We learned about using backward design for lesson planning. I sincerely hope that all teachers plan their lessons with the end in mind; however, this is a bit deeper than that. Not only do you need to decide where you want to go, you also have to determine how you will know when you are there and how you will get there. Each of these must be aligned with each other, and you must continuously check, edit, and revise this alignment.
I started my lesson plan by writing a performance objective for the lesson. I will include that below.
Construct, design, and publish a virtual plant collection blog post displaying three examples of non-vascular plants and three examples of vascular plants.
1. Choose and import photographs taken by the small group for each example plant
2. Identify and classify each species according to traditional Linnaean classification characteristics
3. Describe three physical characteristics (Non-vascular: height, moisture requirements, light requirements, etc.; Vascular: gymnosperm/angiosperm, monocot/dicot, biome characteristics)
I had fun building a bridge with the MDOC folks from the RIDES/Track programs. This is something I could definitely see myself doing as an afterschool club type event. Being a biological sciences teacher, I miss out on providing instruction in physical science. However, I simply do not have the time to do all that I want to do. I am an advisor for Student Government Association, which takes up too much of my time. I am also an adviser for Mock Trial for the first time, and I don't know how much time that will consume. Plus I need to be available for my students after school at least twice each week. This would be fun, productive, and rewarding, but it isn't feasible for me at this time.
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