Class: FCS380 Date: 1/21/2021

Unit: Chapter 3 Lesson Title: The Impact of Land-Grant Institutions on

CTE
Content Standard Alignment:
CTE 4(b) ka The teacher understands industry trends and labor marker needs

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

By the end of the lesson, the majority of students will be able to retest and receive a 5% higher grade on
the quiz due before class.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

This unit we have been discussing the history of FCS, and land-grant universities play a huge role in that.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Laptop/phone/computer and Wi-Fi for each student, along with note taking supplies

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
Land-Grant Institutions only affected the agricultural business

Concept Prerequisites:
Basic FCS history knowledge and prereading assigned by instructor

Introduction- Hi everyone! I’d like to try to do something a little different today, so I’m
Anticipatory Set: going to have to ask you to bear with me. Those who are in FCS405 have a
little bit of experience with this so hopefully they can help me if I need it.
If everyone could please click on the link I sent out to your emails, I’m going
to teach this lesson through a program called Nearpod.
The code to get into the lesson is (…) and when you get there, sign in with
your name.
Answer questions to help everyone log on to Nearpod.
Instructional Activities: Nearpod Lesson: https://app.nearpod.com/?
Includes questioning pin=65CA3679DD6178473A35D70FCE4366BC-
techniques, grouping 1&_branch_match_id=722590892570470936
strategies, pedagogical Once everyone has figured out Nearpod, begin the lesson on the program. Go
approaches. through each slide and discuss each piece of legislature.
Allow Sister Empey to chime in with information.
When to the video, play it on “teacher led” mode.
How does this video portray the benefits of land-grant universities for FCS
individually?
Now as a bit of a review I’d like everyone to fill out the matching game.
Turn the slide to the matching game and pay attention to student scores.
Discuss whatever seems to need to be addressed more.

Wrap Up- Finally, have all classmates fill out the discussion page with what stood out to
Synthesis/Closure: them from the lesson.
Allow Sister Empey to make any clarifications she would like.
 Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of
Students)
Allow students to comment through Nearpod or Zoom if they have a hard time working technology that
day.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
Formative: Matching Game
Summative: Quiz given by Sister Empey on Canvas

For this assignment I chose to use Nearpod. I wanted those I was teaching to be able to interact with

the lesson and type up their answers. Originally, I wanted to use Pear Deck, but I couldn’t get the extension

to work on Google Slides. Nearpod seemed like a good alternative and it was so simple to use. The only

thing I didn’t like was that there wasn’t a lot of freedom when it came to formatting the slides. Even, with

that, it had so many options for students to be able to interact, like a discussion board and matching game. I

would highly recommend this program to any other teacher. I would suggest taking a moment before

completely planning your lesson to really get to know what options you have and trying out the program

with a friend before teaching with something new. In the future, I would like to learn how to use Pear Deck,

because it seemed like it gave me more options and allowed me to use the Google Slides platform still, but

Nearpod was great for me as a beginner. I am also interested in learning more about Thing Link some time

as well.