Lesson Plan for ES.3.
08 (STEM Elfayoum)
Date & Time Created:
Date & Time Modified:
Subject
Grade
Teacher:
LO Code
Concepts
phenomena. The sensitivity to sub-surface physical
properties.
From Week 01 To Week 012 weeks
Geophysical methods survey.
There is no capstone in this term.
Lecture and websites
How can you explore the subsurface ores and oil fields?
students will be able to:1- Define what we mean by the term "Geophysics" 2- differentiate between Geology and
Geophysics.
Evidence of 3- Achievement
Explain types of
geophysical surveys.
comparingLesson
between geology aand geophysics in T table . students will present presentation to clear types of
Purpose of Activity
Estimated Time:
Organization of Students -
Student will work in:
Teaching Strategy
Specific concept and/or skill
addressed
Description of Activity
Connections to Capstone, Grand to
Challenge, other subjects
Formative Assessment During
Learning:
Do you have another
instructional activity?
Purpose of Activity
Estimated Time:
Organization of Students -
Student will work in:
Teaching Strategy
Specific concept and/or skill
addressed
Description of Activity
Connections to Capstone, Grand
Challenge, other subjects
Formative Assessment During
Learning:
Wed Feb 08 2023 21:37:11 GMT-0500 (EST)
Sat Feb 11 2023 15:17:45 GMT-0500 (EST)
Earth Science
3
hassan hamed School:
Learning Outcome
ES.3.08 LO text
Skills
electromagnetic waves.
2. Determine the sub-surface physical properties as density,
Duration of Learning Outcome
Evidence of Learning Outcome
Capstone Connection
Textbook & Resource Material
Essential Question/s
Lesson Number in LO Sequence
1
Objective/s for Lesson
geophysical surveys.
Instructional Activity #( )
warm up
10 min
Individually
brainstorming and searching
Geophysics and its tools.
students will restore what they have studied previously about branches of geology
define with
connects geophysics
physicsand by searching they will discover the field sof geophysics
students responses during discussion.
Yes
Instructional Activity #( )
introducing new mateials
30 min
In Group of 3
watching video
fields of geophysics
students .
will watch short video and record notes about geophysics and its fields
and applications of geophysics
connecting with physics and technology.
Small Group Discussion
 Do you have another
instructional activity? Yes
Instructional Activity #( )
Purpose of Activity introducing new mateials
Estimated Time: 30 min
Organization of Students -
Student will work in: In Group of 5
Teaching Strategy students presentations
Specific concept and/or skill
addressed methods of surveys
students will presentinpowerpoint
geophysics presentation to clear methods of surveys in
Description of Activity geophysics.
Connections to Capstone, Grand
Challenge, other subjects connect withstudents
observing physics performing
and computer science .
a task
Formative Assessment During
Do youLearning:
have another
instructional activity? Yes
Instructional Activity #( )
Purpose of Activity close up
Estimated Time: 10 min
Organization of Students -
Student will work in: Individually
Teaching Strategy Cornell note
Specific concept and/or skill
addressed Geophysics and applied geophysics
Description of Activity students will summarize the lesson in points
Connections to Capstone, Grand
Challenge, other subjects connect with physics and English
Formative Assessment During
students responses during rcording and respond for any student needs feedback.
Do youLearning:
have another
instructional activity? No
Evaluation of Evidence:
Rubric for presentation
Homework:

Teacher Notes and Reflections:

Samples of Student Work (Exceeds Expectations, Proficient, Needs Work):

 (STEM Elfayoum)
GMT-0500 (EST)
MT-0500 (EST)
Geophysics
2
STEM Elfayoum
utcome Given surface observations of the Earth,
deduce the sub-surface features and
processes. Skills
magnetic waves.
ermine the sub-surface physical properties as density,
ing Outcome

ing Outcome

nnection

urce Material

estion/s

LO Sequence

or Lesson
Geophysics" 2- differentiate between Geology and

students will present presentation to clear types of

surveys.
ctivity #( )

hey have studied previously about branches of geology

y searching they will discover the field sof geophysics
discussion.

ctivity #( )

deo and record notes about geophysics and its fields

sics
d technology.
ctivity #( )

hysics presentation to clear methods of surveys in

rpoint

omputer science .
ming a task

ctivity #( )

ophysics
e lesson in points
nglish
rcording and respond for any student needs feedback.

