another person could figure out how to teach the lesson to my students. Even

for myself, it will help to have my plans set for several days so that I am able to easily stay on task, and

continue to plan the details of each lesson appropriately. While I am aware that current, experienced teachers

do not use the detailed lesson plans that we create in college, it will be beneficial to have more than just a

timetable of subjects to work from. Detailing the objectives and questions in a simple, but clear format such

as this planning document will ensure that nothing is left unattended to or forgotten. The profession is fast-

paced and full of details. Whatever I can do to keep things organized and ready will be a great support for

both me and my students.

Standards and Ethics

InTASC Standards
7(c) in which the teacher develops appropriate sequencing of learning experiences and provides

multiple ways to demonstrate knowledge and skill. Understanding the need for scaffolding and support is a

reason for building a set of lessons as such. Looking at Vygotsky’s theories support this need (Levine et al.,

2012).

Standard 1.2 Providers ensure that candidates use research and evidence to develop an understanding

of the teaching profession and use both to measure their P-12 students’ progress and their own professional

practice.
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CAEP/DOE Claims

Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices

New York State Code of Ethics for Educators

Principle 2 Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the curriculum and

utilize a range of strategies and assessments to address differences. Educators develop and implement

programs based upon a strong understanding of human development and learning theory. They support a

challenging learning environment. They advocate for necessary resources to teach to higher levels of learning.

They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the

habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a

curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ethical Standards by the Ontario College of Teachers

Care The ethical standard of Care includes compassion, acceptance, interest and insight for developing

students’ potential. Members express their commitment to students’ well-being and learning through positive

influence, professional judgment and empathy in practice.

Council for Exceptional Children

1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest

possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language,

and background.
 Teacher Planning Document
Week of: __________________
Monday Tuesday Wednesday Thursday Friday

Essential question: Essential question: Essential question: Essential question: Essential question:
What are some How do we classify? How can we classify What does the life What are the
physical differences animals? cycle of an animal differences between
of objects look like? animal life cycles?

Objective Objective Objective Objective Objective

Discover differences Classify objects by Determine different Investigate and Identify and
in physical attributes some physical ways in which discover the life of effectively describe
of different materials attributes (smooth, animals can be different animals the difference
rough, squishy) classified between animal life
cycles (mammal, bird,
insect)

Topic: Topic: Topic: Topic: Topic:

Physical differences Classifying objects Classifying animals Animal life cycles Animal life cycles
(pre-classifying)

Materials: Materials: Materials: Materials: Materials:

Large sample of items Smooth, rough, Animal figures, chart books and websites Life cycles work
with different squishy materials, paper, markers on animal life cycle. sheets (cut/paste)
physical attributes baskets, candy, blank Worksheets for SMART board lesson Nearpod lesson with
(rocks, pencils, chart charting classification on butterfly life cycle media and built in
erasers, tooth brush, (assessment) (group lesson) quiz/assessment
wet glue, dry glue)
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