Step 10: Develop Specific Lesson Plans

Your mini-unit should contain between three and five lesson plans. Draft a set of plans based on the curriculum that you have designed,e.g. the mini-course rationale, and the set of learning objectives.

There are a number of formats that you can choose in designing lesson plans. Following are two models that you can use to write lessons for your mini-unit.

Lesson Plan Design #1.

Lesson Plan Template 1 This lesson plan template uses an outline format, and is the most common form of lesson plan designs. The major headings and subtopics are as follows: A. Title of Lesson B. Grade Level C. Objectives 1. Cognitive a. Cognitions b. Cognitive Skills 2. Affects 3. Psychomotor Skills D. Materials/Media E. Procedure 1. Motivational Activity 2. Development of Concepts 3. Closure F. Evaluation/Assessment

Sample Lesson #1: Drugs, Alcohol and Tobacco The following is a lesson developed by a teacher/intern during a summer institute. The lesson was the first of a four lesson mini-unit entitled "Drugs, Alcohol and Tobacco. Note how the author includes a variety of objectives, and involves the students in whole class, small team, and dyad activities. A. Title: Drug Abuse B. Grade 8 C. Objectives The students will understand drug abuse. The student will be able to describe the effects of drugs on the body. The students will be able to compare psychological and physical dependence. The students will develop confidence in expressing opinions about drug usage based on an understanding of the effects on the body. D. Materials/Media LCD Project and computer Powerpoint slides showing the lesson objectives & and examples of drugs Pre test sheet/ one per student Variety of over-the-counter drugs: beer car, aspirin bottle, cold tablet package, cigarette pack, antacid sample, coffee can, tea bag. Sample of generic drug Chart of commonly abused drugs, one per student 3X5 Note cards (for teacher use) E. Procedure 1. Motivation a.Show students a variety of over the counter drugs; aspirin, cold tablets, beer can, tea bag, coffee can, cigarette package. Havethem: describe what they can see; ask how these groups can be categorized; and ask how each of the items can be used. b. Inform the students of the objectives by using the transparency. 2. Development a. Students will be administered a pre-test in order to determine their current knowledge of drugs and drug abuse. (Test contains five questions asking them to identify a drug, the effects of the following on the body: alcohol, cigarettes, marijuana, crack. b. Students in small teams are asked to discuss and write a definition for each of these terms: counter drugs, generic drugs; to discuss what drugs can't be bought over the counter; and why some drugs require a doctor's slip. c. Teacher asks students to compare the heroin/crack addict and the 10 cup per day coffee drinker. d. Teacher discusses the dangers of drug abuse focusing on the following concepts: dependence, withdrawal, tolerance. e. Teacher presents drug abuse chart, and asks students to work with a partner to answer a series of questions such as: What type of drug is crack? What effect does it have on the central nervous system? What drugs have severe withdrawal symptoms? Which type do not result in physical dependence when abused? Which type results in strong psychological dependence when used? 3. Closure a. Teacher asks each partner pair to write a short statement which defines drug abuse; compare psychological and physical dependence, and how this knowledge can be of benefit to people. b. Teacher calls on partner-pairs at random and asks them to present their summary to the class. c. Teacher assigns homework: find at least three advertisements in magazines in which drugs are being sold. Bring to class tomorrow.   F. Assessment Teacher observes groups, and notes contributions of each member. Teacher collects and evaluates summaries written by partner-pairs.

Lesson Plan Design #2.

An alternative method for writing lesson plans is to align the lesson objectives, activities, materials and assessment activities side-by-side as shown below.

Sample Lesson Plan #2.

Title:Make it light

Grade Level: Eight

Course: Physical Science

Objectives	Procedures	Materials/Media	Evaluation
1. The students will grasp the meaning of electric current, resistance and potential difference	Motivation 1. The students will simulate an electric circuit. Each student will push a box around the room along a path defined by masking tape. Desks will be placed in the path of the students. 2. Teacher will introduce the purpose and objectives of the lesson.	masking tape shoe boxes desks
2. The students will be able to predict how the elements of a circuit should be connected. 3. The students will be able to assemble an electric circuit.	Development 1. The teacher will organize the students into teams of four. Each will select a name for its team from a list of electrical terms shown on the board: Ohm, resistance, wire, battery, current. Each team will be asked to discuss and then to write "working definitions" of electric circuit, load, and source. 2. Teacher will ask students to suggest examples of electric circuits they have encountered and identify the load and source in each. 3. Teacher gives each group a bag containing a light bulb, battery and two pieces of wire. They will be asked to draw a picture of how they think the items should be connected to make the bulb light.Each group will connect the items to test their electric circuit. They will experiment to find the correct connection. Each group be asked to identify the source and the load.	Chalkboard Chalk                   per team: small light bulb, battery, one piece of wire	Teacher monitors groups; records group behavior; asks questions
	Closure 1. Each group draws a picture of their circuit on a large sheet of chart paper. Pictures are assembled by the teacher who asks each group to explain their results. 2. Teacher assigns homework. Each team member is given part of the homework assignment (each does two problems from the text), and explains that the whole team will turn in all problems tomorrow.	Chart paper crayons	Teacher collects each group's chart and evaluates the work.   Teacher explains that homework will be graded such that a group grade is given for the homework assignment.