Childhood Capstone – Fall 2019

Posted: August 25th, 2021

Childhood Capstone – Fall 2019

Capstone Project: Evidence of Student Learning

Childhood Initial, TRADITIONAL & ALTERNATIVE Certification Programs

Fall 2019

1. Description of your rationale for teaching this cycle: 

The expected results of the teaching cycles are diverse. Each of the cycles in the specific subject areas is intended to contribute to the development of child learners. Specifically, the objectives of the writing, reading, and literacy lesson plans are to ensure that each learner grasps basic reading skills, develops his/her ability to identify vocabularies, and subsequently builds his/her word power. The key to attaining these goals is making the children more competent at comprehension through note-taking and summary writing. Additionally, other purposes are to cultivate effective writing skills and increase learners’ competencies in oral language. Reading, writing and oral language entails communication with other people. It is as key component of literacy development that consists of a process that targets at utilizing thinking, building knowledge and language skills to facilitate both speaking and effective listening. It is a central component to people. Literacy development infuses almost all the facets within the primary school curriculum. Oral language skills development is given significance similar to both reading and writing. This is because the subject has equal weight when it comes to integrating literacy development process.

            The mathematics lessons are geared towards introducing the learners to fundamental mathematical tasks. This aim can be achieved by familiarizing the learner with core mathematical operations, which include multiplication, subtraction, division, and addition involving whole numbers, decimals, and fractions. At the end of the cycle, the learner is expected to be capable of easily tackling problems based on the aforementioned mathematical functions.

            Another major target of the mathematics learning cycle is that the learners become conversant with algebra. This requirement includes understanding the order of operations, demonstrating the capability to formulate, simplify, and solve mathematical expressions, or equations, including those with positive numbers only or one side missing. An additional desired learning outcome in mathematics is that the learner comprehends data analysis and probability principles. Lastly, it is anticipated that the learner becomes aware of the main scientific concepts and apply them in-class assignments and individual practical projects.

• Assessment (pre-, post-instruction, and progress monitoring).   Include data charts that aggregate information on student performance pre- and post-instruction. 
  

Pre-instruction assessment:

The pre-assessment criteria will help evaluate learners’ previous knowledge of the selected subjects. The teacher will expose each student to questions on the areas of interest. The results obtained will be used to compile the final instruction module. The findings of the pre-assessment of the learners’ reading, writing, and oral skills will be visually illustrated using charts like the one below.

Figure 1. Pre-instruction assessment results

Similarly, the learners’ abilities in all the subject areas, including mathematics, science, and the social sciences, will be rated out of ten. However, the assessment will be based on particular topics, for instance, geometry, algebra among others. The above chart shows the possible pre-instruction assessment results of three hypothetical learners.

Post-instruction assessment:

To effectively conduct a post assessment for the student’s literacy development, instructor will employ summative assessment method to facilitate the assessment process. Summative assessment entails summing up of the student’s performance to ascertain if they have met a particular proficiency level or the set learning objective. For example, the instructor may subject the students on state tests. These tests are assigned to each student to see establish whether the student has attained the proficiency required. At the same time, unit tests will be given to help sum up how the students faired on particular subject areas about reading, listening, writing, performing and viewing, which encompasses the literacy development.

The post-instruction assessment will be centered on an appraisal of the students’ output about the pre-established learning outcomes of each subject area. Thus, this exercise will focus on the learners’ performance after the instruction period. Overall, the findings will provide an overview of the appropriateness of instruction methods applied. In practice, the learners will be given tests and assignments and rated out of ten. These results will be compared with those of the pre-instruction assessment to determine the improvement made. This data will be presented using charts as shown below.

Figure 2. Post-instruction assessment results

            The results acquired will inform successive instructional practices, especially the use of teaching aids and measures or interventions to create favorable learning or classroom environments.

Progress monitoring:

Learners’ progress is of critical importance to the completion of each cycle. The reason is that the success rates will depend on the scores or grades of each learner in every subject or topic of study. The learners will have to undergo continuous assessments to effectively and efficiently monitor their learning. Next, the results will be presented on a line graph to show any negative or positive change in their knowledge or skills. The chart below depicts how students’ progress may be tracked.

Figure 3 Progress Monitoring Chart

• Student work samples. Minimum of 3 work samples reflecting the performance of students of varied abilities. 

Based on the pre- and post-instruction evaluation of the work samples provided, it can be noted that students are differentially abled in various subjects and topics. In this case, these differences are apparent in reading and writing, science, and mathematics. For instance, while the learners showed immense improvement in reading, their performance in writing was considerably dismal after the instruction cycle. Additionally, the learners attained impressive scores in oral activities. This positive consequence is indeed attributable to the instructional strategies employed in refining the learners’ speech. Most importantly, it was necessary to revise and possibly redefine the instructional strategies employed in some of the content areas. For example, it was vital to reconsider teaching writing skills separately instead of including them in literacy lessons.

The samples chosen for evaluation in this section included reading sessions, note-taking, and oral presentations in class as well as individual short writing exercises. The learners were grouped and required to read the story for themselves and then point out new words. Each learner was later asked to retell the narrative for the class as part of the oral skills building. After the class presentations, the learners’ next task was to compose a short story with an emphasis on using the identified words as vocabularies within the written text. The work samples were selected depending on how well they reflected the learning outcomes of childhood literacy development.

