Create an instructional activity for your students using an instructional design model of your choice. Choose a grade level and subject area, identify learning objectives, design the activity, incorporate technology, evaluate its effectiveness, and reflect on the instructional design process. Be creative and have fun!
Here is an example:
Grade Level: 5th Grade
Subject Area: Science
Learning Objective: Students will be able to explain the water cycle and its importance in the environment.
Instructional Activity:
- Introduction: Begin by providing an overview of the water cycle and its importance in the environment. Use a video, animation, or other visual aids to engage students and introduce the topic.
- Exploration: Next, have students explore the different stages of the water cycle, including evaporation, condensation, precipitation, and runoff. Provide resources such as diagrams, images, or hands-on activities to help students understand each stage.
- Application: Have students apply their understanding of the water cycle by creating a model of the water cycle using everyday materials such as plastic bags, cotton balls, and paper plates. This will allow them to demonstrate their knowledge of the different stages of the water cycle and how they are connected.
- Assessment: Evaluate students’ understanding of the water cycle by asking them to complete a short quiz or a writing prompt explaining the importance of the water cycle in the environment.
- Reflection: Finally, have students reflect on what they learned. Ask them to consider what was clear, what they had a hard time understanding, and what they recommend will help them learn better.
Source: https://climatekids.nasa.gov/water-cycle/
Add your activity in the comments section below.
Grade Level: 5th Grade
Subject Area: ELA (Speech and Language Students)
Instructional Model: Gagne’s Nine Events of Instruction
Learning Targets:
1. I can identify and define context clues in a given text.
2. I can use context clues to understand the meaning of unfamiliar words.
Gain Attention:
The provider will start the lesson with a short video or animated clip on YouTube that introduces the concept of context clues.
Inform Students of the Objective:
The provider will state the learning targets for the lesson and emphasize the importance of context clues in understanding and interpreting texts.
Stimulate Recall of Prior Learning:
Using the grade level text, begin a review of vocabulary terms related to context clues that students have learned in previous lessons. The provider will use an interactive game to assess prior knowledge and retention of words and meaning, like Jeopardy.
Present the Content:
The provider will present a short passage with unfamiliar words. The passage will be read to the students and presented on Google Slides to make it interactive with minimal visuals. Unfamiliar words will be highlighted and the students will have to find the corresponding key words or sentences where context clues can be found.
Provide Learning Guidance:
The students will receive support in identifying different types of context clues, such as definitions, synonyms and antonyms or sentence/word examples. Students will be encouraged to collaborate with others.
Elicit Performance: (Practice)
The provider will divide students into small groups or independently and provide them with a different passage. Each group will work together to identify and discuss the context clues to determine the meanings of their new underlined vocabulary words.
Provide Feedback:
The provider will give constructive feedback and facilitate a class discussion. Students will be able to share their strategies and help others if needed.
Assess Performance:
The provider will assess individual understanding by having students complete a worksheet/ digital form consisting of 10 short passages in which they have to identify the meaning of an underlined vocabulary word using the multiple choice format of answers for each question.
Enhance Retention and Transfer:
Students will create a digital story or presentation using their new vocabulary words appropriately to show the application of their knowledge and skills of the meaning of the word.
Title of the Lesson Plan: Partner with me in Reading.
Subject: ELA
Ages/Grade: First grade
Goal: To become good readers and improve their reading comprehension.
Objective: Students will be able to retell the main idea of a story and participate in group discussion.
Students will be able to communicate effectively through reading and listening to their classmates and teachers.
Students will be able to define the main idea
Students will be able to identify patterns in a sentence
Standards and/or Guidelines:
• 1SL1: Participate collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
• 1SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.
Name of Instructional Strategy: Read aloud
Resource Materials Needed:
• Reading books
• Notebook
• Pencils
Lesson Activities:
• Step 1: Set a stage
• Step 2: Break students into small groups.
• Step 3: let each group choose the book that they would like to read aloud
• Step 4: Read the books that each group chose aloud
• Step 5: Have each group tell me the main idea of the book.
Family Engagement Activity: Teacher will send students home with books to read aloud and then write down the main idea in their notebook.
Assessment: Students will take a short quiz about a passage that I’ll provide and then they will answer questions about it.
I used the backward approach by starting off with the learning goals then the rest.
I used the Backwards Model since I need to think of my students goals to plan their intervention and so they can meet their specific IEP goals. My students in this group are both in 2nd grade and working on narrative retell skills and using descriptive language.
Lesson: Story Retell and Character Description
Session Objectives:
1) Students will select characters by using adjectives to describe length and color of hair, clothes
and features as well as spatial prepositions to place characters in scene.
2) Students will create a story using story grammar elements and retell.
Materials:
1) http://www.pixton.com Comic Book Website
2) Story Grammar Marker Visuals
3) Adjectives Cards
4) Story Grammar Marker sheet
Procedure:
1) Review adjectives to describe characters
2) Students will describe character they would like to incorporate in story using adjectives
previously reviewed
3) Then students will create a story by selecting setting, and create an initiating event
4) Students will describe character feelings and add thinking or speech bubbles to assist with
selecting appropriate feeling word.
5) Students will produce a character plan and incorporate speech and thinking bubbles.
