3. Preassessment and Accommodations/Modifications
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student and/or type of need
N.B. use initials of students rather than full names)
There are approximately 2-3 students who learn at alower level then most of the other students. At the sametime there are a few students who exel with PBL andcommunication skills.These students will be purposely be put in a PBLworking group with stronger students to aid them andguide their learning. Students who shy away fromcommunication skills will be put into a group with anoutgoing student who pushes others to communicateand work together as a team.
b) Learning Environment:
describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,where the teacher stands, where the students are working etc.
you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)
The students will be working in groups at tables with an overview of the lesson on the board at the front of the class. The teacher will be circulating the classroom and sitting with the groups for short periods of time
while facilitating the student’s learning.
The students will also be utilizing laptop computers at their tables.
4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,books, maps, videos, posters, lab materials, handouts
include name of handout and number of copies, etc.)
“Cougars in the City” article
Disclosure 1 sheetProblem statement sheetResearch templateLaptop computersCougars in the wild video (http://youtu.be/8ipYiahwuUw)
5. Content and Teaching Strategies of Lesson
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students and you to follow
, you may also choose to consider a review of previous day’s work)
- brief video clip of cougars in the wild(http://youtu.be/8ipYiahwuUw)
- introduce PBL case- read case article as a class- introduce PBL case disclosure 1- read and go over disclosure 1 as a class- introduce problem statement sheet- students complete problem statement- introduce research template for disclosure 1- students complete research template- students share research as a group and discuss-
student groups will explain two things they learnt in today’s lesson to the class
b) Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,a hook or something that will pull learners into lesson)
Problem Based Learning cases such as this lesson enable students to direct their own learning whilesolving real life problems. This keeps them engaged and motivated while they collaborate and work ingroups. A video clip of cougars in the wild will be shown at the start of the class to give the students an ideaof their natural behaviour and true beauty