• What is the evidence of student learning in the content area standards identified in this cycle (lessons)? 

Analysis of student learning. 

Evidence of student learning is often manifested in the level of achievement of the set lesson objectives. However, an analysis of the performance of the learner in continuous assessments in various content areas is paramount. In light of this observation, and evaluation of the performance data reveals that the students learned, albeit to varying degrees. On the contrary, this finding is not entirely true since the learners displayed weaknesses in different content areas. As indicated by the performance data, it is possible to conclude that the students’ reading skills indeed improved. For instance, the pre-instruction assessment results recorded an average score of four out of ten in the students’ reading abilities. Comparatively, the post-instruction assessment found that on average, each learner scored six out of ten in reading competencies. A slight, satisfactory demonstration of progress in writing skills was noted when the pre-and post-instruction assessments were compared. The evidence suggested that the learners’ familiarity with language was a major challenge. Apart from this problem, several students struggled to grasp mathematical concepts. This issue, however, was not evident in social sciences, hence a likely indication of innate negative perceptions of or phobia towards mathematics. 

            Group activities provided opportunities for the learners to brainstorm questions collectively and assist each other through teamwork unlike in individual take-away and class assignments. In mathematics, for instance, the most notable difficulty faced by individual learners was posed by mathematical concepts. Interestingly, in group work, this was not the case as most of the students reported tremendous progress in collaborative assessments. Moreover, the learners’ creativity was impressive, although it was limited to certain subject and content areas.

• What does the data say about the instructional cycle and how does this inform your practice? 

Interpretation of the data

The main intention of any instructional cycle is to enable learners to achieve the best scores or grades possible in each content area. In addition to this goal, instruction endeavors to guarantee the realization of pre-determined learning outcomes. Their attainment, or lack of it, is inferable from the results of learner performance evaluation. The assessment data acts as a benchmark against which to judge individual grades and scores during each instructional cycle. In light of this finding, the instructional cycle is highly invaluable in childhood learning. Based on the data, it is indisputable that on the one hand, the projected learning outcomes for grade three learners were realized. On the other hand, the results highlighted the ineffectiveness of the instructional cycle in certain content areas and subjects. This inefficacy was reported in addition to the fact that students handled various concepts variably; they found some of them easier or more difficult than others. The data reveals the need for more suitable and personalized instructional techniques. In practice, the data reflects weaknesses in learners’ instruction in diverse content areas. For instance, better instructional approaches are needed to boost learners’ proficiency in writing. 

• Reflection of the instruction and assessment that is aligned with Pace’s SOE Conceptual Framework. 

Pace University’s School of Education (SOE) conceptual framework holds that the pivotal aim of any educational procedure is to create and guarantee chances for individual learners to not only realize their potential in the specific study area but also ensure that these opportunities are within the thresholds of essential social justice principles. In addition to this purpose, the institution believes that forming a democratic learning community and subsequently an appropriate learning environment is critical given that these ultimately influence the effectiveness of the instructional cycle.

            It is on this premise that the institution emphasizes the adequate preparation of SOE graduates to become education experts who promote justice in the course of instructional cycles. Essentially, teachers are obligated to pursue and protect the equity in the various societies and communities in which they work. Having this mandate in mind, instructional processes, group composition, assessment criteria, and performance evaluation procedures were based on a fit between maintaining inclusive and democratic classroom environments that would support the teacher’s efforts and render the instructional cycle successful.

            The instructional methods employed in every cycle were driven by my interest in ascertaining that each student, irrespective of his/her abilities, had the chance to build his/her skills in each subject and content area. The instructional cycle was designed to ensure that group, class, and take-home activities formed the basis of teaching and learning. It was organized to help each of the learners draw knowledge and skills from their peers in an environment where they shared similar goals. It should be noted that class activities were meant to measure individual progress in each content area as outlined by the envisioned learning outcomes.

            In addition to the take-home and group assignments, the cycle aimed at fostering a conducive learning environment through collective learning communities where learners could share their experiences, contributions, and take on plausible approaches to realizing learning objectives. The group work, individual take-home tasks, class presentations, and common problem-solving exercises were oriented towards promoting social justice by offering an inclusive and friendly learning environment to all students within the class. Another rationale was to see that learners’ inabilities and limitations were exhaustively addressed. Besides, the data intimates that the classes were accommodative to all learners and that results were representative of the existence of not only a democratic and caring classroom setting but also inclusive school communities where each learner was assured of opportunities to hone their skills in areas of weakness.

            As stipulated by Pace University’s SOE, justice implies equilibrium between the rights of individual learners and the demands of society, equal protection by the law, fairness in the distribution and use of learning resources, and access to equal learning opportunities. The SOE believes that the core aim of teaching is to offer a host of possibilities for all learners irrespective of their social, political, racial/ethnic, and economic backgrounds. The SOE’s standpoint is that each graduate should portray the institution’s position and conviction that education and learner instruction approaches should produce reflective, effective, and efficient practitioners, who are capable of promoting justice, establishing and sustaining effective school communities and learning environments. Lastly, and undeniably, the most important belief of Pace’s SOE is that however diversified the instructional methods may be, the overall product of the instructional cycle should be successful learners. Every graduate should remember and strive to meet this expectation. The achievement of learning objectives should noticeable from teachers’ records of learners’ assessments. 

