Ed618 Technology Lesson

Candidate Name: Mariah Brashar Host Teacher Name: Lindsey Huberty
School: Susitna Elementary Grade Level: 4 # of Students: 29

Date & Time of Lesson: Oct. 23, 2018 Length of Lesson: (day or days) 20 minutes
Topic of Lesson: Jane Goodall Content Area: Science/Technology
Materials: Include all materials including types of technology used:
Projector, internet, graphic organizer
Alaska Content Standard: (One standard for the lesson)

C. Life Science 2. Students should develop an understanding of the structure, function, behavior,
development, life cycles, and diversity of organisms.
Transfer Goal(s) - Unpacked Standard (Transferability)

Students should understand how diverse and complex life on earth is and should develop an
appreciation for animal and plant life.
STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 are Essential Questions to be Considered: (As
sufficient) related to Enduring Understandings…) (1 or 2 are
Students will understand that…. these are the BIG sufficient)
ones!
Scientist can make a difference not just by How did Jane Goodall’s work with the chimps
learning more about the world, but by exposing change how people looked at Great Apes?
information that changes how people think
about things.
STAGE ONE: STAGE TWO:

Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence Of Learning
Knowledge and Skills: What knowledge and Sources of Evidence: Formative, Summative,
skills related to content and/or content and/or Performance?
language should students know and be able to
do by the end of the lesson? Graphic Organizer-formative
Students should know that Jane Goodall

discovered that chimps used tools.
Students should be able to identify that using

tools was an activity that was previously
thought to be specific to humans.
Students should be able to identify main ideas

and details.
STAGE THREE: Learning for Understanding: Instructional Activities, Products, and Strategies
Pre-Requisites: What is the prior knowledge/learning students have to have before starting this
lesson? Students should have a background in Animal Intelligence from the previous unit. They
have been reading about chimpanzees, gorillas, and other intelligent animals for the last two weeks.
They are also familiar with identifying main ideas and details and this should be a review for them.
Overview/Introduction/Main Hook (Make a connection with students’ backgrounds and/or prior

learning using an authentic situation to start them thinking about the objectives and the essential
question the lesson addresses.)
Brain Pop Video: https://www.brainpop.com/science/famousscientists/janegoodall/
Process: Teacher Does/Student Product(s): Specific Strategies for

Does… Assessment/Evidence of supporting diverse learner
Learning. skills and abilities throughout
the lesson
Teacher shows video on Graphic Organizer Visual and auditory
overhead and displays Graphic elements
Organizer on overhead to fill out Physical element – graphic
via Google docs. Teacher and organizer
students collaboratively fill in
Main idea and 2 details. Group and individual work
Students complete detail #3 on Skills are pre-taught

their own.
Closure:
Review students’ organizers. Have students share details that they thought were interesting. Briefly
discuss how watching the video was different from reading about Jane Goodall in their science
readers. What do they think?
Considerations prior to the lesson:

 What is the objective of the lesson? How will you know if the students have met
the objective?
 What provisions are you making for faster and slower learners?
 How do you integrate local knowledge and cultural content?
 How do you use (or not use) technology wisely?
 How does this lesson fit into the overall curriculum?
 Have you changed the lesson plan at all?
Questions for reflection after the lesson:

 How did the lesson go?
 Did the students meet the objective? How do you know?
 Were there any unexpected events? How effectively did you respond?
 Comment on one student who did particularly well and one who did not meet
your expectations. Why did this happen? What can you do to follow up with the
student who did not do well?
 Are there any changes you would make in this lesson if you could do it again?
Why?

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Candidate Name: Mariah Brashar Host Teacher Name: Lindsey Huberty

School: Susitna Elementary Grade Level: 4 # of Students: 29

Alaska Content Standard: (One standard for the lesson)

Transfer Goal(s) - Unpacked Standard (Transferability)

STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

STAGE ONE: STAGE TWO:

Students should know that Jane Goodall

Students should be able to identify that using

Students should be able to identify main ideas

Overview/Introduction/Main Hook (Make a connection with students’ backgrounds and/or prior

Process: Teacher Does/Student Product(s): Specific Strategies for

Students complete detail #3 on Skills are pre-taught

Considerations prior to the lesson:

Questions for reflection after the lesson:

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