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Lesson Plan #2 Fower
Lesson Plan # 2: Fower
Overview
My unit theme will be on Flowers. I chose flowers because they are beautiful works of art, that were created as we were by God. They come in various shapes, forms and styles, as we as humans have been created withour many different varieties and diversaties. As humans we battle with self-esteem issuses, some high and some low. We, like flowers have to grow and adapt to our society that we are place to live in. Therefore we have to be watered and nurtured so that we can survive just like a flower. The word of God tells us that we are “Fearfully and wonderfully made”. It also tells us in Philippians 4:13, that we can do all things through Christ who strengthens us. A flower is nurtured through proper nutrition and love,as we as human bodies are nurtured through love and God’s word will be our food. I chose Kindergarden, because it all starts from a seed. Children at the lowest level of age should be nurtured and they grow into the beautiful beings, as a flower grows from a seed. And in doing so, this can be nurtured and mastered in the visiual arts and family life education pieces of children seduction, by showing the students the beauty of a flower and what is within themselves and how to hold on to their beauty according to the word of God.
Course:
LESSON PREPARATION
Topic: Flowers
Concept: Flowers and their characteristics/ importance
Subject: History
Grade: kindergarten
State Standard:
Primary SOL (Virginia Standard of Learning) for each subject
Family Life Education K.1 The student will experience success and positive feelings about self.
Descriptive Statement: These experiences are provided by the teacher through the climate of the classroom environment and include, but are not limited to, experiencing success in school, effectively handling routines, experiencing self-acceptance, and acceptance from others. Parents are encouraged to reinforce these positive experiences and feelings at home. Emphasis is placed on respect for differences.
Primary Objective:
Be able to point out different characteristics of flowers such as color, scent, structure, names, and other traits. Name parts of a flower
Classroom Diversity and Differentiated Instruction:
The classroom diversity would be considered. The classroom consist of visual impared students, students with learning disability, average students, and bright students. These groups woud require the teacher to use different tactics to teach the learners about the flowers. For the learners with visual impareness, the teacher would use scent and touch to differentiate the flowers. For the slow learners, the teacher would repeat the concept until they can confortably name different types of flowers and perhaps their use in the society other than being a source of beauty to our environment. The teachers could use the bright students to interact with the other students in physical activities concerning the lesson
Materials/Equipment:
The material to be used incude pencil, plane paper, errazor, ruller, and different flowers. Also books showing bright and attractive drawings of flowers could be used to take the place of the flowers, which are not readily available in the immediate environment.
Technology Integration:
Video depicting natural environments full of beautiful flowers could be used.
Character Principle:
Self-esteem – Belief in one’s self and one’s potential for successful participation in our society. Must be moderated with tolerance for others.
“I can do all things through Christ which strengthens me.” (Philippians 4:13)
LESSON PRESENTATION
Set :
Students would be devided into various groups. The teacher would take care of students with special needs but the rest could be groups in terms of a mixture of studenst with different learning abilities.
Teacher Instruction:
Visual Arts K.2The student will create works of art that express feelings and ideas.
Teacher Modeling:
Use actual flowers and flowers depicted through electronic sources. Reflect then to the forces of nature and reflect their importance. Their use could be beauty, source of sweet scent, source of food to living organisms like nector for bees and oil for humans among other
Guided Student Practice:
The teacher would guide all groups through the flowers in terms of naming them and classifying them by the plants from which they originate.The teacher could help them describe the flower scents.
Independent Student Practice:
Learners would be required to state some possible used of each flower. Independently, students could be asked to name the flowers. They would also differentiat the various colors of the flowers. They would be asked to draw and paint the same in their plane papers or books.
Closure:
Gather the learners and ask them what they have learned, gained, or could be applied in real life such as occasions.
Summative Assessment:
Students should be able to reflect what they have learned in drawing, painting, and describing flowers by their names, scent, or other traits.
LESSON REFLECTION
I would expact that all students remain engaged in the lesson and full participation from all students.
I would anticipate that students understand the lesson fully and reflect beauty to religious beliefs.