            As reflective practitioners, student instructors are required to appreciate the continuity between theory and practice. They should also practice self-assessment to acquire self-knowledge concerning others in social, racial/ethnic, and historical contexts. Thus, the candidates should adopt multiple teaching and learning perspectives and subsequently attain a better awareness of their shortcomings and competencies concerning student instruction and academic attainment.

            Evaluation of teachers’ effectiveness during or after the instructional cycle, especially concerning ensuring that students learn, should be informed by learners’ scores or grades in all subject areas. In the present case, and line with Pace University’s viewpoint, the role of the teacher is to ascertain that all students are successful learners. For this reason, performance assessment plays a crucial role in appraising the extent of the instructor’s success in seeing to it that learners gain knowledge and skills. From the data presented from the pre- and post-assessment results, it is undeniable that the instructional cycle provided room for learners to learn successfully in an inclusive and accommodative learning environment that met their various academic needs. The assessment and performance evaluation results were ultimately evidence of an efficacious and efficient instructional cycle. While the scores in some of the content areas were unsatisfactory, the overall level of performance improvement and identification of specific and individual learner strengths and ineptitudes were invaluable in enhancing student learning progress.  

            Conclusively, the results of the present instructional cycle are proof of my abilities in student instruction. Most importantly, repeatedly crafting and implementing a variety of instructional activities in line with students’ needs and learning styles enhanced my competency as a teacher. Moreover, the subsequent link that was formed between the processes performed in class, particularly pre, and post-performance analyses, made me more knowledgeable in student evaluation. I also learned that the teacher has to go beyond traditional lesson planning and be proactive in his/her approach to student instruction. Furthermore, the observations made from the current instructional cycle validated Pace’s SOE’s argument that the student instructor has to take the initiative to solve problems. This point of view is founded on the likelihood of facing a myriad of impediments to proper learner instruction. Nevertheless, finding desirable and working solutions is entirely dependent on the instructor’s comprehension of learners’ needs and elaboration of the significance of the acquired knowledge to real life.

In this context, the chief point is that every teacher should motivate learners to learn. As an instructor, I realized the significance of working collaboratively with students in the learning environment as individuals with a common purpose. Moreover, teachers should make learners feel valued and that they have unlimited possibilities. This encouragement is of great import in turning learners into positive change agents of their societies. In the present instructional cycle, this social dimension of learning was apparent from the ease with which learners worked in groups and contributed their ideas on different case studies and activities. The efficacy of the instruction cycle, as evidenced by the performance assessment results, confirms my competence as a teacher; it signifies that I am capable of supporting learning through the detection of the flaws of individual learners and strategic planning for improved academic outcomes. Besides, the success rates convey that the instruction cycle considered and alleviated the barriers to learner progress in diverse content areas.