Evidence:

ork:

d Reflections:

ectations, Proficient, Needs Work):

 ITEM DESCRIPTION automatically filled in because EXPLANATION/RATIONALE
they relate directly to the outcome the
Lesson Plan - A lesson plan is expected to cover one single 80-minute block of time teacher has selected.
Date Created Date
(unlessand
thetime of creation
subject and any
meets only onemodifications
half a block atare recorded in the
a time).
lesson plan automatically N/A
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Learning Outcome Filled in automatically when the teacher creates the lesson plan. N/A
Learning objectives for the lesson must reflect concepts and skills in the
Concepts & Skills Filled in automatically when the teacher creates the lesson plan. LO
teacher needs to use this information to figure out how many lessons
Duration of Learning Filled in automatically when the teacher creates the lesson plan.
Outcome need
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Evidence of Learning Filled in automatically when the teacher creates the lesson plan (if it is
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Essential Question/s Filled in automatically when the teacher the lesson plan. of - learning.
Think-Pair-Share
Lesson Number in LO modification of the length of time for any given lesson. Any/all
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Evidence of Achievement The
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Pupose of Activity Every
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Estimated Time Use drop down menu to select estimated time
This
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provides
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examples
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Orginization of Students some kind of interactive
individual, pairs, small group, whole class. - Small Group Problem activity,
Solving any inquiry-based or student-centered
Teaching Strategy/ies List the strategy/ies to be used in this activity activity
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Specific Concepts/Skills -TheseStrategies
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given an opportunity or learning to achieve proficiency through projects, presentations,
Description of - Examples
Description could be is doing what during the activity. This does not have
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Evaluation of Evidence: connections wherever possible
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Samples of Student Work
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diagram or other artifact to show thinking - Analysis of samples of student work can be a good way to look at the
(Exceeds Expectations, Include pdf's of student paper work, photos of posters, video of student effectiveness of a lesson.
Proficient, Needs Work): performance, or links to student presentations of other online work
 Component Description
The teacher should indicate which day in the Mastery Proficient Not Yet Proficient
Lesson Number Included and makes sense in terms of the duration of thelearning Not included or does not make sense in terms
learning outcome
understand, sequence is covered by this lesson
to know. N/A Objective
in LO Sequence
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Outcome. the Learning Outcome. - There is only one piece of evidence the
Achievement of - Evidence is at a high level of moves the students toward achievement of the Learning
learning outcome. teacher is collecting and evaluating.
Lesson Objective
Instructional cognitive
It is expected that most lessons will have several different demandWhen
activities. (Webb) Outcome.
this is the case, evaluation of the following components should reflect the overall instructional design of the activities, not
Activity #( ) the specific content of each activity. Each individual activity is not evaluated separately. There is no warm-up or other introductory
Pupose of - Introduction of new material learning and mastery an explicit The purpose in each activity is clearly stated and reflects a well-
activity.
Activity - Review of learned material connection to previous learning, structured sequence of learning and mastery.
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In some special situations such as a long laboratory

- Timing for all activities is realistic
procedure, the activity would take more than 30 Timing of some activities is unrealistic; all
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Estimated Time minutes. It is a general rule of thumb; however, that activities have the same estimated length of
engagement and focus. this is clearly noted in the plan
any given activity should not take longer than 20-30 time.
- There is a variety of different lengths of activities.
minutes in order to maximize student engagement

learning.
Orginization of group, large group. Ideally in the course of a lesson, each student to learn both individually and cooperatively.
strategies - Organization of students is not suitable for
Students
Teaching the teacher will use several different organizational individually and cooperatively.
student learning - Organization of students in all activities is suitable for the nature - Same strategies are used for every activity
Specific List the strategy/ies to be used in this activity to how the - There is a variety of strategies used in the different activities in the nature of the activity, the materials and/or
Strategy/ies These should be derived from the lesson goal and - There is a concepts
variety of and skills are
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and in theare
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the learning outcome. - Activities meet all criteria of and included in the learning outcome. lesson goal or learning outcome.
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Evidence examples: rubric, key, peer -evaluation
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Homework class. The task must be meaningful and serve to criteria. provides practice or application of the
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Expectations, performance. Samples represent performance.
Exceeds Expectations, Proficient, Needs Work.
Alexandria STEM School Brainstorming
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Students working on assignment
Other (write your strategy)
TPS
5 min
10 min
15 min
20 min
25 min
30 min

