UMF Secondary Education Lesson Plan/Learning Event Template

Name: Iris Morgan Program: Student Course: CP Biology

Teaching

Unit Topic: Succession

Lesson Topic / Title: Practice Test

Lesson Date: 11-19-21 Lesson Length: 70 minutes Grade/Grade Range: 10

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards and desired understandings.

Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to explain the characteristics
that make up primary succession and secondary
succession. They will be able to compare and
contrast the two types of succession and give
examples of what causes each type of succession.
Formative assessment to let me know if the
class as a whole has learned the material,
identify students who may need extra help
understanding the material prior to the test, and
help the students identify areas they need to
study more prior to the test.

Content Standard(s) Instructional Decisions/ Reasoning

It is important for students to

HS-LS2-6 Ecosystems: Interactions, Energy, and recognize the different ways that
Dynamics Evaluate claims, evidence, and ecosystems change and progress.
reasoning that the complex interactions in These changes often result in new
ecosystems. It is important that
ecosystems maintain relatively consistent
students understand what
numbers and types of organisms in stable
disturbances like a forest fire, or a
conditions, but changing conditions may result
hurricane will do to ecosystems.
in a new ecosystem.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessments Instructional Decisions / Reasoning
Formative assessment Practice test is a review in the exact format that
will be used for the test. This allows me, and
the students to determine if they are ready to
take the real test.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

.Practice Test -Practice test is a review in the exact format

that will be used for the test. This allows me,
and the students to determine if they are ready
to take the real test.
Promethean board -Students love to use the Promethean board.
Will be used for the drawing portion of the
review.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

-Welcome and attendance (2 mins)
-Practice Test disbursement (3 mins)
-Take the practice test (30 mins)
-Polite thing to do to build a relationship with the students
-Have a student from each table come to the front of the
room to collect practice tests for each table. Gets the
students moving.
-Practice test is a review in the exact format that will be
used for the test. This allows me, and the students to
determine if they are ready to take the real test.

- Vocabulary word section- go around the room calling on

-Review the practice test (30 mins)
each student from left to right until all of the words have
been defined in their own words. If a student is one who
suffers from anxiety and doesn’t want to answer the
question, move to the next one in order, starting back at the
 beginning if there are more vocabulary words than
students.. Continue in the order for the questions that ask
the students to identify if the provided pictures are of
primary or secondary succession. Discuss any incorrect
answers, and explain why an answer is what it is if any
confusion or misconceptions are discovered. Take student
volunteers to draw the way the scene would look at certain
stages of succession. If two students want to draw the
same stage the Promethean screen can be split into two
sections allowing two students to draw at the same time..
Discuss what has been drawn in each stage. Making sure
the students understand why what was drawn is correct, or
if something different should be present in that particular
stage of succession.

Field Courses Only – Post lesson

Reflection
This practice test review went well overall. I have discovered that announcing before we
begin to review that everyone will be called on, and which side of the room I will start
calling on students from eases the anxiety in the students because they can tell ahead
of time which word, or question they will be responsible for answering. Allowing
students to draw on the Promethean board was an enormous success. These boards
are still new enough that not many students have been allowed to use them yet. The
artist palette allows for more colors to draw with than there are colors of dry erase
markers. Volunteers were abundant with some stages having more than one volunteer
drawing at once. I will try to incorporate use of the Promethean board into more
activities because the students liked this activity so much. The review for the test went
well and I think the students will do well on the real test next class. I had a moment
where I couldn’t think of the correct response to a question a student asked. After a
second too long of silence I looked to my mentor teacher who jumped in with the answer
as if we had rehearsed that moment. I appreciate that Mr. Baker is so knowledgeable in
the subject and how to lead a classroom that he can jump in at a moment's notice to
save me from looking like a bumbling idiot.

Teaching Standards and Rationale

11.5. Designer: Educators design authentic, learner driven activities and
environments that recognize and accommodate learner variability. Educators: 11.5
(c) Explore and apply instructional design principles to create innovative digital
learning environments that engage and support learning.
Rationale- This lesson was designed to specifically incorporate use of the Promethean
board in the drawing of the different stages of succession. This newer technology has
not been used hands on by many of the students. Their desire to use the technology
was evident by the number of volunteers who wished to draw the scene they envisioned
would be present at each stage of succession.
Standard #8 Instructional Strategies The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to access and appropriately apply
information. 8 (o) Understands how content and skill development can be
supported by media and technology and knows how to evaluate these resources
for quality, accuracy and effectiveness.
Rationale- The review for this portion of the practice test could have been shared
verbally as the rest of the practice was, or it could have been drawn out on the dry erase
white board. Instead, I intentionally chose to have the students draw on the Promethean
board to incorporate technology and increase students’ engagement. With the number
of volunteers for each stage of succession I judge the engagement portion to have been
effective. The skill to verbally connect to what was drawn and why increased the
students’ skill development in more than just the technological portion of Science
incorporating English as well.
Standard #10 Collaboration Essential Knowledge: The teacher seeks appropriate
leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession. Standard
#10 Collaboration Essential Knowledge: The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession. Standard #10 Essential
Knowledge: The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to
advance the profession. Essential Knowledge: 10 (n) Knows how to work with other
adults and has developed skills in collaborative interaction appropriate for both
face-to-face and virtual contexts.
Rationale- I have been fortunate to have a mentor teacher that I respect, have learned
from, and worked well with. The collaborative interaction between Mr. Baker and myself
is evident in the reflection of the test review lesson plan. When I blanked and couldn’t
think of the answer to a student’s question I only had to look to Mr. Baker for assistance.
We have collaborated together in the classroom in a face to face manner well enough
that we have developed a non-verbal communication as well as a verbal one.