LESSON PLAN – CHILDHOOD

Your Name:
Content Area:	Reading, Writing, and Oral Language (ACEI Standard 2.1).
Grade Level:
Course Name:
Unit Name:
Lesson Number:
Length of Lesson:	40 minutes
Lesson Topic or Central Focus:	Literacy development
Standards Addressed
	(ACEI Standard 2.1).
Planning Rationale and Focus
Context for Learning Rationale:
The rationale of the writing, reading, and literacy lesson plan is to ensure that each learner grasps basic reading skills, develops the ability to identify vocabularies and subsequently build his/her word power, and improves his/her writing and oral skills.
Building Authentic Connections:
Key to achieving the above goals is enhancing the learner’s competence at reading and comprehension through note taking, summary writing, and oral narration.
Essential Question(s) for this lesson: The key questions that underpin the lesson are: •           What are the major challenges to developing childhood literacy skills? •           How do learners approach read, writing, and oral language skills in their development stage? •           What are the plausible ways of or interventions for effective instruction in literacy development? •           How do group activities and individual projects in reading, writing, and oral presentation influence the trajectory of the learner and affect his/her overall performance improvement in literacy skills?
Lesson Objectives:
Reading, writing, and oral language skills The following objectives will be adhered towards meeting the desired goals during the literacy development lesson: Lesson cycle objectives: Reading targets to ensure that students can apply the skills and the strategies of a successful reader. Besides, reading should be critical Reading objectives include:Read, comprehend, and interpret the selected text with ease. Skimming for new ideasScanning for detailsDeveloping reading speedBuilding academic vocabulariesIdentify new words, concepts, and ideas from the text.Writing Objectives will include:Making use of the contextual ideas to develop inferences of some unfamiliar words within the contextSummarizing and paraphrasing information obtained from the contextUtilizing digital literacy strategies for developing  Use the new words in written class activities to hone his/her writing skills and language use Incorporate the new vocabularies in oral class presentations. Easily employ the learned terms in individual practical projects involving the creation of short reading texts to be presented before the class.Generating ideas from the provided information to create contentEmploy the pre-writing strategies towards planning a proper writingAccurately using the grammatical structures and build proper academic vocabulariesOral language course objectives The goal for this lesson is to apply strategies and skills that encompasses a successful speaker. As such, the objectives include: Be able to discuss and make responses to the reading contentBe able to evaluate and appropriately select relevance of sourcesBe able to select, compile and adequately synthesize the information for oral presentationAppropriate application of vocabulariesDeliver effective presentationCan present information by using digital sourcesReflect and evaluate performance as well as set progressive goals.
	Assessment
	Assessment: The assessment will be twofold as it will entail both the pre-and post-instruction appraisal of learners. Pre-instruction assessment: In this phase, the learner will be assessed based on his/her abilities and knowledge in: Reading, note taking, comprehension, and grammar writing oral language/presentation The material required for the pre-instructional assessment is a storybook. The instructor selects a place of choice to sit with a student in a class. A student is given a storybook and then asked questions shown under table 1 below: Table 1: Pre-reading assessment Task is successfully completed by the student Yes No 1. Recognizing the front and the back the storybook     2. Can identify the tittle of the storybook.     3. Can identify any word in the book     4. Can identify a letter in the book     5. Can identify spaces within the text     6. Can identify from where the teacher can start reading     7. Can identify where the sentence ends and recognize a punctuation.      Once this session is completed, the teacher can ask whether the student understands what is a rhyming word. Depending on the answer, the teacher precedes to list some of the rhyming words and aske the students to identify some of them. Chart 1 below gives sample of the rhyming words that would be listed for students to identify. Words should be said as a pair from the list below. For example; Teacher: “bun/ban”. For every correct response, the teacher circles ‘yes’. However, for a wrong response, the teacher circles ‘no’. Chart 1: Identify rhyming words   The instructor then proceeds to identify the initial sounds of words especially those that start with same sound. Examples given may include; fat/fun. The two words begin with /f/ sound. The instructor says two different words and lets the students identify them. For a correct response, circle ‘yes’ and for a wrong response, circle ‘no’. Chart 2 below gives a sample of different words that start with similar sound, which the instructor may use in the pre-assessment: Chart 2: Identifying words beginning with a similar sound Post-instruction assessment: In this phase, the learner will be evaluated based on the expected lesson cycle outcomes, which are his/her performance in various content areas, namely: reading writingoral language The following summative structure will be employed: writing will be used to conduct a performance – based assessment to help evaluate knowledge and the skills for the starters in reading and writing. The model takes consideration across all categories of students, include those with various learning disabilities. For instance, the instructor will conduct the following exercise: The exercise is followed by various scaffold activities to held demonstrate the understanding of several fundamental concepts in literacy education. For instance, teacher asks: why are laws important? Based on this setence, the student is asked to start a response as: “The laws are important to ……..”. Some of the sample respnses include; Chart 3: Student 1 work example Chart 4: Student 2 work sample Chart 5: Student 3 Work Sample
	Lesson Preparation
	Student Preparation for this lesson: Students’ preparation for the lesson: Each student is required to read the assigned text, note new words and themes, and give a short oral summary of at least one paragraph of the passage.
	Learning Environment:  the learning environment should be able to provide the learners with adequate reference materials including word building areas and should also be appropriate for effective reading and listening
	Materials Required: Lesson requirements One copy of a story book to be used for the assessment phaseEach learner should have a copy of the required children’s story book  Shorthand notebooks for note taking and summary writing
	Planned Accommodations for Students with Disabilities or Diverse Learning Styles or ELL: Speech and language therapist will be supporting those in need during the activity.
	Lesson Sequence
	The lessons covered in this section will demand integrated planning and shall be conducted in three sequences beginning with reading, then writing activities, and lastly, oral presentation.
	Post-Lesson Considerations
	A post-assessment analysis and evaluation of learners’ potential in particular areas of concern.
	As an instructor, one requires to have a comprehensive literacy development knowledge and be adequately informed by practice. The practice is attained after having undergone through a rigorous testing in a real-world situation about literacy. Some of the best practices in ensuring success of the lessons include: Creating classroom culture which helps to foster motivation of literacy development.Teaching should focus on authentic meaning and making purposes, that is, focus on pleasure, being informed and task performance.Children be provided with a scaffolded instruction in areas of phonemic awareness, vocabulary, comprehension and phonics purposely to create independence in reading.Children should be given enough time when assessing self-selected readings.A wide range and high-quality literature genres be given to children during the lesson.Instructors should use multiple texts that help build on the previous knowledge, enhance linking of concepts and improve on language vocabulary.Class contexts should put emphasis on collaborationThere is need to balance between teacher and student led discussions of the study texts.Instructions should be differentiated by using assessments that are instructionally relevant.

LESSON PLAN – CHILDHOOD

Your Name:
Content Area:	Mathematics
Grade Level:
Course Name:
Unit Name:
Lesson Number:
Length of Lesson:
Lesson Topic or Central Focus:	Algebra, geometry, data analysis, and probability
Standards Addressed
	(ACEI Standard 2.1).
Planning Rationale and Focus
Context for Learning Rationale:
Concepts of algebra, geometry, and probability form the basis of mathematics. In this sense, building learners’ understanding and proficiency in the early stages is important for their future performance in mathematics.
Building Authentic Connections:
Essential Question(s) for this lesson: The key questions in this section are: How does the instructor discover the varied needs of the learners prior to initiating the instruction cycle?What are the best intervention measures to ensure that the pupils improve and register better grades after instruction?What are the potential drawbacks to the successful realization of the core cycle objectives based on the learners’ performance in specific subjects and content areas?
Lesson Objectives:
Algebra Projected lesson outcomes: The learner should  Display an understanding of the order of operations.Demonstrate the ability to formulate and solve mathematical expressions.Be capable of simplifying one-step equations involving positive numbers only.Be competent at simplifying one-step equations with one side missing but no negative numbers. Number and operations Lesson outcomes The pupil should be able to perform basic arithmetic operations with whole numbers, fractions, and decimals. Those functions are: addition, multiplication, subtraction, and division. Geometry The learner should be able to define points, line, plane, segments, angles, straight lines, and rays precisely. Data analysis and probability Lesson objectives; The learner should be able to name different data sources and types.The pupil can apply data analysis methods and measures, such as the mean, frequency, median, and mode.The learner should be able to employ data presentation models, such as scatter plots, frequency tables, histograms, and charts.The learner can recognize various shapes of data distribution.

