Blog Post #9
Design a lesson for your students using the ATLAS framework. Describe each of the 5 components of your lesson.
Blog Post #1
What does student engagement mean to you? How do you know if your students are engaged? Why is student engagement an important topic?
Subject: Science
ReplyDeleteGrade: 5
Topic: Pollination
Attention: I will show a short video on Pollination on Kids Discover, "Bees and Pollination." The short video shows ho bees spread pollen from plant to plant.
Transition: I will repeat and review some of the important vocabulary used in the video: pollination, pollinator, pollen, stamen, and anther.
Lesson: Talk about what pollination is? the transfer of pollen from plant to plant
Talk about what pollen is? it's the fine, powdery, yellowish or brownish substance that helps make new seeds and plants.
Discuss ways that pollen can be transferred from plant to plant: by the wind carrying the pollen from plant to plant, or by insects, birds and other animals carrying the pollen from plant to plant
Discuss that it is important for pollen to be transferred from plant to plant: in order for more plants to develop
I'll tell them, "Bees get covered in pollen when they land on flowers, and some of the pollen rubs off, and that's what helps make new seeds and eventually those seeds make new plants."
I'll tell them, "Pollinators are bees, birds, bats, insects, butterflies, and sometimes the wind. They carry pollen from one flower to another.
Activity: I put a bag of Cheetos in a large bowl or tub. It needs to be a large enough bowl so that they can't see what's in it. The students wash their hands and return to their seats. I put a white napkin on each student's desk and tell them that their napkin is a flower and the large bowl is a flower and that they are bees. One at a time, I have them run their fingers on one hand through the Cheetos and then go touch their napkin and one other person's napkins. As the activity progresses, they start to notice a lot of "pollen", Cheetos dust, has been transferred to a lot of flowers.
Summation: After the activity, I tell my bees that they did a great job of transferring all of that pollen from flower to flower. Now new seeds can form, and new flowers can be produced. I remind them that bees, pollinators, have a very big responsibility to get that pollen from plant to plant.
After our discussion, they get to eat some Cheetos!
Design a lesson for your students using the ATLAS framework. Describe each of the 5 components of your lesson.
ReplyDeleteSubject: Math
Grade Level: 4
Topic: Descriptive Writing
Attention
Attention Getter: Have supplies to make a peanut butter and jelly sandwich on the table. Ask them, "How would you tell someone to make a peanut butter and jelly sandwich?
Have a student begin to tell you what to do and complete each task as literally as possible to show importance of descriptive words.
Lesson: Discuss how to make your writing more descriptive. Take a sentence and make more descriptive with words.
Activity: Have them write directions with a partner on how to make a peanut butter and jelly sandwich. Have students ask each other if they need to add more description? Are their directions detailed enough?
Summation: Go through each group directions by demonstrating what their directions said to do. Were you able to make a beanut butter and jelly sandwich correctly? Could they add more descriptive words to make the directions more clear?
Design a lesson for your students using the ATLAS framework. Describe each of the 5 components of your lesson.
ReplyDeleteMath: Working on addition and subtraction
Attention: Show students a picture of animals such as a 2 groups of dogs. Ask these questions: “What do you notice?” “ What do you wonder?” Students share aloud. Students will predict what might happen if the groups come together.
Transition: Express to students that we are going to use math to find out what happens when two groups join together. Their learning target for the lesson is: I can solve addition story problems.
Lesson: I will read aloud a math story problem to students. “There are six dogs on the couch. 5 more dogs jump on. How many dogs are there now?” I would model to students using drawings and cubes which are the strategies they have been learning to use when solving math story problems.
Activity: Students will solve 2 story problems by themselves. I will read the problems aloud to them. They will show me what they know. Can they use cubes or drawing a picture for a strategy? Can they write an equation that is correct? I will be walking around visiting with students about their thinking. I will also be making notes on what strategies students are using and what students need more support.
Summation: To end the lesson, we will reflect as a class by students thinking about these questions I pose to them: “ What did we learn today?” “What strategy helped you the most?” Students will get a minute to reflect and then they will share aloud their responses to the questions.
