Technology-integrated Lesson Plan
In the lesson plan that follows, I have integrated technology according to the following scenarios:
Scenario 1:
In the one computer classroom with internet access and overhead projection of the computer screen
Scenario 2:
In the six computer classroom, the computers arranged so that four students can work at each computer and they are linked to the internet
Scenario 3:
In the computer laboratory, one computer per student, each computer networked to the internet
Lesson Plan
Teacher ________________________________________ Date ________________________
Class ________________________________________ Grade Level __________________
Unit __________________________ Lesson _________________________________________
PA Academic Standards:
 | Science and Technology, Unifying Themes, grade 10, Apply patterns as repeated processes or recurring elements in science and technology (3.1.10.C) |
| Science and Technology, Biological Sciences, grade 10, Explain the structural and functional similarities and differences found among living things (3.3.10.A) |
| Science and Technology, Unifying Themes, grade 10, Explain the parts of a simple system and their relationship to each other (3.1.10.A.) |
| Science and Technology, Inquiry and Design, grade 10, Apply the elements of scientific inquiry to solve problems (3.2.10.C) |
Goal of this lesson:
To help my students better understand the importance of the classification system and the concepts associated with it.
Materials
Worksheets
Computer
Powerpoint
Projector
Clerical/Administrative Tasks
Take roll
Make up worksheets and answer key
Create Powerpoint presentation
Instructional Objectives
| After the lesson on classification, the students will be able to define in their own words the term classification. |
| After the lesson on classification, the students will be able to list the categories of the 5 kingdom system of classification. |
| After the lesson on classification, the students will be able to discuss the importance of classification. |
| After the lesson on classification, the students will be able to list the seven levels of classification: Kingdom, Phylum, Class, Order, Family, Genus, Species. |
| After the lesson on classification, the students will be able to name the man who has been given credit for creating the classification system. (Carlous Linnaeus) |
| Using a scientifically accepted method of classification, the students will be able to classify organisms into groups. |
| Using a scientifically accepted method of classification, the students will be able to differentiate between general and distinguishing characteristics of an organism. |
| Given a chance to work in small groups, the students will be able to cooperate and work together in order to complete a class worksheet. |
Introduction
ANTICIPATORY SET: Show students several pictures of different organisms. Pose the question, What are some characteristics that make these organisms different from one another? (3-5 min)
TEACHING TO AN OBJECTIVE: TRANSITION: Explain to students that this is one of the reasons why classification of organisms is so important. Introduce the new chapter on classification, and tell them we are going to play a game to start off our new concept. (1-2 min)
Developmental Activities
For the first 15 minutes of class:
PRESENTATION OF NEW MATERIAL OR ACADEMIC INPUT, MODELING, AND CHECKING FOR UNDERSTANDING:
| Explain to students the object of the game. |
| Power Point Presentation (game) |
| Ask the students key questions |
| Reveal answer to the game |
Transition: Explain to students that they will be completing a worksheet similar to what they have just done in class. Hand out worksheets and go over directions. Tell the students that they will be working in groups. (3-5 min)
Next 20 minutes of class:
GUIDED PRACTICE:
| Students are actively engaged in a cooperative group assignment. (monitor by walking around) |
| Go over worksheet in class. |
Transition: Tell students that they did a very nice job in their groups. Ask students to return to their original seats.
Last 5 minutes of class:
| Ask students these key questions |
If Time Permits Activity
 | Explain to students that the scientific names of organisms are in Latin, and that Latin during the 1750s was considered to be the preferred scientific language. Ask them what do they think that this has to do with the Renaissance? (Answer: During the rebirth of learning, ancient Roman and Greek classics (which were either in Latin or Greek or translated into one or the other) were studied. Latin became the language people used when they were referring to scientific data.) |
Assessment/Evaluation
Formative:
| Check for participation |
| Question and answering session |
| In class worksheet |
Summative:
| Brief review session of key questions |
Conclusion
INDEPENDENT PRACTICE:
Ask them the key questions mentioned above, and tell them that they will be having a quiz the next day on something similar they did in class today.
Accommodations/Adaptations for Students with Special Needs
Student with learning disability:
I will have presented a PowerPoint presentation and handouts of the presentation for the student to make notes on (if desired). I will also give a copy of the notes and handouts to a student aid and/or support room in which the student can receive further assistance.
Reflective Notes
Click here for the accompanying Power Point Presentation