Assessment

Assessment and learner progress evaluation; The assessment criteria will be based on an evaluation of the learners’ abilities in the key content areas that the lesson intends to cover. The first assessment will occur during the pre-instruction period to establish their weaknesses and strengths in geometry, algebra, and data analysis. The pre-instruction evaluation will consider the pupils’ capacities as outlined below: Geometry The learner’s ability to define points, line, plane, segments, angles, straight lines, and rays precisely.The learner’s cognizance and familiarity with the definition and properties of angles. Data analysis and probability Lesson objectives The learner can cite different data sources and types.The student can apply data analysis methods and measures, such as the mean, frequency, median, and mode.The learner can employ data presentation models, namely, scatter plots, frequency tables, histograms, and charts.The learner can recognize various shapes of data distribution. To effectively assess learner performance, mathematical tasks would be developed and categorized into three tasks, that is, Task Type I, II and III. Task Type I is made to help assess the conceptual understanding, the fluence and the application of major, extra and supporting contents for mathematics concepts under algebra, geometry and data analysis. Task Type II established to ascertain the student reasonability for the selected contents for grades 8, 7 or applied contexts of areas of study while Task Type III is designed to examine the ability of the student to model some aspects of grades 7 and 8 as well as apply them in context. The assessment is aligned to quality provisions as guided by Modelling & Application and Expressing Mathematical Reasoning reporting categories. Table 3 below shows sample tests to assess a student’s performance: Choose a negative number and add 4Multiply the result of 1 above by 3Add 2 from the results in 2Multiply result of 3 by 6 If the result of 4 is 160, identify the original number. Explain how you identified the number. Analysis The instructor analyses the explanations by the student and some of the possible responses about use of letters are as follows; Uses literal expression and attempts to explain by transformationExplains using numbers does not entirely rely on the numbers to create a viewpoint of the content.Explains by relying on numbers and does not detach from the numbersFinds relationship inductively.Explains using figuresExplains using languageIdentifies the number through a reverse process. From the results, the teacher evaluates each response accordingly

Lesson Preparation

Student Preparation for this lesson:

Students will be asked to undertake pre-lesson studies on algebra, geometry, and probability.

Learning Environment:  The classroom environment does not have to change; however, it should provide the learners with adequate space and the calm needed for individual and group activities

Materials Required:

The lessons will necessitate different teaching aids depending on the subject area and content studied. For instance, the learners will use geometrical instruments during the geometry sessions.

Planned Accommodations for Students with Disabilities or Diverse Learning Styles or ELL: Speech and language therapist will be supporting those in need during the activity.

Lesson Sequence

The mathematics lessons will begin with an exploration of geometry. The learners will then study algebra and later data analysis and probability.

Post-Lesson Considerations

Take home activities and group work are vital to learners and should be prioritized given the fact that mathematics demands continuous practice and individual testing.

Another consideration will be the effectiveness of group activities in aiding the teaching of mathematics concepts in childhood classes. The instructor also needs to assess the appropriateness of learning aids in teaching mathematics to childhood learners.

LESSON PLAN – CHILDHOOD

Your Name:
Content Area:	Science
Grade Level:	3
Course Name:
Unit Name:
Lesson Number:
Length of Lesson:	40 minutes
Lesson Topic or Central Focus:
Standards Addressed
Planning Rationale and Focus
Context for Learning Rationale:
Childhood development partly happens through exploration and experimentation. Therefore, the learners in this category need opportunities to explore their surroundings and acquire basic scientific knowledge of their world.
Building Authentic Connections:
Class activities on scientific conceptsIdentification of the composition of the universe Assessment of diverse land, sea, and ocean life formsSimple research on forms of pollution
Essential Question(s) for this lesson:
How does the teacher detect the different needs of the learners before initiating the science instruction cycle?What are the best intervention measures to ensure that the pupils improve and register better grades after instruction?What are the potential drawbacks to the successful realization of the core cycle objectives based on the learners’ performance in science and related topics?
Lesson Objectives:
Lesson objectives At the end of the instruction cycle, the teacher expects pupils to: Explain fundamental scientific concepts Exhibit knowledge of core scientific concepts in practice, especially organizing objects and recognizing natural diversityArrange and perform simple exploratory experimentsCompare different natural forms and phenomena
Assessment
The assessment will be twofold involving pre- and post-instruction appraisal of the learners. Pre-instruction assessment: In this phase, the learner will be assessed based on his/her abilities and knowledge in: Organizing objectsRecognizing diversity in nature and the universal order Describing the composition of the universe and diverse life formsArranging and performing simple exploratory experiments both in individual and group settingsApplying existing and new scientific concepts, ideas, and theories and conduct data analysis and presentation in sciencePresenting their perceptions and opinions as they think scientifically about their world Post-instruction assessment: The objective of this phase is to provide the learner with the opportunity to demonstrate the skills acquired after the instruction cycle, in this case, his/her ability to employ scientific concepts in practical situations. Learners will be evaluated based on the desired lesson cycle outcomes, namely: Organization of objects and recognition of natural diversity Exploration of known and new scientific concepts and ideas Presentation of their perceptions of their world from a scientific standpoint Perform and present results of simple science projects as individuals and in groups
Lesson Preparation
Student Preparation for this lesson:
Students’ preparation for the lesson: Find out the main approaches to scientific explorationStudy scientific research methods in groupsResearch on scientific principlesEach leaner is expected to explore his/her immediate surroundings and relate his/her observations with scientific concepts Discover their perceptions of their world from a scientific viewpoint
Learning Environment:  The classroom should be transformed into an environment that captures natural phenomena, human inventions, and the changing faces of the globe.
Materials Required:
The instructor will need instructional manuals, visual aids like charts, class demonstration models, and experiment instruments. Each learner must have a copy of the required science textbook.
Planned Accommodations for Students with Disabilities or Diverse Learning Styles or ELL: Speech and language therapist will be supporting those in need during the activity.
Lesson Sequence
The lesson will be broken down into theoretical and practical sessions to refine the students’ research and experimentation skills and allow them to apply the knowledge gained in class.
Post-Lesson Considerations
Learners need to do a final individual or group assignment on the topics studied. This follow-up protocol is essential to ascertaining that the learners have grasped the concepts taught in class.