Subject: Band
ReplyDeleteGrade: 5th
Topic: Accents
Attention: Give a story about watching a horror movie. Talk about how it is weird how if the villain is supposed to scare us, they don't show them more to scare us more. Talk about how it is the fact that the villain is not shown much that makes it impactful when they are shown.
Transition: Explain how music can have similar moments emphasizing certain parts of music.
Lesson: Explain what accents look like and how they are used to emphasize certain notes in music. Also explain how to perform an accent.
Activity: Start with playing four quarter notes unaccented. Then play 4 quarter notes accented. Finally, mix and match them with various accented/unaccented rhythms on a single note. Then, our book has a page dedicated to learning accents. We would go through at least half of it (depending on group skill level).
Summation: Reflect with the class about why accents exist in music. Ask them to remind their neighbor how to perform an accent.
Subject: English
ReplyDeleteGrade: 7th
Topic: Identifying Theme using "Thank You, Ma'am"
Attention: I will capture students attention by displaying this question on the board: "What is one lesson you've learned from making a mistake?" Students will respond to that prompt in a 2 minute quick write. This will prepare my students to think about lessons and messages in life.
Transition: Explain how lessons we learn in life are similar to lessons that authors want us to learn through stories.
Lesson: We will introduce and define the term "theme". A convenient way to teach this to students can be theme = the message (theme is spelled in "the me" of the message). I will model theme using familiar examples like Wonder and Holes. These are books my students have previously read in school so all of them should be familiar with the examples.
Activity: We will read "Thank You, Ma'am" together as a group and discuss as we read. Then, students will reread the passage to gain additional understanding in small groups. Once the passage has been reread, students will independently complete a graphic organizer over theme. They will have to identify key events, explain what those events show, and then identify a possible theme.
Summation: Students will reflect through an exit ticket answering: "What is one theme of today's text and how does it connect to real life?" This gives students the opportunity to reflect on their learning and reinforce the learning that took place that day.
1. Attention:
ReplyDeleteShow a short, engaging video of a chick hatching from an egg.
2. Transition:
Connect the attention-getter to the lesson by saying, “Today we are going to learn how a chick grows from an egg into a little bird just like the one we saw!”
3. Lesson:
Teach the stages of a chick’s life: egg → hatching → chick → adult chicken, using picture cards, real or toy eggs, and simple language to explain each stage. I will have a variety of eggs at different stages of incubation that can be candled so children can see the inside. I will also have an incubator in the room with fertilized eggs that children can observe of the next 3-4 weeks.
Highlight key concepts like growth, change, and time.
4. Activity:
Hands-on exploration: Provide students with plastic eggs, chick figurines, and sequencing cards.
Let students match the stages of the life cycle in order.
Incorporate movement: “Waddle like a chick” or “Hatch from your egg” to reinforce learning kinesthetically.
5. Summation:
Review each stage together using the visual chart or a short story recap.
Ask questions like, “What comes after the egg?” and encourage students to respond.
Design a lesson for your students using the ATLAS framework. Describe each of the 5 components of your lesson.
ReplyDeleteSubject: Social Studies
Grade: 8
Topic: Differences Between French & British Treatment of Native Americans
ATTENTION: (Stories- Hook) I begin the class by asking them to imagine having a close friend who needs a place to stay for a while and you let them stay with you. In the first situation the friend eats all your food, spends, your money, runs your car out of gas, leaves the place a mess, and eventually kicks you out of your place. In the second serio the situation the friend cooks, cleans, gasses your car, and helps pay rent, meals, and utilities. Which friend would you rather have stay with you??
TRANSITION: Just like most people, you would more than likely choose the second friend to have stay with you. Correct? My question to you is "Do you thin the way the French and British generally treated the Native Americans influenced their decision of which side to choose during the French & Indian War?
LESSON: Have students ready/research primary documents of accounts of treatment and interactions between the various groups.
