I recently completed lesson plan that was focused on STEM strategies. As I look back on the lesson I design, I did not incorporate as much math as I would have liked. My topic was electricity because I felt what better area of science to incorporate technology and engineering than electricity. The student will conduct an experiment to determine which of the provided material would be best conductors and which would be insulators and why. While creating this lesson I had to consider possible misconceptions of this area and previous knowledge that the students would need in order to effectively achieve in the lesson. The 5 E’s strategy was helpful because it helped me to stay on track while planning. I did find it challenging trying to meet the needs of the multiple intelligences and learning style.
If I were to implement this lesson this would be an introductory lesson that connects expands the students’ knowledge of electricity. I would actually like for the students to apply the information learned it to create/engineer a model or product of some sort. I would like to put more thought into my safety plan to ensure the safety of the students. I know that I cannot assume that students will not do certain things. I must prepare for the worst case scenario.
This process was somewhat different from how I usually plan my lesson. I often depend more on the teacher’s edition of the course book to guide my planning but I was more focused on the 5 E’s strategy and my own creativity and knowledge in the area. I believe that this lesson was thought out in more depth in reference to the standards and why I chose to use specified instructional strategies, assessments, or even learning experience activities.
As I looked over my lesson plan, I wondered if I incorperated enough technology. It is nice to hear that others second guess and over analyze their assignments. I am glad I am not alone.
ReplyDeleteYou are definitely not alone. I feel after a plan a lesson there is always something that I could have done differently or better when the reality of it is, it is still a good lesson. But I believe that is what makes a great teacher, we are always evaluating ourselves and looking for ways to improve.
ReplyDeleteMy STEM lesson did not incorporate much math either. I incorporated math into the lesson extensions. It would ask the students to build a cost effective water, yet productive water filter given a cost materials list by the teacher.
ReplyDeleteWhen I first introduce electricity to my students I give each cooperative learning pair a D-cell, a bulb, and two wires and ask them to light the bulb. I give them about 5-10 minutes. After the 10 minutes whether the bulb was lit or not, successes and failures were discussed.
The 5 E's also kept me focused as well in my planning as well. Our science textbook is so outdated, all of my science lessons come from the internet or from other science teachers.
Keep the good work.
I think that actually paying more attention to the 5 E's lesson plan really seemed to help you make a more valuable lesson for your students. Often times it's hard to do this since we are so strapped for time and resources and instead we fall back on what is ready in front of us. However, it really does provide a more memorable experience for our students and we are even more into the lesson making it more interesting I believe. Good for you for realizing how much more you recieved out of doing this method!
ReplyDeleteThanks Mark and Charity. I like the idea of giving them the materials and allowing them the opportunity to figure out how the light the bulb. Charity, I agree the more interesting the memorable the lesson.
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