Sample Education Essays on Lesson Plan

Grade level: First Grade

Objective:

At the end of the lesson the learner should be able to define forests, and state the different types of forests.

 

Learning Experience: the teacher asks learners to define a forest. After the learner’s attempt to define the phenomena, the teacher gives the correct definition of the forest.

Teacher asks the learners to list examples of trees which make both natural and planted forests.

Teacher differentiates and classifies natural from artificial forests.

Teacher asks learners to give examples of various forests known to them

Teacher asks learners to state the advantages of forests.

Guided Knowledge

Teacher will display power point slides showing pictures of different forests for the learners to identify. The learners will identify the pictures as tropical forests, equitorial rain forests, Alpine forest, mountain vegetation,and planted forest vegetation etcetera

Fred notes that pictorial representation of instruction during lessons improves learner comprehension and Content cementation (Fred et. Al 2007). Such practices also improve the attitude of the learners towards the lesson thus improving learning outcomes.

Individual Knowledge

Learners will note down various identifiers of the different types of forests. They will also note the areas in which the forests noted above exist.

Learners will also note down conditions that facilitate the growth of such forests as well as plausible implementable measures to increase forest cover.

Learner involvement in the lesson enhances mastery of content as well as encourages better content delivery by the instructor (Swartz & Sandra, 1994). Internalization of instruction also improves learner feedback enabling the instructor to discern particular areas of interest to the learners.

Strategy

Identifying types of forests–learner will peruse through classroom text information about the types of forests.

Learners will identify from atlases the locations of the various classes of forests learnt during the lesson.

 

References

Fred, Spooner.,Baker. N. Joshua., Harris, Amber.,Ahlgrim-Delzell, Lynn., and Browder., Diane. (2007). Effects of training in universal design for learning on lesson plan development: Remedial and special education 28 (2), 108-116.

Swartz. J. Robert., Sandra, Parks.(1994). Infusing the Teaching of Critical and Creative Thinking into Content Instruction: A Lesson Design Handbook for the Elementary Grades.

Critical Thinking Press and Software, Pacific Grove, California.