ACTIVITY: (Think-Pair-Share) Have students in small groups share their findings, discuss, debate, and record their answers with each other if they would side with the French or British and why?
SUMMATION: At the end of the class I would try to make a connection with the past, present, and future that we all want to be around people who make us feel good and that's why it's important to treat each other with respect.
PS: The above is an abbreviated lesson of what I basically have done in the classroom.
ReplyDeleteLesson Plan: Simple Machines
8th Grade
Physical Science
Students will analyze how simple machines reduce effort by changing force, distance, or direction, and apply this understanding to real-world situations.
A — Attention
Ask students with help moving a heavy object up a flight of stairs-
how would they move this object easier?
Display images of simple machines being used: crane, skateboarder on ramp, an ax chopping wood
Quick class vote: which is the easiest way to move the object
Introduce the idea: Machines don’t reduce work — they make it easier
T — Transition
“What you’re describing is how machines change force.”
“Today, we will explore how the six simple machines make work easier by changing force, distance, or direction.”
Vocabulary Preview:
* Force
* Work (force × distance)
* Mechanical advantage
L — Lesson (Direct Instruction)
Teach the 6 Simple Machines: Using the science text
* Lever
* Pulley
* Inclined Plane
* Wheel & Axle
* Wedge
* Screw
Key Concepts:
Machines make work easier by:
* Reducing the amount of force needed
* Changing the direction of force
* Increasing distance over which force is applied
Teach formula/ practice with real life examples
* Work = Force × Distance
Check for Understanding:
“Which machine would you use to lift something straight up?"
“Which increases distance to reduce effort?”
A — Activity
In groups, students must design a solution to one problem:
* Move a heavy object to a higher place
* Lift an object straight up
* Break or split an object
Requirements:
* Use at least 2 simple machines
* Draw and label their design
* Explain:
* Which machines they used
* How each reduces effort
Optional Hands-On:
* Use classroom materials (books, string, rulers, cardboard)
Ask:
“How does this reduce force?”
“What trade-off are you making?”
S — Summation
- look at pictures of simple machines in real life describe what simple machines are being used and how they are making work easier (think pair share)
Exit Ticket
* Name 2 simple machines
* Explain how one makes work easier
* Give a real-life example
Class Reflection:
“Where do you see simple machines in your daily life?”
“What surprised you today?”
Grade:8th
ReplyDeleteSubject:Health
Topic: Human sexuality
Attention: Do now Question- what method is 100% effective in avoiding teen pregnancy
Students come up with various answers (condoms, plan B etc...) I have the class vote on the best answer.
Correct answer: The only thing the guarantees someone will not get pregnant is abstinence aka not doing it AT ALL!
Transition: You guys had great ideas that are also effective but not 100% effective as abstinence is. Let's talk about most effective to least effective in order, so you know your options.
Lesson: Powerpoint with visuals, condoms, birth control, fertility calendar etc. Explain how effective each method is percentage wise.
Activity: CONGRATS you are having a baby tomorrow. We have something questions we need to answer. What will the baby's name be? How will you pay for formula? Who will change the baby if the baby has a blow out (show pictures of blow out).
Summation: Open Notebook test to see what you learned OR "lets go shopping for baby" adding up what you will need and seeing the total.
Design a lesson for your students using the ATLAS framework. Describe each of the 5 components of your lesson.
ReplyDeleteSubject: Elementary Physical Education
Grade: 4th Grade
Topic: Soccer
Standard: 1.5.21 Combines manipulative skills and traveling for execution to a target in a variety of practice tasks
Attention: Students will come into the gym, get a partner and a ball, and partner pass with each other until the timer goes off.
Transition: Inform students that today we will be playing a unique soccer game. This is a game where each team has two goals that they can score into, but they are playing in a specific zone that they cannot leave for 3 minutes.
Lesson: Students will be working on defensive and offensive strategies. Have a powerpoint to go over the game and provide students with a visual example so that they can understand the game.
Activity: Divide students into 2 teams. They will rotate quadrants every 3 minutes. This gives them the opportunity to play both offense and defense.
