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Guided Discovery Lesson Plan

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Jump to: navigation, search By: Ricci Avella Subject: Science Methods Topic: Matter Sub-topic: Air

Previous Knowledge: children are aware or two states of matter (liquid and solids). Attitudes: Work willingly as a group to conduct experiment. Materials: Bottles, clay, water, work sheets, newsprint. Linkages: Social Studies: Air Pollution Objective: Through discussion children will be able to: 1. Conduct an experiment to find out if air occupies space. 2. Observe results of the experiment. 3. Explain their results. Concept: Air is all around us but it cannot be seen, tasted or touched or smelt. You can however feel air when it moves and see the effect it has on other things. It makes grass and tree sway and bend; it pushes litter along the streets and makes clouds move. Air is a state of matter that does occupy space. Skills: Observing, speaking, writing. Attitudes: Respect and appreciation for the air we breathe and our environment. Reference: Walpole 175 Science Experiments, pg 52. Introduction: 1. Ask students to look under their chairs for words cards. 2. Present a chart with two columns, one for liquids and one for solids. 3. Ask student to place word cards under their respective columns. Development: 1. Have children form groups of fives. 2. Present two soft drink bottles to students. 3. Fill one bottle with water. Ask students to state which bottle is the empty bottle. 4. Record student s responses on newsprint. 5. Present students with a soft drink bottle and a funnel. Ask students to place funnel on top of the bottle while sealing the mouth of the funnel and bottle securely with clay.

6. Ask student to place a small hole through the mouth of the clay into the bottle. 7. Students are then to fill up the funnel with water and observe what happens. 8. Have children remove the clay from around the bottle and observe what happens. Conclusion: Have an oral discussion of experiment and observations that students made. Questions and comments will be addressed at this point in time. Extended Activity: Have children fill out the activity sheet provided Evaluation:

Name: _____________________ Date: _______________________ School: ___________________ Class :_______________________ Activity Sheet

Observation when water was added to the funnel: _______________________________________________________________________ _______________________________________________________________________ ______________________ _________________________________________________ ___________________________________________________________________

Early Childhood Lesson using Guided Discovery method

Lesson name: Discovering scientific tools Lesson Plan by: Sarah Hanson Length: 20-25 minutes Age or Grade Level Intended: 2nd grade-Science

Academic Standard(s): 2.1.2 Use tools such as thermometers, magnifiers, rulers, or balances more information about objects.

to gain

Performance Objective(s): Given various objects, the students will use scientific tools to discover how to gain information about those objects when observed. Assessment: - By observation, the teacher will check for understanding by the students of each of the scientific tools used in the lesson and their purposes. Advanced Preparation by Teacher: - need magnifying glasses, rulers, and balances/scales (enough for 1 of each tool per group) - need random objects (pencils, books, pennies, cups, paper clips, crayons, etc.) Procedure: Introduction/Motivation: (Engage) Explain to the students how there are various items in front of them. Explain how each of these items is different, and we often compare and observe items by using our five senses, whether by touching, seeing, or even hearing the items. I know that when I go shopping for clothes, I like to compare different things before I buy something. For example, before I buy a shirt, I like to see what kind of fabric it is, how much it costs, or if it is the right size. So, we are constantly making comparisons and observations. Well, we can use other things besides only our senses to help us compare and observe objects. What are some other ways we can observe or compare different objects to gain information about those objects? Step-by-Step Plan: (Encourage) 1. Place the students into small groups and give each group at least 1 scale, 1 ruler, and 1 magnifying glass, and plenty of other various objects.

2. Allow the students to manipulate the objects in their small groups (GardnerInterpersonal, Visual/Spatial) . 3. Teacher walks around and observes what the groups do with the objects and the tools. 4. If a group does not seem to be understanding, ask open -ended questions, such as, What is something we could use to compare o r observe some of our items? or How have you seen some of these tools used before? (Bloom s-Application) 5. Teacher needs to observe each group and scaffold the groups towards the correct answer. Closure: (Engage) After the students have had plenty of time to manipulate the objects and tools, bring them back together and have a class discussion about what they discovered (Bloom s-Comprehension; Gardner-Linguistic). How can we gain information about different objects, besides only using our senses ? After different groups have shared what they found, the Early Childhood Lesson using Guided Discovery method teacher can explain what each tool is used for and how we could use those tools to find out more information about some of the different objects. Ask the students what other tools they have seen used or have used to make observations and learn more about something (Bloom s-Analysis). Accommodations/Modifications: - For a higher achieving student, h/she can explain to the teacher in what situations each of the tools would be most appropriate to use and then share that information with the class. - For a student with a learning disability or is MiMH, the teacher may ask more Basic questions about the scientific tools or give more concrete examples of when and where those tools may be used.