Lesson Pacing for the English Language Learner (ELL) Students
Lesson Pacing for the English Language Learner (ELL) Students
Presented by
Institution Wise decision making is crucial for effective teaching. Students in the classroom have unique needs. This requires teachers to closely monitor them in order to become aware of those needs. As such, teachers should seek to develop instructional decisions in order to not only be aware but also meet these needs. Hofmeister & Lubke (1999) assert that it is the hallmark of effective teachers to develop instructional decisions founded on both the performance and needs of their students. Lesson pacing one such instructional decision that teachers could adopt.
Echeverria et al (2002) argue that lesson pacing can be determined by creating an illusion of speed to students. As such, teachers should ensure that lesson delivery appears to be ‘moving at the right speed’ to the students. This generally means that the lesson should appear to be unfolding more swiftly. One technique to create the illusion of speed is to employ various activities to accomplish a given lesson objective. Also, moving systematically, from one objective to another, helps in effecting lesson pacing the classroom.
Davison (2007) defines lesson pacing as the speed at which a learning activity or lesson is conducted. Lesson pacing in a classroom is thus of utmost essence. He argues that there are two reasons why lesson pacing should be considered. First, effective lesson pacing assists teachers hold the attention of the students. Secondly, paying attention helps students to learn. According to Davison (2007) students who do not pay attention cannot be learning.
Lesson pacing in the classroom is normally affected by many factors among them complexity of content and presence of ELL students. It is not uncommon to have a classroom with students from various backgrounds especially in the elementary schools. These students usually possess inadequate English skills. In such cases, lesson pacing is pivotal. The main difference in approaches to lesson pacing between a normal class and a class with ELL students is the speed of delivery of content. For English Language Leaner (ELL) students, the teacher should avoid rushing through the lesson content. Instead, he should break down lesson content and concepts into smaller, manageable chunks of information, and gradually introduce them.
Also, the teacher should seek to employ graphical organisers such as concept maps, flow charts and Venn diagrams to introduce new information. Echevarria et al. (2002) argue that pre-instructional activities and graphical organisers allow ELL students to draw a connection between the lesson content and their prior knowledge and experiences.
Where a class has both ELL and mainstream students, the pace of the delivery of content should be slow. However, the pace should not be slow to an extent that the lesson becomes boring (Davison, 2007). In case of complex information, the teacher should provide for slightly longer pauses in order to give ELL students time for processing the information.
Furthermore, where the content is difficult, the teacher should seek to breakdown the lesson content into small steps in order to increase comprehension for all students in the classroom. Brainstorming and discussion could also be introduced to review the content of the lesson.
REFERENCES
Davison, B. (2007). Lesson Pacing In the Classroom. Retrieved on November 6, 2011, from
http://www.associatedcontent.com/article/243143/lesson_pacing_in_the_classroom.html? Page=2&cat=4.
Echevarria, E. J., Vogt, R. & Short L.M. (2002). Making Content Comprehensible for English
Language Learners. Bilingual and Compensatory Education Resource Team,
Dearborn.
Hofmeister, A., & Lubke, M. (1999). Research into practice: Implementing effective teaching
strategies (3rd ed.). Logan, Utah: Utah State University.
Lesson 8 Assignment
Lesson 8 Assignment
Answer question 5 in “Problems and Applications” from the end of chapter 7 (p. 156). You will want to answer questions 3 and 4 first, but you are not being asked here to submit detailed answers to those questions.
Question 5. Consider a market in which Bert from problem 3 is the buyer and Ernie from problem 4 is the seller.
a.Use Ernie’s supply schedule and Bert’s demand schedule to find the quantity supplied and quantity demanded at prices of $2, $4, and $6. Which of these prices brings supply and demand into equilibrium?
b.What are consumer surplus, producer surplus, and total surplus in this equilibrium?
c.If Ernie produced and Bert consumed one less bottle of water, what would happen to total surplus?
d. If Ernie produced and Bert consumed one additional bottle of water, what would happen to total surplus?
For part (a), please fill in the chart below with appropriate numbers.