Individually
In Pairs
In Group of 3
In Group of 5
Whole class

direct
indirect
quick write
class discussion
white boards
popsicle sticks
other
 Lesson Plan
Date Created September 15, 2019
Subject Chemistry
Grade 2
Teacher Mohamed Mohamed
Learning Outcome Code CH.2.03
Learning Outcome Describe characteristic properties of acids and bases and preparation of
Concepts salts
Skills
4. Acid-base properties of
salts. 1. Describe the techniques used in the preparation, separation and
Duration of Learning
5. The Effect of Structure 2 purification
weeks of salts as examples of some of the techniques specified in
Outcome
Evidence of Learning 1. Experimentally analyze titrations of mono-, di- and tri-protic acids
Outcome
Capstone Portfolio 2. Describe
Role of acidstheand ionization
bases in of strong
water acids in or
treatment water and the
measurement
Connection
Textbook & Resource Student Laboratory Handbook Experiment #4
Material Zumdahl Chemistry
Essential Question/s How do acids, basesCh. and14 Sec.affect
salts 01 toour
12 lives?
Lesson Number in LO 1
Sequence
Goals/Objective for Lesson Students:
Evidence of Achievement -Lab
identify
reportcommon foods, chemicals
of an exploration of acids,around our homes,
bases and andresulting
indicators saliva asin
of Lesson Goal/Objective: operational definitions for these terms.
Pupose of Activity (1) Warm up to engage students and assess prior knowledge
Estimated Time 5 min
Orginization of Students groups of 4
Teaching Strategy Brainstorm
Specific Concepts/Skills nature of acids and bases
Addressed
Description On chart paper students brainstorm a list of things they eat and
ConnectionsoftoActivity
Capstones, chemicals they use everyday
Grand Challenges, Other Students begin to think aboutand
howthen
muchthey write
acids andwhether theybe
bases may think
in
these
water are acids,
solutions bases
all or
around neither.
us. The lists are put up on the wall, but
Subjects
Formative Assessment Chart paper lists
no comments or that have been
comparisons aregenerated
made.
Pupose of Activity (2) Introduction of new material
Estimated Time 40 min
Orginization of Students pairs
Teaching Strategy student investigation
Specific Concepts/Skills acids, bases
Addressed nature
Description - In the of labacids,
studentsnature of bases
receive a small beaker of purple cabbage juice
ConnectionsoftoActivity
Capstones, acid strength
-Students
Studentsbegin - base strength
placetoa understand
few drops ofthatcabbage
Grand Challenges, Other acids juice into solutions
and bases may be inofwater
soap,
saliva,
solutions water, 7-up,
all around vinegar, milk,
us including detergent,
our bodies. baking soda
Subjects
Formative Assessment - - Walk around to each pair to observe procedures, ask about
observations & interpretations
Introduction of New Material & check that they are recording
Pupose of Activity observations
Estimated Time 30 min
Orginization of Students pairs
Instructional Approach student investigation
Specific Concepts/Skills acids, bases
Addressed nature of acids, nature
Description - One third of the pairs of of bases
students use several drops of cabbage juice
ConnectionsoftoActivity
Capstones, acid strength
-Students
One third of - base
the pairsstrength
of students use litmus paper
Grand Challenges, Other pH scale understand that acids and bases react with each other.
Subjects
Formative Assessment titration
- Walk around to each pair to observe procedures, ask about
observations
Assign homework: & interpretations & check
Review of learned that they
material andare recording
introduce new
Pupose of Activity observations
material
Estimated Time 5 min
Orginization of Students Whole class
Teaching Strategy Teacher explanation
Specific Concepts/Skills acids, bases
Addressed nature of acids, nature of tobases
Description give students assignment look up and prepare for discussion next
ConnectionsoftoActivity
Capstones, acid
class strength - base
definitions: strength
Grand Challenges, Other Students
pH scale need to develop bothindicators,
acids, bases, operational strong acids, strong
and formal basessoand
definitions
the
that pH scale.
Subjects
Formative Assessment Nextthey
classcan
theyuse
willthem properly
present their in their projects
definitions as weand
willbiology
discuss&what
earththey
science
discover.
Evaluation of Evidence: Lab report showing their work should include all their observations in
Teacher Notes and neat, labeled charts and should include responses to the 3 analysis
Samples of Student Work
Reflections: questions.
(Exceeds Expectations,
Proficient, Needs Work):
Notes for the field office

Note: In this case, these evidences are really more like

objectives. Evidence is the product or performance of

concepts and terms and building conceptual

awareness.
distinction between the two and relativity to daily
life.