IIED: ICT in Education Lesson Plan Format

2017

NAME OF THE LESSON

YOUR NAME : AFANAISA GALLANT DATE: 10TH JULY 2017

SETUP
Replace the text in the right-hand boxes with your own content

Subject Area(s) Natural education (natuuronderwijs)

Grade Level 4th grade Elementary school

The overall purpose of the lesson. The teachers main goal and the expected
Lesson Summary outcome for the student. Provide a short description.
(take this seriously) The students can read the text and can answer the questions. They also can make the
assignments together in a group

The students will be able to accomplish/demonstrate three key skills/behaviors:

Student Objectives
& Outcomes 1. Action verb 1: The students can work together in a group
(take this seriously) 2. Action verb 2: The students will get a text to read
3. Action verb 3

What standards from Suriname learning lines does your lesson meet?
Suriname
Learning 1. http://www.gov.sr/media/290294/curr-basisonderwijs.pdf
Outcomes

How does the lesson connect to a foundational idea in Science, Technology, Reading,
Foundational Engineering, Arts or Mathematics?
STREAM Ideas Reading: The cycle of water
(pick at least two) Technology: Watch a video
Art: Make an artwork about the cycle of water

Lessonplan Afanaisa Gallant

 What real-world connections can this lesson help to understand?
Real World
Connections or Example: Origin of rain/Cycle of water
Applications

Subject Area(s) Natural education (natuuronderwijs)

Grade Level 4th grade

Lesson Summary The students can read the text and can answer the questions. They also can make the
(take this seriously) assignments together in a group

The students will be able to accomplish/demonstrate three key skills/behaviors:

Student Objectives 4. Action verb 1 : The students can interpret the schedule of the large water cycle
& Outcomes 5. Action verb 2: They will work in a group and make the different assignments
(take this seriously) and read the text.
6. Action verb 3: Make an art project in a group

http://www.gov.sr/media/290294/curr-basisonderwijs.pdf
Suriname
Learning
Outcomes

Reading: Text about

Foundational
STREAM Ideas Technology: Watch a video
Arts: Make an artwork about the cycle of water
(pick at least two)

What real-world connections can this lesson help to understand?

Real World
Connections or Example: Orgin van rain
Applications

THE WAY IN

I have enough visual material that is already stands by when I begin with my lesson, the chalk
Checklist for
board is clean so I can write on it when its needed. The assignment will be available at home
Readiness and in the classroom. The text the need to read is ready. The groups for differentiating
instruction is ready.

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 Water cycle cold air Clouds
Vocabulary Water drop Condensation Rain
Water vapor

Launch/Warm-Up/Introduction
I will seek the attention of the students by coming in the class with an umbrella and a
Lesson raincoat and talk about the bad weather. The students will do a word web in groups. The
Outline students need to watch a video and do an assignment at home. How come that humans
and animals are making the water cycle bigger?

Engagement
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the
engagement? What will this lesson be about

Exploration
Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or
focus students exploration.

Explanation
Student explanations should precede introduction of terms or explanations by
the teacher. What questions or techniques will the teacher use to help students
connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student
explanations and help them to justify their explanations.

Elaboration
Describe how students will develop a more sophisticated understanding of the
concept.
What vocabulary will be introduced and how will it connect to students
observations?
How is this knowledge applied in our daily lives?

Evaluation
How will students demonstrate that they have achieved the lesson objective?
The students can answer the questions about the topics,do the assignment that
they got to do at home. And make an art work.
This should be embedded throughout the lesson as well as at the end of the
lesson

Pre-Assessment
Assessing
Knowledge
What I do to ensure that I know what students are capable of doing BEFORE I introduce new
concepts, skills, or behaviors I want students to achieve. Techniques to use include (but are

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 not limited to):
A central question that engages minds/determines how much they know
A question that I will ask the student to see how much they know about the topic :
What do you understand if we talk about the weather
A task/activity where they show they are ready to take the next step.
The word web: If the students finished the word web and we discussed it the know a
little bit more about the topic of the lesson and know what the to do when they will
get the next assignment.
K-W-L chart: students can pair off and show what they know, what they want to
know, what they believe they have learned
A game that gives you insights into prior knowledge

Post-Assessment

What did the students learn AFTER the lesson you introduced? Where does rain come from?
What kind of weather do we have in Suriname? What is condensation?
Were they able to answer questions that they could not answer BEFORE? After they watch the
video and looked up the difficult word they could answer the questions they could not before
Did they learn a new tool or learning that they did not know BEFORE?

Rubric

Satisfactor Needs Unsatisfactor

y Improvemen y
t
Understanding Understand Understands Doesnt
the lesson the lesson some parts of understand the
and answer the lesson lesson at all
the
questions
that are
asked
Communicatio When the Only answers Doesnt
n with the teacher ask the questions answer any
teacher a question questions
he answer it
freely and
participate
with the
lesson
Engagement Makes the Does a few of Doesnt do any
with the lesson assignments the assignment
and assignment and homework
homework
on time and
participate
in the lesson

THE WAY THROUGH

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 What you will be doing with the students. Scaffolding is a process through which a
teacher adds supports for students in order to enhance learning and aid in the
mastery of tasks. The teacher does this by systematically building on students
experiences and knowledge as they are learning new skills. Just like the scaffold in
the picture to the left, these supports are temporary and adjustable. As students
master the assigned tasks, the supports are gradually removed.
I will begin my lesson with seeking attention from the students. I will talk about what
Activities and the topic will be about. I will test the initial situation by asking the question: what do
Scaffolding you know about the weather?
(Be specific) I will tell the students the rules of the class and my lesson. And I will tell the student
my goal for the lesson. That they will work together in groups on the assignment.
The flipped the classroom assignment will be discussed. Then they will do the make
the word web in groups.

