Expanding & Refining Lesson Plan

by Katie Vensel

Lesson Overview
The grade level for this science class is tenth grade. The lesson will take a 50 minute class period. There are about 24 or 25 students in the class. This is the wrap-up lesson for the developmental psychology new material.

Objectives
By the end of this lesson, the students will be able to: -compare and contrast various theories -apply theories to real world experiences

Standards
Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources synthesize information from diverse sources and identify complexities and discrepancies in the information use a combination of techniques (e g , previewing, use of advance organizers, structural cues) to extract salient information from texts Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process work toward reconciling competing explanations; clarifying points of agreement and disagreement

NY.ELA.1012.1.1 NY.ELA.1012.1.1.2 NY.ELA.1012.1.1.3 NY.MST.K12.1 NY.MST.1012.SI.1.1 NY.MST.1012.SI.1.1.3

Instructional Activities
Anticipatory Set
Description of the Lesson Launch activity:

Ask the students for the one thing that sticks in their mind the most from the past lessons Description of how objectives will be communicated to students: verbally Description of the relevance of the learning: Many of the theories have a different purpose, but there are similarities between them. By having the students compare the theories, they can get a better grasp of what they would like to use for a hypothesis.

Introduce New Information & New Concepts

I will help the students get started with comparing theories by having the class work together to compare two theories before breaking into small groups.

Guided Practice
The guided practice will have the students in small groups comparing and contrasting two theories. Each group will explain to the class the comparisons they were able to come up with.

Assessments
The students will get a few minutes to refine their own hypothesis for the unit project. They will explain how they think their hypothesis reasonably relates to real world situations.

Closure
The assessment is the closure for this lesson because the students are able to think back to all the material and discuss with one another what they plan on doing for their unit project. This will suggest that they understand the material.

Teaching Notes
The teacher should justify any points the students feel are valid but may not be valid when comparing and contrasting. The hypothesis the students individually come up with will mainly come from what the students have previously worked on in past classes.