Price Quantity
Demanded Quantity
Supplied
$2 $4 $6 For parts (b)–(d), please show your calculations.
3. It is a hot day, and Bert is very thirsty. Here is the value
he places on a bottle of water:
Value of first bottle $7
Value of second bottle 5
Value of third bottle 3
Value of fourth bottle 1
a. From this information, derive Bert’s demand
schedule. Graph his demand curve for bottled
water.
b. If the price of a bottle of water is $4, how many
bottles does Bert buy? How much consumer
surplus does Bert get from his purchases? Show
Bert’s consumer surplus in your graph.
c. If the price falls to $2, how does quantity demanded
change? How does Bert’s consumer surplus
change? Show these changes in your graph.
Answer:
a)
b) At the price of $4, Bert buys two bottles of water. The value of first bottle is $7 but pays only $4 for it, therefore consumer surplus = $7 – $4 = $3. Area A in the graph is consumer surplus. The value of second bottle is $5 but pays only $4 for it with a consumer surplus = $5 – $4 = $1. Hence, Bert’s total consumer surplus = $3 + $1 = $4, which is the area of A in the figure.
c) When the price of bottle falls from $4 to $2, Bert buys three bottles. The consumer surplus includes both area A and area B. Hence, the consumer surplus rises by $7 – $2 = $5.
4. Ernie owns a water pump. Because pumping large
amounts of water is harder than pumping small
amounts, the cost of producing a bottle of water rises as
he pumps more. Here is the cost he incurs to produce
each bottle of water:
Cost of first bottle $1
Cost of second bottle 3
Cost of third bottle 5
Cost of fourth bottle 7
a. From this information, derive Ernie’s supply
schedule. Graph his supply curve for bottled water.
b. If the price of a bottle of water is $4, how many
bottles does Ernie produce and sell? How much
producer surplus does Ernie get from these sales?
Show Ernie’s producer surplus in your graph.
c. If the price rises to $6, how does quantity supplied
change? How does Ernie’s producer surplus
change? Show these changes in your graph.
Answer:
When the price of bottle is $4, Ernie sells two bottles of water. The producer surplus is area A in the figure. He received $4 for the first bottle but the cost is only $1. Hence Ernie has producer surplus of $4 – $1 = $3. He receives $4 for the second bottle which costs $3 and hence the producer surplus = $4 – $3 = $2. Therefore, the total producer surplus = $3 + $1 = $4.
When the price of bottle increases from $4 to $6, Ernie sells three bottles of water. The producer surplus consists of area A and area B.
Producer surplus from 1st bottle = $6 – $1 = $5
Producer surplus from 2nd bottle = $6 – $3 = $3
Producer surplus from 3rd bottle = $6 – $5 = $1
Total producer surplus = $5 + $3 + $1 = $9
Hence, the producer surplus increases by $5.
5. Consider a market in which Bert from Problem 3 is the
buyer and Ernie from Problem 4 is the seller.
a. Use Ernie’s supply schedule and Bert’s demand
schedule to find the quantity supplied and quantity
demanded at prices of $2, $4, and $6. Which of
these prices brings supply and demand into
equilibrium?
b. What are consumer surplus, producer surplus, and
total surplus in this equilibrium?
c. If Ernie produced and Bert consumed one less
bottle of water, what would happen to total
surplus?
d. If Ernie produced and Bert consumed one
additional bottle of water, what would happen to
total surplus?
Answer:
a)
Price Quantity supplied Quantity demanded
$2 1 3
$4 2 2
$6 3 1
b) At price $4, consumer surplus = $4 and producer surplus = $4. Hence, total surplus = $4 + $4 = $8.
c) If Ernie produces one less bottle, the producer surplus would fall to $3 (from problem 4). If Bert produces one less bottle, the consumer surplus would fall to $ (from problem 3). Hence total surplus would fall to $3 + $3 = $6.
d) If Ernie produces one additional bottle, the producer surplus would fall by $5 – $4 = $1. If Bert produces one additional bottle, the consumer surplus would fall to $4 – $3 = $1. Hence, total surplus would fall to $1 + $1 = $2.