What you do to encourage students to move through the material. Review what
you have learned in Year 1 and Year 2 to date
Creative thinking: use their creativity to make an art project about the topic
Problem solving: How can we
Group work: the art project they will make together as a group.
Effective Group discussion: Each group will discuss the given topic and also discuss what
Pedagogies and how they will make their art project.
(Be specific) How you use Multiple Intelligences to reach different learners
People smart: The students need to work together as a group
Nature smart: The students need to know about nature especially about the
weather
Picture smart: The students will watch a video

What you do (specifically) in your lesson that can address students with different
learning needs (physical, mental)
First I will announce my lesson goal to the students and that I divide the class in
groups. 3 groups. One group that dont need instruction at all. Another group that will
Differentiated a little bit of instruction and the third group that need a lot of instructions. The group
Instruction that needs a little bit instruction can work alone after I gave them the instructions.
(Be specific) The group that dont need instruction works independent. And the groups that needs
a lot of instructions will get more time so they can activated the thinking process.

Use of ICTs Computer, beamer, youtube

(Be specific) 1.https://www.youtube.com/watch?v=AleBVkfAtto
2.https://www.youtube.com/watch?v=WQIusuNu04o

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 CLASSROOM MANAGEMENT
(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Classroom is organized to be warm, friendly, and suited for learning

Lesson is flexible and responsive
Your Organization Timing is suitable
Students are motivated and monitored

You can demonstrate how the lesson to be clearly organized

Your Instruction You make effective use of verbal and non-verbal communication
Examples of attention to students with different learning needs
Show how the lesson is appropriate to the age-group

Are responsible to the well-being and order of the classroom

Your Students Respond to appropriate discipline where necessary
(You can demonstrate Are respectful and kind to you and each other
that) Students feel safe and are given appropriate feedback

21ST CENTURY TEACHING AND LEARNING

CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and
briefly describe how your way in, through, or out demonstrated these concepts. Feel free to choose from
the following list or add your own:

Brain-Based Learning | Character Education | Collaborative Learning

Year 1 and 2 Canvas sites PLUS each of
the following is a link from:
http://edutopia.org
| Culturally Responsive Teaching | Design Thinking | Differentiated
Instruction | Digital Citizenship | Environmental Education | Flipped
Classrooms | Formative Assessments | Game-Based Learning | Health
and Wellness| Home-School Connections | Inclusive Education |
Inquiry-Based Learning | Learning Styles | Maker Education | Media
Literacy | Mobile Learning | Multiple Intelligences | Performance
Assessment | Problem Based Learning | Project-Based Learning |
Rubrics | Service Learning Social and Emotional Learning | Social
Media | Special Education | Student Engagement

Collaborative learning Word web: Each group will get a

21st Century Teaching and piece of paper with a circle in the middle with the topic inside.
Learning Choice 1: Each group member writes a word on the paper about the topic in
a different color pen. After all the words are written down all the
paper will be gathered and will be explained.

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 21st Century Teaching and Flipped classroom: The students will get a text and a video to
Learning Choice 2: read and watch at home. Back in the classroom they need to give a
presentation in groups

Differentiated Instruction: First I will announce my lesson goal to

21st Century Teaching and
Learning Choice 3:
the students and that I divide the class in groups. 3 groups. One group
that dont need instruction at all. Another group that will a little bit of
instruction and the third group that need a lot of instructions. The
group that needs a little bit instruction can work alone after I gave
them the instructions. The group that dont need instruction works
independent. And the groups that needs a lot of instructions will get
more time so they can activated the thinking process

THE WAY FORWARD

What will students do in class to The students will work together on the
Practice in class and assignments
at home What (optional) should students do at home to practice this skill? Watch a
video at home and write down the important things of the video

Return to the scaffolding description (above) and describe how the skills, attitudes,
or behaviors you have stated in your goals will help students do the next level in the
subject. If you are doing a lesson in mathematics, for instance, and your goal is to
understand a particular algebraic formula, then show here how the students will be
able to
You make effective use of verbal and non-verbal communication
IMPORTANT: You show how to attend to students with different learning
needs. Give examples
Where this Leads
The students will have to do the assignments:
1. Plants and animals are using water. How do they take water and how do
give the water?
2. Name 4 ways the water goes from the earth.
Name 4 ways the water will get in the clouds
Name 4 ways the water gets back on earth

How will you end this class session? The class session will end with and 3-2
-1 slip. 3 things I found learned today. 2 things if found interesting, 1
Ending class question I still have
IMPORTANT: Be specific about what you will do to assess student
(be specific)
learning. This means a CLOSING activity very much like your opening
activity (in which you found what students know). This time, you will be
doing an activity to show what students have learned. The students can
make the artwork at home or after the lesson together in a group. After they

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 made it the groups will present their work and will talk about the whole
process of the rain/

Handouts, Links and What handouts did you prepare for this lesson?
Include weblinks and resources that you used to prepare this lesson.
Resources
1.https://www.youtube.com/watch?v=AleBVkfAtto
2.https://www.youtube.com/watch?v=WQIusuNu04o