Guided Discovery Lesson Plan

Title - Building a community By - Scott Dan Subject - Social Studies, Other Grade Level - 1st - 2nd Time Allotted: 20-30 minute lessons, May take up to 2-3 weeks to complete, during the first week allow time for daily lessons, every week after that allow for 2-3 times a week.

Objectives: A. The students will become comfortable working with each other in an academic and social atmosphere. B. The students will explore the concept of making maps by becoming familiar with their classroom and the rest of their school and engaging in the actual building of a school map. C. The students will discuss the concept of community and how it applies t o their classroom. Grouping of Children: Most of the lesson is in a whole group format, however, the end of the lesson calls for groups of two children working together at a time. Materials: A. 8 ½ by 11" sheets of plain white paper (enough for each chi ld to have one) B. Crayons, markers, colored pencils C. Pre-cut large geometric shapes; squares, rectangles, and skinny (2") white strips of paper D. An empty bulletin board E. Various magazines that may be cut up Considerations: A. The instructor should discuss this plan with the other teachers and faculty to arrange for appropriate times when visiting their classroom. General Overview: A. The majority part of this lesson focuses on how children are part of a larger community. To emphasize that concept, the children will build a map of the school on a bulletin board. The teacher will guide the students through structured tours of their school, beginning with their hallway and other 1st grade teachers. As days progress,

their exploration and map making will expand one hallway (or part of a hallway) at a time. Children will be encouraged to debate the location of rooms, bathrooms, and other locations with the other students and will find peaceful ways to settle their disagreements. The map will simply be a tool used in the classroom to promote community and problem solving strategies. At the same time, the children will learn the function of a map, how to use a (basic) map and how to be explorers. Specific Outline: Day One: 30 - 45 minutes A. Teacher will read B. Students will discuss how the main character used a map to explore the land and to become familiar with it. C. The students will be taken on a tour of their room led by their teacher. The teacher will use a map that she made to guide the students from one location to the next. D. The class may gather for a whole group discussion to discuss any questions or curiosities that the children may have. E. The children will be asked to make a map of their room that shows where either some of their favorite things are or they may be as specific as they want. F. If there is time after everyone is done drawing, meet for a group discussion and let each of the children explain their picture. This may have to be split up into two separate times of the day due to the attention span of the children. Day Two: 25-45 minutes A. Discuss the maps that the children made yesterday. Read another book entitled " ." Ask them if they know where certain locations are in the school. Ask them if they know particular teachers. Ask them is there anything that they can do that would help them become more familiar with the places and people. List these suggestions on a large piece of paper. Ask enough questions until one of the children suggests making a map of the school. Make the children excited about this possibility through discussion. B. Take a quick tour around the school with the class so that the children may become familiar with the school. C. As a class, make a list of all the things they would like to include i n their map. D. Ask for suggestions on how to make the map. Let the children know that they have the whole bulletin board to do this but only have certain items they may use to show

the different locations. The teacher will show them several precut square s and large rectangles they may use, along with several magazines they may use to cut up. The teacher may ask if they would like to use any other materials. It is the teacher's responsibility to encourage enough discussion and time for discussion so that the children's thinking will include certain items. A few of those items are rooms, names and room numbers of teachers, bathrooms, and the school's main office. Also discuss what shapes will be for what locations. Day three: 30 minutes A. Using the lists the children made from yesterday, form a plan of how the children wish to begin. Let them know that they cannot finish the whole map in one day and that it is going to take a while for them to complete the map. Also mention that they are (as a class) allowed to go out into the hallways to help them remember where stuff is located. Discuss doing a hallway at a time (or parts of a hallway if it is a large hallway) vs. the whole school. Discuss how breaking up a job into smaller parts can make a job easier. B. If there is time left, take the children out into the hallway and begin the tour. C. Have children carry clipboards with a pencil and paper so that they may make drawings as they go or write names down. D. Begin with only a few rooms in the hallway so that there is time to discuss what they saw and what they wish to put on the bulletin board. E. The teacher will put up only one shape throughout this project. That shape will be the shape for their room. This will be done since the teacher is aware of the schools layout and wishes to lessen the complexity of the project. This will make sure that there is enough room for the other rooms in the school without going off the bulletin board. Day four - seven: 30 minutes a day A. The students will tour the school, each day meeting back in their room for whole group discussion and the making of their map. B. Students can be assigned various roles that may be fulfilled while working in groups (the group sizes will depend on how many jobs are created for that day). A great math activity would be to list the jobs on the board and then to write the names of students under each lesson. Let the students predict how many names would be under each job if there are blank number of children in the class. This may lead to early explorations of multiplication.