Summation: Students will describe what offense and defense is in a written exit slip. This allows me to check for their understanding.
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ReplyDelete
ReplyDeletePottery Lesson Plan: Introduction to the Pottery Wheel
**Teacher:**
**Grade Level:** (Adjustable: 6–12)
**Class Length:** 45 minutes
**Subject:** Visual Arts – Ceramics
**Unit:** Introduction to Pottery / Wheel Throwing
---
## **South Dakota Visual Arts Standards Alignment (SD DOE)**
* **VA:Cr1.1** – Generate and conceptualize artistic ideas and work
* **VA:Cr2.1** – Organize and develop artistic ideas and work
* **VA:Re7.1** – Perceive and analyze artistic work
* **VA:Cn10.1** – Synthesize and relate knowledge and personal experiences to make art
---
## **Learning Objective (“I Can” Statement)**
* *I can explain how a pottery wheel works and why it was important in history.*
* *I can begin using basic techniques to create symmetrical ceramic forms.*
---
## **Materials**
* Pottery wheel (if available)
* Clay
* Water containers
* Sponges
* Visual aid or video on pottery wheel history
* Example ceramic pieces (optional)
---
## **Lesson Segments**
1. Attention Getter (Hook) – 5–7 minutes**
Tell a brief story:
“Before cars or even wagons, people in Mesopotamia shaped clay slowly by hand. Then someone had a powerful idea—what if the clay could spin? That idea became the pottery wheel and changed how people made everyday objects.”
* Show a short video clip of early pottery wheels
* Ask:
* What problem did the wheel solve?
* What do you notice about how it works?
---
2. Transition – 2–3 minutes**
Bridge from story to learning:
“So that one idea—spinning clay—changed pottery forever. Today, we are going to learn how the pottery wheel works and begin thinking like potters.”
* Share learning target aloud
* Quick question:
* Why might spinning help create better pots?
---
3.Lesson / Instruction – 8–10 minutes**
Introduce key concepts:
**What the Pottery Wheel Does:**
* Spins clay to create symmetry
* Allows for smoother, more even forms
**Vocabulary:**
* Wheel Head
* Centering
* Opening
* Pulling
**Key Concept:**
* Centering is essential for control and balance
**Compare Methods:**
* Hand-building (pinch, coil) vs. wheel throwing
* Optional: Demonstrate or model hand motions
---
4. Activity (Practice) – 15–20 minutes**
**Option A: With Pottery Wheels**
* Students practice centering clay
* Begin opening and pulling if ready
**Focus:**
* Control
* Balance
* Patience
**Option B: Without Wheels**
* Students create a small coil or pinch pot
* Smooth to achieve symmetry
* Rotate piece while shaping to simulate wheel motion
**Teacher Role:**
* Circulate and give feedback:
* “Keep hands steady”
* “Apply even pressure”
* “Slow down your movements”
Summation (Closure) – 5 minutes**
**Discussion Questions:**
* Why was the pottery wheel important?
* What was challenging today?
* What would you improve next time?
**Exit Ticket (Choose One):**
* Write one thing learned and one goal
* Draw and label a pottery wheel
**Closing Statement:**
“The pottery wheel, first used in Mesopotamia, changed how people created objects for everyday life. Today, you began learning that same process.”
---
Assessment**
* Informal observation during activity
* Participation in discussion
* Exit ticket response
---
Differentiation**
* **Beginning learners:** Focus on understanding and basic shaping
* **Advanced learners:** Attempt pulling walls or refining symmetry
* **Visual learners:** Use demonstration and video
* **Kinesthetic learners:** Hands-on clay work
---
## **Extension (Optional)**
* Writing prompt: “Imagine you are a potter in ancient Mesopotamia. How does the wheel change your work?”
* Compare ancient pottery to modern ceramic art
---
## **Teacher Reflection (Post-Lesson)**
* What worked well?
* Were students engaged?
* Did students meet the objective?
* What will I adjust next time?
---