DTT2 task 3 lesson plan.docx

Students will make any needed adjustments then turn

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Students will make any needed adjustments then turn in the assignment for a grade. Pedagogical Strategy (or Strategies): Peer groups will be used for peer feedback on their projects Direct instruction during the I do portion of the lesson Individualize instruction for students who rather not do art work Student Assessment/Rubrics: I will use a rubric to assess the students’ butterfly and moth lifecycle diagrams. The students will be required to obtain a score of 5/5 because they will need to know this information for the unit test. Students may need to make multiple revisions which can be daunting. Because I like to empower my students with the power of “YET” they will make the revisions with little to no resistance because they understand that it may take multiple tries at something before they are successful. (summative and formative examples follow) The students will have a peer review rubric to critique each other’s model of the butterfly or moth. This rubric will help guide the students to give productive feedback to one another, hopefully, warding off hurt feelings. This tool should
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also keep the students focused and on task. It also gives the students talking points in which to follow – also warding off hurt feelings. Butterfly Drawing and Diagram Rubric 1 Diagram lacks clarity in the description of the lifecycle stages and is missing some or all key terms. Drawing is not lifelike or is labeled incorrectly. Directions were not followed 2 Diagram has some terms used correctly but lacks clarity in the description of the lifecycle stages Drawing is beginning to look more lifelike but not YET…Labels have some mistakes. 3 Diagram terms were used more accurately but a few mistakes exist. Labels are somewhat accurate. Drawing is lifelike but may be mislabeled 4 Diagram descriptions of the lifecycle stages are somewhat accurate but may be lacking some key terms. Drawing is lifelike and labeled correctly 5 Diagram descriptions of the lifecycle stages are accurate and terms are present and used correctly. Drawing is lifelike and labeled correctly Total ___/___ _ Revisions needed : Y or N Notes: _____________________________________________________________________ _______ _____________________________________________________________________ _______ Name ____________ Date ____________
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My Butterfly/ Moth Lifecycle Diagram and Drawing Checklist (formative assessment) Name __________________________________ LESSON PLAN #3 Name: Kenya Stacey Lifelike drawing Butterfly and Moth Correctly labeled Lifelike drawing Stages correctly identified Vocabulary words used correctly Drawing (be sure to do both) Stage 1 Stage 2 Stage 3 Stage 4 Vocabulary terms: adult, larva, caterpillar, pupa, chrysalis, cocoon, eggs, thorax, leg, wings, antenna, head, proboscis, abdomen,
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WGU Task Objective Number: DTT2 Task 3 (0715) GENERAL INFORMATION Lesson Title & Subject(s): Life Cycle of the Butterfly Compared to the Moth: Life Science Topic or Unit of Study: Life Cycles Grade/Level: Middle School Instructional Setting: This lesson will take place in the classroom. The class is set up like a science lab with table and chairs. There are 4 seats at each table. There are 6 tables arranged in 3 rows of 2 tables each. There is a computer cart which holds 30 Chromebooks for the students’ use. There is a low counter in the
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