Rationale

DPI Standards

Standard 3, Indicator 1

Standard 7, All Indicators

Standard 10

Standard 15, Indicator 1

Context

            For my GS-4401 class, I had to come up with a lesson based on the 5 E’s.  After coming up with this lesson, I had to teach it in the classroom that I was interning in.  This lesson was based on the NC standard course of study for third grade.  The lesson was on science, but I was able to incorporate technology, language arts, and math into it.  The lesson was on seeds and the parts of a plant.  While teaching this lesson, I video taped myself and then used the footage to reflect on the lesson. 

Impact

            While teaching this lesson, the students were able to learn about seeds and parts of a plant.  The students were able to use different kinds of sources to learn the information.  This lesson taught the students about seeds and plants.  The students were also able to learn through hands-on by planting seeds and watching them grow.  I hope to use this lesson in the future when I have my own classroom. 

Alignment

            By doing this project, I was able to meet a lot of standards.  I met Standard 3, Indicator 1 by teaching a lesson about plants and this is a life science concept.   I was able to meet all of the indicators under Standard 7 by teaching a lesson to a classroom full of students.  The lesson was aligned with the standard course of study for third grade, connected to other content areas, use of students’ prior knowledge, use of critical thinking questions, modifications for select students, and the use of formative and summative assessments.  I met Standard 10 by using a variety of science process skills in the lesson.  I was able to meet Standard 15, Indicator 1 by encouraging underrepresented students to learn during the lesson.  I did this by modifying the lesson for their needs. 

Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.
Indicator 1: Teachers have knowledge of basic life science concepts including

Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.

Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing).