BSC 307 Clinical Planning Commentary
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this learning segment.
The central focus of this lesson is to help the students understand, how energy flows in an ecosystem and how much energy is transferred by each trophic level. The purpose of the lesson is to help the students realize that energy continuously flows and is recycled throughout an ecosystem. This is important to know because, in future lessons, I would aid in the students’ understanding of their ecological impact on the world.
b. Given the central focus, describe how the standards and learning objectives within your lesson address 1. the use of science concepts The use of science concepts …show more content…
Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Many students in the class room have IEPs and I needed to keep this in mind while creating my lesson.
First instructional strategy was to engage the class with questioning. I do this by talking and providing the questions I ask on a PowerPoint. This allows the students, who need more time to process the information or who have auditory issues, to be able to participate in the engagement questions
The second instructional strategy is an activity which allows students to work with a partner to organize a set of images. This activity provides a visual representation of a food web and allows those who may struggle with organization and patterns an opportunity to work with someone and talk it out. While the students complete this activity, I provide, on the PowerPoint, “Questions to keep in mind” supporting the students who do not know exactly where/how to begin on the activity. After this activity is done, I have the students explain why they organized the images how they did, this way students support other students in learning. I lastly, put up an image on the PowerPoint for another visual image of how I organized the …show more content…
This handout offers supports with a word bank, different colors, an outlined pyramid, images of animals, and a written-out question explaining where I would like the students to place their calculations of energy flow. After passing out the handout I will explain the main idea of this activity and ask for any questions before they begin. I will have the students work for 5 minutes by themselves and then 5 minutes with their lab partner. I use the supports listed above to reinforce vocabulary taught, provide a visualization of everything they had learned for the day, and different colors top help the students separate
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this learning segment.
The central focus of this lesson is to help the students understand, how energy flows in an ecosystem and how much energy is transferred by each trophic level. The purpose of the lesson is to help the students realize that energy continuously flows and is recycled throughout an ecosystem. This is important to know because, in future lessons, I would aid in the students’ understanding of their ecological impact on the world.
b. Given the central focus, describe how the standards and learning objectives within your lesson address 1. the use of science concepts The use of science concepts …show more content…
Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Many students in the class room have IEPs and I needed to keep this in mind while creating my lesson.
First instructional strategy was to engage the class with questioning. I do this by talking and providing the questions I ask on a PowerPoint. This allows the students, who need more time to process the information or who have auditory issues, to be able to participate in the engagement questions
The second instructional strategy is an activity which allows students to work with a partner to organize a set of images. This activity provides a visual representation of a food web and allows those who may struggle with organization and patterns an opportunity to work with someone and talk it out. While the students complete this activity, I provide, on the PowerPoint, “Questions to keep in mind” supporting the students who do not know exactly where/how to begin on the activity. After this activity is done, I have the students explain why they organized the images how they did, this way students support other students in learning. I lastly, put up an image on the PowerPoint for another visual image of how I organized the …show more content…
This handout offers supports with a word bank, different colors, an outlined pyramid, images of animals, and a written-out question explaining where I would like the students to place their calculations of energy flow. After passing out the handout I will explain the main idea of this activity and ask for any questions before they begin. I will have the students work for 5 minutes by themselves and then 5 minutes with their lab partner. I use the supports listed above to reinforce vocabulary taught, provide a visualization of everything they had learned for the day, and different colors top help the students separate