LESSON PLAN – CHILDHOOD

Your Name:
Content Area:	Health Education, Human Anatomy and Scientific Concepts
Grade Level:
Course Name:
Unit Name:
Lesson Number:
Length of Lesson:	40 minutes, for each lesson
Lesson Topic or Central Focus:	Science

Standards Addressed

Planning Rationale and Focus

The context for Learning Rationale:

The rationale of health education is imparting students with skills to promote health and help prevent diseases so as to address the health problems effectively purposely to cut on the costs incurred in treatment. This is in realization that most health problems are easily preventable. However, the community lacks the basic knowledge to implement it. Therefore, leaners will be able to improve the knowledge on the essence of health education. Learners may also be introduced to human anatomy, thus understanding how their body functions.  Scientific concepts will also help learners express themselves scientifically on various areas of interest in science.Human Anatomy rationale This class is designed to enable students extend their knowledge on the body that they live. Through the study, students will develop an understanding of themselves, what enables their bodies to function and the effect of malfunctioning of their bodies. Responsibility and decision making is emphasized throughout the lesson. Students would develop an understanding of decision and choice consequences. The direction of the class would be stressed on having the students develop positiveness when making decisions about their body. Scientific concepts rationale Students will be exposed to different activities to boast their learning. They will understand the properties of matter, various concepts in science and explore some of it practically. In this way, they will be able to appreciate the constituents of their surroundings.

Building Authentic Connections:

The attainment of the above-highlighted goals is the enhancement of core competency and knowledge acquisition on content areas such as health education, human anatomy, and the understanding of vital scientific concepts   that can be applied both in classroom and real life.

Essential Question(s) for this lesson: How can health education be approached by learners to enhance the acquisition of vital life lessons?Can health education play a role in shaping the perception of learners regarding the subject of science What are the available methodologies of teaching learners about human methodology to help them relate easily and understand basic parts of their body? How does the understanding of key scientific concepts contribute to holistic perception of learners towards science? What are the available methodologies that can be utilized by tutors to enhance comprehension of key scientific concepts among learners

Lesson Objectives:

Health Education, Human Anatomy and Scientific Concepts The health education is aimed at exposing learners to different learning experiences to improve their knowledge regarding health. Subjecting learners to health education will enable them identify key health needs and problems. Furthermore, imparting learners with health education at such an early age will help them develop a sound physique and also acquaint themselves with basic laws of health.  It can also help cultivate desirable health habits, and health practices among the leaners. Undertaking health education as part of the science subject will also help learners appreciate various health programs that may be undertaken by the community and school. Similarly, health education will also provide an opportunity for learners to be taught basic rules for development and preservation of mental, physical and emotional health. On an additional note, learning human anatomy will enable learners acquire crucial scientific knowledge regarding the structure of a human body. Moreover, learning scientific concepts will enable learners understand conceptually and acquire knowledge and skills to make informed decisions in many scientific contexts. Therefore, the desired goals will be attained when the following objectives are accomplished: Lesson cycle objectives: Scheduling health education, human anatomy and scientific concept discussions to enable learners develop holistic knowledge in science. Health education objectives include:Ability to disseminate crucial health knowledge in the communityBuilding normal health trendsAbility to help community members solve their health problemsIdentification of various health problems and needsEstablishment of proper health behaviorsHuman anatomy objectives include:Definition of human anatomyExplanation of the existing relationship between anatomy and physiologyListing major components forming each organ system Describing the functions performed by each organ systemIdentifying major body cavities and description of their functionScientific Concepts Objectives will include:Comprehension of fundamental scientific principles and concepts applicable in daily lifeLearning key facts about the subject of scienceDeveloping knowledge of animals and plantsAcquisition of knowledge regarding human body and healthAcquisition of skills in observation, experimentation, drawing, constructionThe construction and experimentation skills will include arranging, handling, preserving and repairing available scientific instrumentsDeveloping ability to sense a problem, organize and interpret itAbility to argue, discuss and express various scientific terminologyThe ability to manipulate and improve available scientific knowledge using the acquired knowledgeInculcation of scientific knowledge in learnersDevelopment of critical observation and thoughtEmbracing objectivity when approaching scientific problemsAdherent to cause and effect relationshipTruthful approach to conclusions and experimentationsAdopting planned procedures when solving a given problemDeveloping socially desirable habits like tolerance, truth, honesty, self-reliance, and self-confidenceDeveloping interest in reading scientific literature Developing the habit of exploration, observation, systematic way of thinking and classificationDeveloping learners’ power of creative, manipulative and inventive faculties. Acquisition of essential information regarding science and natureUnderstanding the impact of science on routine lifeDeveloping interest in various scientific hobbiesInspiring learners by stories about scientific discoveries and the respective scientists

