Instructional Planning

Out of my teaching experience, I figured out that planning is one of the most important factors that contribute to the efficiency and effectiveness of teaching. I have the designed the following lesson plan form based on the preparation book that the school has provided us with. I find this form more practical since I can fill it and organize my weekly plan accordingly.

Saint Joseph School

Cornet Chahwan

Middle School Division

Lesson Plan Form - Science Department

TEACHERS
SUBJECT
GRADE
TEXTBOOK
DATE
CHAPTER/SECTION
PAGES TO BE COVERED

LESSON OUTLINE + ESTIMATED TIME PER OBJECTIVE

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

WARM UP / MOTIVATION + ESTIMATED TIME

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

TEACHING AIDS CHECKLIST
Textbook
Handout
Worksheet / Extra Drills
Blackboard
Overhead Projector
Laboratory
Lab. Tray
TV + Video/DVD Player

EVALUATION TECHNIQUES CHECKLIST		ESTIMATED DURATION
Oral Recitation
Drop Quiz
Assigned Quiz

HOMEWORK

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

I proposed this sample the coordinators and they asked me to prepare a sample for them to be able to evaluate properly. So I prepared the following sample and presented it to them:

§ Lesson Plan Form Sample for a Chemistry Chapter to be Covered in Three Periods

TEACHER	Petra Bou Hadir
SUBJECT	Chemistry
GRADE	7
TEXTBOOK	Chemical Building Blocks – Science Explorer
DATE	October 2nd – 5th 2008
CHAPTER/SECTION	Appendix A: Laboratory Safety
PAGES TO BE COVERED	178 - 179

LESSON OUTLINE + ESTIMATED TIME PER OBJECTIVE

1. Differentiate between the different danger symbols (30 min) § Using a transparency illustrating the different danger symbols and their corresponding indications § Demonstrating various products carrying labeled with danger symbols 2. Justify laboratory precautions (40 min) § Emphasizing Lab safety and elaborating on the risks faced during a Lab session and the measures needed for protection 3. Identify laboratory glassware (40 min) § Demonstrating a selection of lab glassware and briefly explaining the function of each item § Emphasizing correct spelling 4. Class work: Complete the Worksheet (20 min)

WARM UP / MOTIVATION + ESTIMATED TIME

Importance of Laboratory Safety 5 min

TEACHING AIDS CHECKLIST
Textbook	ü
Handout
Worksheet / Extra Drills	ü
Blackboard	ü
Overhead Projector	ü
Laboratory
Lab. Tray	ü
TV + Video/DVD Player

EVALUATION TECHNIQUES CHECKLIST		ESTIMATED DURATION
Oral Recitation
Drop Quiz
Assigned Quiz	ü	15 min

HOMEWORK

Study p. 178 - 179 + worksheet

The coordinators gave me their approval to continue using this form and I am using it now to prepare and plan ahead for all my lessons.

When I first started writing lesson plans, the hardest task for me was timing the different parts of the lesson and knowing exactly how many minutes to assign to each objective… But with experience and with the help of the teacher’s guide, the teacher becomes more and more proficient and accurate in timing his/her lessons.

Class Management

This is my fifth year of teaching sciences in middle school. Middle school students are teenagers characterized by being filled with energy and rebellious at times. So, class management is considered quite a challenge for any middle school teacher. The teacher needs to be fair, firm and friendly at the same time. I have been implementing the following class management plan for three years now after I realized that I have to develop my own discipline policy within the school policy. I also realized that for the discipline policy to be effective it should not include many rules and that rules should be clear and well explained to convince the teenager of the necessity of following them. Moreover, I found out that the key to successful class management is consistency when it comes to applying the rules. When the students are forbidden to speak Arabic in class they are forced to maintain a serious attitude and this limits the useless comments or jokes that usually waste time and affect the learning process negatively. Furthermore, when the students are forbidden to take any action in class (talking, moving, etc.) without permission they are forced to maintain good behavior and this keeps order in class and enhances the learning process.

