Assure Lesson Plan

ASSURE Model Lesson Plan - Living Things Subject: Science Title of Lesson: Living Things Duration: 30 Minutes ANALYZE LEARNERS General Characteristic Number of Students: 17 Grade Level: Grade 4 Gender: 16 girls, 1 boys Age Range: 9- 10 years old Cultural/Ethnic/or other types of Diversity: 17 Jamaicans Prior Knowledge: Basic knowledge on living things Prior skills: Observation, experimenting, using word processer, using a keyboard. Learning Style In this classroom four (4) of the students are visual learners, six (6) of them are auditory learners and seven (7) of them are kinesthetic learners. OBJECTIVES Audience: In this classroom students learn visually, auditory and kinaesthetically. Behaviour: By the end of the lesson students should be able to: · Clearly define what are living and non-living things · Briefly give examples of living and non-living things · State the characteristics of living things · Working cooperatively in groups in finding out about living things Condition: This lesson will be done indoors Degree: This lesson will be done in 45minutes and 100% of the students should be able to identify the characteristics of living things. METHODS, MEDIA AND MATERIALS Lesson will begin with introduction of topic and brainstorming. After which students will be asked to watch a Digital story on living and non-living things. At the end of the story they will be asked to get into groups which contains four students each. ; Each group will be asked to identify at least five living things that was seen in the digital story and state why they are considered living things. This information should be written in their note books after which a class discussion will follow. Media and materials Interactive Powerpoint Projector Laptop/Computer Books Digital Storytelling UTILIZE METHODS, MEDIA AND MATERIALS Prepare the material: Before the lesson commences teacher prepares digital story, put projector in place and have interactive PowerPoint on standby. Teacher gains the class interest by sharing digital story telling about living things, non-living things and their characteristics. Teacher would engage students in a discussion to test what the students know about living things and non-living things. Prepare environment: Teacher should ensure classroom is arrange properly with good lighting and ventilation so that students are comfortable and ready to learn. REQUIRE LEARNER PARTICIPATION Students will: Discuss the characteristics of living and non-living things in their groups, what they all have in common and their differences. Evaluate and Revise Lesson will close of with an interactive powerpoint quiz Assignment will be given to make a portfolio on living, non-living things and characteristics for their homework.

Comments

Post a Comment

Popular posts from this blog

Issues Regarding Equitable Access with the Use of Technology in Education

Image
According to GoGuardian (2020), equitable access can be explained as the ability of students having access to technology and information regardless or despite their ethnicity, soci-economic status, age, physical ability or any other quality. Furthermore access to technology is not limited to devices and connectivity to students but it also incorporates the assurance that students have the opportunity to learn from teachers. Equitable access like any other subject matter incorporates issues. Four major issues of this subject matter include: 1.Geographical location poses a major issue since some persons reside in some communities where it is almost impossible for them to connect to the internet. Also there are some areas where electricity has not yet been born. 2.Some students may not have it financially to purchase devices such as laptops. Also students may find it difficult to purchase data plans to access the interent 3.Limited hardware and software may pose an is
Read more

What is Learning? Is it a permanent change in behaviour and understanding? Is it a process?

Image
According to Berkeley 2021, learning can be explained as the "- process of engaging and manipulating objects, experiences, and conversations in order to build mental models of the world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986)." He further stated that " learners build knowledge as they explore the world around them, observe and interact with phenomena, converse and engage with others, and make connections between new ideas and prior understandings." With such knowledge it is believed that learning is indeed a process where individuals experiences change in perception permanently. For instance, a child sees a mirror for the first time, the child does not know what it is used for and so they touch it, move it and also observe it. Later this child will realize how it is used by the people around him/her. Upon hearing "mirror" the child's interpretation of a mirror is evolved through the experiences the child had with the mirror. With that been sa
Read more

Web Based Instructional Support Tools (Effectiveness, Advantages and Disadvantages)

Image
When one speaks about web-based instruction we speak about interaction/learning through different internet/ online based platforms such as Edmodo and Thinglink among others. In todays' world it is believed that the concept web based instructional support tools are indeed effective. This notation can be supported by research cited in an online article. In continuning, this article postulated that the World Wide Web can be used to provide instruction and support. Also they further went on to say that web based instructional support tool gives learners matchless access to educational rseources far surpassing that of the traditional classroom. I do agree with this notation as this allows for more engagement and interaction due to the fact that we are living in a era where technology is of utmost importance. Two web based instructional tools are Edmodo and Thinglink. Now classmates, I know you are all curious as to know what these two instructional tools are about. Well Edmodo
Read more