Assessment
Assessment: The learners will be appraised before and after the lesson. Pre-instruction assessment: Prior to the commencement of the lessons, the knowledge of learners in aspects health education, human anatomy and scientific concepts will be assessed.  For meaningful assessment feedback, pre-instruction assessment will be conducted by a tutor who will ask learners to identify and name their basic body parts.  In this case, the designated instructor will then ask learners to identify the likely function performed by each of the identified body part. The learner will then be asked the question highlighted in the table below: Table 1: Pre-reading assessment Required task 1. Identify a hand on your body and state its likely function 2. Identify a neck on your body and then state the likely function it performs 3. Identify eyes on your body and then state the likely function it performs 4. Identify ears on your body and then state the likely function it performs 5. Identify a mouth on your body and then state its likely function 6. Identify legs on your body and then state the likely function it performs  Upon the completion of the pre-reading assessment, the designated teacher will then ask learners to identify various body parts from the presented pictures. This is aimed at establishing whether the learners have mastered the basic parts of a human anatomy. Figure 1: Parts of a human body Furthermore, the teacher can further emphasize on the essence of health education by asking learners to state the importance of the following health education concepts. This will be aimed at assessing the ability of learners to identify various health education concepts and subsequently outline their importance as far as the subject of science is concerned. Figure 2: Health education concepts Post-instruction assessment: During post-instruction assessment, the instructor can evaluate learners based on the key specifics and projected lesson cycle outcomes. To be precise, learners will be assessed on the basis of content areas such health education, human anatomy, and scientific concepts. Assessment exercises that can be used in such a case include: Assignment Exercises Expected Feedback /Response Draw a human body and name the basic anotomy parts What are the major systems that form a human body? Why is health education important?
Lesson Preparation
Student Preparation for the lesson: Students’ preparation for the lesson: Each student will be required to have a drawing book where he/she will be able to draw the basic anatomy of the human body.
Learning Environment:  the embraced learning environment should prioritize giving leaners required materials for reference. Therefore, there should be adequate room to accommodate the drawing book of each learner. Surrounding environment in school and the immediate community can also be utilized for the purpose of learning about health education programs that might be adopted in the school or the immediate surrounding community. The learning of the outlined content areas in science should be more engaging. This is why learning should not only be restricted to the classroom environment. For instance, outdoor lessons should be conducted by the instructor where the learners get an opportunity to identify and name various parts of their body and the subsequent functions.
Materials Required: Lesson requirements Copies of scientific literature and booksEach learner a drawing book  Outdoor observation of health education programs in school and the communityCharts detailing various parts of human body and their functions
Planned Accommodations for Students with Disabilities: Speech and language therapists will be availed to support learners with disabilities. For instance, sign language teachers will be availed to help those learners who do not have the ability to hear of speak.
Lesson Sequence
The lessons to be covered in this section will involve both outdoor and indoor learning. Given that science is supposed to be an interactive subject, outdoor visits to the surrounding community to learn about health education will be complemented by indoor lessons about human anatomy and scientific concepts. The lessons will also embrace practical approach whereby learners will have to draw various parts of a human anatomy and state the respective functions.
Post-Lesson Considerations
A post-assessment analysis and evaluation of learners’ potential in particular areas of concern.
The best practices ensure success of these lessons include: Creation of a classroom culture foster motivation for comprehension of various scientific concepts. The tutor should focus on engaging leaners in the entire learning process. For instance, he/ she can take them outside in the field to promote practical approach to learning where each learners will be required to identify and name various parts of their body anatomy.Learners will be provided with drawing books and adequate space to enable them practice the drawing of human anatomy and naming its various parts. This is aimed at gauging their comprehension. Learners should be given an opportunity to relate human health education taught in classroom with what has been adopted in school and the surrounding environment in the immediate community.Multiple scientific literature should be issued to learners to help them read about various scientific concepts. Learners should also be exposed to various inventions in the field of science and the explanation regarding scientists responsible for such innovations. Instructors should embrace the use of various approaches when explaining different scientific concepts. However, embraced approaches should aim at ensuring that meaning of the underlying scientific concepts is not distorted. The classroom learning experience should provide an opportunity where an instructor asks learners’ questions while at the same time, learners also get an opportunity to ask their instructor questions health education and other relevant scientific concepts.  The learning experience should promote discussion among learners where they are able to debate and discuss in an engaging manner regarding various study areas covered in the subject of science.Instructor should embrace the use of various teaching aids such as charts and diagrams to enhance comprehension among the learners.