C. Each group may work together to make the pieces that they will place on the map. They are allowed to use alternate ideas when they wish to make something to put on the map, however; since this is a group project, everyone must be involved in this decision.

Early Childhood Lesson using Guided Discovery method

Title - Transportation By - Rachel Fayard Primary Subject - Social Studies Grade Level - K

I. Concepts Transportation in the community II. Behavioral Objectives The student will discuss and identify modes of transportation in the community and others found through out the world. III. Alabama Course of Study 17. Become familiar with the physical features of the school and the surrounding locality. IV. Materials 1. Book: "This is the Way We Go to School" identifying different types of transportation. 2. Felt Board 3. Air, water, and land transportation pieces with Velcro 4. Sheets of paper with picture of bus, car, or van 5. Crayons V. Teaching/Learning Procedures A. Motivation 1. The teacher will ask "Does anyone know what the word transportation means?" and "Do you know any types of transportation?" and " How do you get to school each day?" 2. She will go over the meaning with the class and introduce the book. 3. The teacher will read the book aloud to the class. She will stop periodically and ask questions such as, " Do you see any differences in the way these children go to school?" B. Instructional Procedures 1. After reading the book, the teacher will have children identify the different forms of land, water, and air transportation. Next, she will ask them to come up with other modes of transportation the book didn't mention. She will then show them the pictures of kinds o f transportation. 2. The students will be asked to place these modes of transportation on the felt board under each category: water, air, and land. 3. The teacher will discuss the modes and have children explain their reasons for placing it in the particul ar category.

VI. Closure 1. The teacher will ask the students to compare and contrast the different modes of transportation. 2. The students will be asked to go back to their seats and will be given either a bus, car, or van. They will color the one that the y travel to school in each day. The teacher will make a graph in order to visually display the results. VII. Evaluation 1. The teacher will listen to the students' answers during the story for comprehension. 2. The teacher will observe children as they place different modes of transportation on the felt board. 3. The teacher will observe the student's ability to visually display the mode of transportation they use to get to school each morning. VIII. Professional Evaluation 1. Did the students seem to enjoy this activity? 2. What will I do differently?

Guided Discovery Sample Lesson Plan

Lesson Title: Soil Layers Teacher: Lister/Rodenberg Subject: Social Studies/Science Date: 19 June 1998 Grade: 9

Objectives (on the board): y Dimensions of Learning: The students will discover the soil formation that makes up the underwater volcanoes that form islands. y Content: The students will identify the parts of a coral colony. y Social Skills: The students will work cooperatively to learn parts of the coral community. Materials: Teacher: transparencies duplicated worksheets coral displays jars of soil layers Student: textbooks notebook pen, pencil magnifying glasses

Warm-Up: Review Quiz Presentation/Instruction: Data Collection: y Distribute materials to groups of four. y Draw the sequence of the layers in the jar. Data Processing: y Describe the layers of soil. y Describe the coral reef at the top of an island volcano. y Where would you go to find more information? Guided Practice: Discover how the soil layers are formed. Independent Practice: Explain how the limestone layer was formed. Closure: What is important about the limestone in island volcano formation? Appraisal: y What information was new to you today? y What went well in your group? What showed that you needed more assistance/help? y Praise . . . Question . . . Polish (student behavior) Evaluation: Grade drawings informally

Os Planos de Aula aqui apresentados foram alterados, apenas, em termos de apresentação gráfica, mantendo o conteúdo original, de acordo com as referências. Referências: http://www.journeytoexcellence.org/practice/instruction/theories/direct/ discovery_lesson.phtml http://www.lessonplanspage.com/index.html