§ My Discipline Policy

a. Rule #1: English is the only allowed language during class.*

b. Rule#2: “The teacher’s PERMISSION is needed before any action is taken in class”

M Any rule infraction Ä1 Minus sign + extra work for next time

A. Extra work perfectly achieved è Minus Removed

B. Extra Work NOT achieved è Minus Remains + Double Extra Work for next time

C. Failure to achieve the consequence of part B:

2^nd Recess detention to achieve the assigned work &avoid a WARNING DEMERIT slip

D. 3 Minus Signs ð WARNING DEMERIT slip

E. 3 Warning Demerit slips ðDemerit Slip + Saturday detention

Remark: The underlined statements constitute parts of the school discipline policy.

Constructivism

Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework.

Planning a lesson from the constructivist’s point of view might seem an easy task at first… But eventually the teacher figures out how critical it is to keep the lesson student-centered but at the same time constantly guide and follow the students to keep them on the right track and ensure the effectiveness of the learning process. Planning a constructivist activity differs from other types of lesson planning because it needs to emphasize the role of the students in constructing their own understanding of the new concept under the supervision of the teacher. The students should be guided step by step to eventually synthesize their conclusions from what they already know and from what they observe and analyze in the course of the new lesson.

I have planned a lesson about the factors influencing the rate of dissolving a solute in a given solvent. The lesson will be explained in a laboratory session during which I will divide my class into groups of three and provide each group with the materials needed to perform the experiment. I will begin my lesson by stating: “We’ve been studying about solutions and their two basic components: solute and solvent; and today we are going to examine the factors that affect the rate of dissolving a solute in a given solvent. When we’re finished today, you’ll be able to list and explain the factors that speed up the dissolving of a solute in a given solvent.” I will then distribute to the students a handout that includes an introduction to the experiment, a list of the materials available for each group, the experimental procedure to be followed and some analysis questions to be answered after the performing the experiment. Here’s a copy of the handout:

Saint Joseph School Cornet Chahwan Middle School Division	Date	_________
	Group Score
Laboratory Sheet Grade 7

Name: ______________________________ Section: ____

Group: _______

Experiment Title: Factors Influencing the Rate of Dissolving

InIntroduction:

Yo

You certainly know that sugar (solute) dissolves in water (solvent). Do you also know why people stir tea after they have added sugar? Are there other factors that increase the rate at which a solute dissolves in a solvent?

Materials:

4 (250 ml) beakers labeled A, B, C and D

4 identical sugar cubes

1 stirring rod

Distilled water

Heating set up

Mortar and pestle

Chronometer

Procedure:

1. Pour the same quantity of water, at room temperature into each beaker.

2. Add a sugar cube into beaker A. Do not stir the mixture.

3. Add a sugar cube into beaker B. Stir the mixture well.

4. Pulverize one sugar cube with the mortar and pestle; add the ground sugar into beaker C. Do not stir the mixture.

5. Add a sugar cube into beaker D after heating the water up to boiling.

6. Observe the rate of dissolving of sugar in each of the f.

Analysis:

1. Did grinding sugar increase the surface area of contact between sugar and water? __________________________________________________________________ __________________________________________________________________

2. What is the effect of each of the following on the rate of dissolving sugar in water: a. stirring the mixture? b. grinding the sugar cube? c. heating the water? __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

After passing a copy of the handout to all the students, I will ask them to take 5 minutes to read the list of materials and check if anything is missing on their bench. After making sure that all the groups have all the necessary material, I will read the procedure aloud then ask them to start performing the experiments by following the handout step by step. Meanwhile, as they work, I will be walking among them, periodically making a comment or offering a few words of encouragement or answering any question they have. When all the groups complete the procedure, I will give them five minutes to answer the analysis questions after they make their careful observations. At the end of the five minutes, I will start a discussion with them during which one representative from every group will read the answers out loud and I will comment and eventually guide all the class to the accurate conclusion that will be synthesized from all their answers.