Unit Plans vs. Lesson Plans

 

How are Lesson and unit plans the same and how are they different? 


Lesson plans are the daily content to be taught within a unit. Lesson plans are short and prepared by the teacher. Various lessons are taught on a weekly basis to fulfill a unit plan. The unit plan is the "big idea" broken up into smaller units (lessons), that take place over a longer period of time (months/semester). Both lesson plans and unit plans are created to ensure that the specific content students are intended to learn meet the teaching and learning targets/objectives successfully.

Quick Summary

• A lesson plan elaborates, basically, on objectives of a particular lesson and how teaching is planned in a way to achieve those objectives. 
• A unit plan, on the other hand, covers a wider area; a unit that can include many lessons.

LESSON PLAN	UNIT PLAN
Definition: A teacher's plan for teaching an individual lesson	Definition: Plan for a unit, which consists of many lessons
Created By: Individual Teacher	Created By: Sectional Head or Head of the Department
Time Consumed: Covers only one lesson and takes only few hours to create	Time Consumed: Covers numerous lesson and takes longer hours to create
Aim & Objective: Can include personal aim for teacher development	Aim & Objective: Can be used for curriculum review

Chapter 4 Review

Unit Planning

What makes a Good Unit Plan?

• Rationale/Overview
• Central Focus
• Performance Objectives
• Content to be taught
• Content Outline
• Daily Lesson Plans
• Materials list
• Audiovisual materials and list
• HLP/Accommodations
• Assessment Strategies
  
  
  
  
  
  
  
  

Remember to Use:

Textbooks and Science Kits

Lesson Plans-6 Key Elements

***Good lesson plans result in focused, dynamic learning experiences wherein children are thoughtful and engaged. Well-thought-out lesson plans also facilitate good classroom management, which maximizes student time on learning and minimizes disorder and discipline issues.***

• Content to be taught: Identify what you want students to learn
• Identify misconceptions commonly held about the core
• Performance Objectives (clear statement of behaviors to (exhibit)
• Concept Development (Engagement, Exploration, Explanation)
• Evaluation/Assessment (Explanatory, Descriptive, Nominal, Pre-assessment, Formative, Summative)
• Accommodations (UDL)

Articles and Resources to Read/Consider:

The basics of lesson and unit planning

Unit Plan Design Steps

The Essential Elements of unit plan design

Solving Problems in Unit Planning Design

Teacher-student Continuum-Dr. Smirnova's lecture for student teachers

Check out my Powtoon for Unit Planning

Check out: Reality Check Pg. 115

Teaching Tip:

Blooms Taxonomy

Remember:

Standards

Teaching Tip:

Science Resources-NY Teaching Elementary

And Remember

Assessments and Types

Which phrase are you most comfortable using and WHY:

Assessment OF Learning or Assessment FOR Learning? Why?

When I first read these phrases I Immediately thought assessment of learning is summative. Summative assessment makes sure that the student understands and knows the information being presented to them. Assessment of learning is accompanied by a number or letter grade, it compares one student’s achievement with a standard, results can be communicated to parents, and it occurs at the end of a learning unit. Assessment for learning is diagnostic and formative. Diagnostic assessment is finding out what the student knows. Formative assessment is ultimately keeping track and checking up on the student. Assessment for learning can be based on a variety of information sources (e.g., peer evaluation, journal entry, teacher observation, conversation). Verbal or written feedback to the student emphasizes strengths and challenges. Teachers check on understanding and adjust their instruction and don’t provide grades, but rather take notes for record keeping. As to which phrase I am most comfortable using, I can not choose, as I think both are equally important. When it comes down to assessment we need both phrases. We need assessment of learning to determine the level of understanding the student has achieved. We need assessment for learning to determine what a student does and does not know about a topic and their learning preference or style and to determine a student's knowledge and skills, including learning gaps as they progress through a unit of study.  Check out this short and sweet video that summarizes the two phrases: Assessment for Learning vs. Assessment of Learning

Authentic Assessments....What is it?

Authentic assessment is a way for students to learn by applying their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product.

Ideas for different types of assessments

Authentic

• Do science experiments
• write stories and reports
• read and interpret literature
• Solve math problems that have real-world applications

Diagnostic

• Journals
• Surveys
• Poster
• Mind Map

Formative

• Exit Slips
• 3-2-1
• Top Ten List
• Color Cards

Summative

• Unit Test
• Research Report
• Demonstration
• Exhibit

Check Out: My Professional Development on Formative Assessment (Extra Credit)

Check Out: Prompt and Rubric-Reality Check Pg. 92

Flipped Classroom Experience

On Monday 9/16 we experienced a flipped classroom. I think this was my first time being involved with this type of learning.  Our flipped lesson was presenting our infographic posters. We learned about inquiry and the steps of the Scientific Method on our own (through Hyperdocs), then we presented to each other what we learned. I loved this idea and I can't wait to incorporate it into my future classroom!

The definition of flipped Classroom is: an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor. 

A unique video on flipping the classroom:

Teaching Tip Provided by Dr. Smirnova:

• Promotes Inquiry Learning
• Provides Sample Lessons
• Equips Classrooms with Technology

Here is a great article that gives the pros, cons, and resources for  flipping your classroom!

Flipped Classroom

I hope you found the article and video informative in this short blog!

Inquiry Learning and the 5 E's

To summarize my inquiry learning and the 5E's I thought this quirky video was perfect for it! 

https://youtu.be/HIr5Th9TYGw

My Take-Aways From the Article Readings:

Busting the Myths Surrounding the Inquiry-Based Science Classroom

Myth 5:  ***Teaching science through inquiry is only for some students ***

This myth resonated with me most because as future educators will we have a classroom filled with many different students who will learn in various ways. The fundamentals of this myth came from the idea that only brilliant students have the capability of engaging in critical thinking. This is so wrong! Students need concrete experiences and teacher interactions. Inquiry is scaffolded at many levels, the teacher has more ability to meet students at their level and account for these differences. This gives the teacher the capability to accommodate everyone in their classroom, from struggling to excelling.

What Is Inquiry?

THE INQUIRY CYCLE

 Inquisition—stating a “What if” or “I wonder” question to be investigated

 Acquisition—brainstorming possible procedures

 Supposition—identifying an “I think” statement to test 

 Implementation—designing and carrying out a plan 

 Summation—collecting evidence and drawing conclusions

Exhibition—sharing and communicating results

John Dewey's philosophy proposed that each experience builds upon previous experiences and influences the way future experiences will affect the learner. The role of the educator is to provide experiences that will provide learners with meaningful experiences that will enable the individual to contribute to society.

David Kolb experiential learning theory is based on the idea that a given learning style is shaped by the transaction between people and their environment. 

Inquiry, the Learning Cycle, & the 5E Instructional Model

The viewpoint that students are active thinkers who construct their own understanding from interactions with phenomena, the environment, and other individuals is based on the theory of constructivism. A constructivist view of learning recognizes that students need time to:

• Express their current thinking.  
• Interact with objects, organisms, substances, and equipment to develop a range of experiences on which to base their thinking. 
• Reflect on their thinking by writing and expressing themselves and comparing what they think with what others think. 
• Make connections between their learning experiences and the real world.