                                                LESSON PLAN – CHILDHOOD

	Your Name:
	Content Area:	Ancient civilization, Arts and History
	Grade Level:
	Course Name:
	Unit Name:
	Lesson Number:
	Length of Lesson:
	Lesson Topic or Central Focus:	Social Studies
	Standards Addressed
		(ACEI Standard 2.1).
	Planning Rationale and Focus
	The context for Learning Rationale:
	Ancient civilization, art and history are the key tenets of social studies. Therefore, comprehension of ancient civilization will help learners to objectively understand the world. Similarly, learners will concretely understand the world and the people living in it, thus gaining insights on how the world has unfolded to become the way it is. History and arts are important aspect of the society. On the other hand, studying art in the context of social studies will improve learners’ critical thinking skills, problem solving skills, hand-eye coordination, lateral thinking, motor skills and complex analysis. For the case of history, it will enable learners understand their past and understand their past. History will also enhance the insights of learners into the origin of their culture as well as the essence of cross-cultural awareness and understanding.
	Building Authentic Connections:
	Essential Question(s) for this lesson: The key questions in this section are: How does the instructor demonstrate the essence of ancient civilization and its contribution to various social studies undertaken by learners?What methodologies can an instructor use to illustrate the evolution of art and its essence in various social settings?What role does history play in the enlightenment of learners about various social events and happenings?
	Lesson Objectives:
	Ancient civilization Projected lesson outcomes: The learner should Identify agricultural and geographic factors that contributed in shaping early civilizations developmentCompare, distinguish and contrast various political and cultural characteristics defining some of the advanced ancient societiesPoint out key limitations and accomplishments of early civilizationsRespond to historical questions, contrast and compare multiple perspectivesEnhance the mastery of evaluative research, map reading and critical thinkingUse various alternative and traditional modalities to demonstrate concrete understanding  Lesson outcomes The learners should be able to identify major events characterizing ancient life that played a significant role in shaping modern economic, social and political history of the Western World. Learners should also be able to able to comprehend the prevailing economic and geographic relationships, technology, cultural identity, technology and power. Such aspects should be gained through multiple sources explored by learners. Art Lesson Objectives Learners should be able to analyze, describe and interpret various art workAnalysis, interpretation and evaluation of content and form of art worksProduction of creative works demonstrating formal material or languageDeveloping technical ability and skills to organize visual elements to help in the communication of experiences and concepts across different mediumRecognition of various design elements in a given art workDevelopment of an appropriate practicum based on theoryUnderstanding art theory and applying the necessary practical methodology to various taskReflecting on various pieces of art after visiting galleries, museums, and artist studios Analyzing art work contextuallyContrasting and comparing contemporary works with historical antecedents in terms of art History Lesson objectives; Acquisition of knowledge regarding various concepts, terms, ideals, events, principles and personalities related to historyRecalling events, facts, years and termsRecognizing events, facts, years and termsShowing information on charts, maps and diagramReading presented pieces of information in different formsClassifying events, facts, concepts and terms  Discriminating between silly and significant mattersIllustrating principles and events by citing examplesIdentifying cause and effect relationshipArranging facts in s known particular orderInterpreting charts and maps from the history sourceCollection of ancient old coins, arts and other historical materialsVisiting historical places of interests, archives, museums and archaeological sites
	Assessment
	Assessment and learner progress evaluation; The first assessment for social studies will be pegged on the pre-instruction period to establish the competence of students on the content areas of ancient history, art and history. It is important to note that the pre-instruction evaluation will consider the following learners’ capacities: Ancient civilization The ability of learners to understand how early civilization can be compared to the modern civilization.Capability of learners to recognize the importance of physical features in their role in sustaining the development of a civilization.Understanding how ancient civilization developed and its subsequent contribution to the current world Art The ability of learners to compare and contrast contemporary works with the corresponding historical antecedents.Proficiency in contextual analysis of dataWriting in-class responses reviewing gallery and museum exhibitions History Classifying events, facts, concepts and termsAcquisition of knowledge regarding various concepts, terms, ideals, principles and personalities As part of the pre-instruction evaluation approaches, learners will be accessed on the basis of their competency on the content areas of ancient civilization, history and art as shown below: Table 1: Pre-instruction assessment about Ancient Civilization What historical timeframe can each the following figures be categorized? Expected response Ancient civilization Ancient civilization Ancient civilization Ancient civilization   Table 2: Pre-instructional assessment about Art What is your first impression of the following art? Expected response
	Lesson Preparation
	Student Preparation for this lesson:
	Learners will be asked to state their perspectives and understanding concerning ancient civilization, art and history.
	Learning Environment:  Even though the classroom will the primary learning environment, learners will also make visits to museums, immediate local communities and galleries to learn about various aspects of ancient civilization, art and history
	Materials Required:
	Historical artifacts, art work, visit to galleries and museums, history books and Atlas are some of the materials that will be utilized to teach learners various issues concerning ancient civilization, art and history.
	Planned Accommodations for Students with Disabilities or Diverse Learning Styles or ELL: Speech and language therapists will be incorporated in the teaching process to help those students who do not have the ability to hear or speak
	Lesson Sequence
	The social studies lesson will be beginning by outlining the essence of ancient civilization, art and history.
Post-Lesson Considerations
Take-home activities will be undertaken whereby students will be required to research on key historical facts about their families and community at large.
Group activities will also be prioritized to enhance the comprehension of key ancient civilization aspects, art and history.