Concept Review/Assessment: Using the Story Grammar Marker sheet students will retell all elements orally or written depending on time and include adjectives when provided the opportunity in retell.
Grade 2 Math Place Value using Backwards Design
Learning Objectives:
1. Recognize and understand the concept of place value for two-digit numbers.
2. Compare and order two-digit numbers based on their place value.
Activity:
Step 1: Identify Desired Results
– Students will be able to identify the value of each digit in a two-digit number.
– Students will be able to compare and order two-digit numbers correctly.
Step 2: Determine Acceptable Evidence
– Students will demonstrate their understanding by completing a digital sorting activity and a comparative worksheet.
– Students will participate in a group discussion and share their reasoning behind their choices.
Step 3: Plan Learning Experiences and Instruction
Activity 1: Place Value Sort
– Introduce the concept of place value to students using a digital interactive tool, such as an online place value game or a virtual manipulative.
– Provide a set of two-digit number cards (e.g., 35, 82, 49, 57, etc.) to each student or group of students.
– Instruct students to sort the number cards into two categories: “Tens” and “Ones” using the digital tool.
– Students will drag and drop the cards into the correct categories, demonstrating their understanding of place value.
– Monitor students’ progress and provide guidance as needed.
Activity 2: Compare and Order Numbers
– Distribute a worksheet with a series of two-digit numbers (e.g., 47, 65, 82, 53, etc.).
– Instruct students to compare and order the numbers from least to greatest or greatest to least, based on their place value.
– Encourage students to use their understanding of tens and ones to determine the correct order.
– Once students have completed the worksheet, facilitate a group discussion where students share their reasoning and strategies for comparing and ordering the numbers.
– Emphasize the importance of place value in determining the order of numbers.
Evaluation:
Formative Assessment:
– Observe students’ engagement and participation during the place value sort activity using the digital tool.
– Provide immediate feedback and guidance to students as they work through the sorting activity.
– Monitor students’ discussions during the group activity, assessing their understanding of place value concepts.
Summative Assessment:
– Evaluate students’ completed worksheets, checking for accuracy in comparing and ordering two-digit numbers based on place value.
– Assess students’ ability to explain their reasoning and strategies during the group discussion.
Reflection:
During the instructional activities, it is crucial to provide guidance, monitor students’ progress, and provide timely feedback. This helps ensure that students are on track and have a clear understanding of the concepts being taught. The formative assessment methods allowed for ongoing observation and feedback, while the summative assessment provided a comprehensive evaluation of students’ understanding of place value and number comparison.
As an instructional designer, it is essential to continuously reflect on the effectiveness of the instructional activities and assessments. Adjustments can be made based on student performance and engagement. By considering students’ needs and abilities, the instructional design process can be tailored to create a supportive and engaging learning environment for second-grade math students.
Nicole Berrios
2nd grade
Subject: Computer Science/Programming
Learning Objective: Students will be able to explain how to move a sprite (character) forward and backward on a stage by creating an animation in ScratchJR.
Learning targets:
Vocabulary:
Activity:
Introduction: Ask students, What do they know about programming? Elicit responses, adding their responses to large chart paper, introducing ScratchJr Icon on laptop. Open icon, and briefly introduce the different components of the app, for example, home screen and the plus sign to create a new project. Explain to the students programming is the way we tell a computer what to do. Today, we are going to be computer programmers and program our sprite (character) to move forward and backward on the stage using motion blocks. Modeling how we interact with the interface of the ScratchJr app, how to move the blocks,and how to use the workspace.
Exploration: Next students will explore the ScratchJR app on their assigned laptops. Students will utilize the different motion blocks to move their sprite forward and backward on the stage. Taking notice how many motion (blue) blocks they need to move the sprite from one side to the other side of the stage and back. Encouraging students to see what happens when we use different motion blocks, How does the sprite move when using different motion blocks?
Explain: After, students will explain how they made their sprite move to another student. Each student must use vocabulary based on activity. They must explain the steps they used to move their sprite across the stage and back. Students must explain using the steps they used in sequence order to make their sprite move.
Elaborate: Then, students will be directed to create a poster to show other students in 1st grade how to make their sprites move using the ScratchJr app. The students will be able to choose how they want to create their poster, using poster board or google slides. Students will work with a partner to create their poster explaining the steps on how to use the app and make their sprite move forward and backwards across the stage. Students will then be asked to present their posters to other students.
Evaluation: Exit tickets will be provided for students to answer the following questions:
Grade 4 Math
Lesson 1.3 Compare and Order Numbers
Objective: To compare and order whole numbers based on the values of the digits in each number.
Vocabulary:
· Place Value
· Expanded Form
· Period
· Standard Form
· Word Form
Mathematical Practices:
MP2: Reason abstractly and quantitatively.
MP4: Model with mathematics.
MP5: Use appropriate tools strategically.
Essential Question: How can you compare and order numbers?
Engage:
Explore:
Explain:
Elaborate:
Below Level:
Reteach 1.3 (Compare and Order Numbers) with teacher
Whole Group: Questions 1- 2, 4-5, 7-12, 15-16, 22
On-Level:
Go Math Book pages 18-20 (Compare and Order Numbers)
Whole Group: Questions 1-2, 4-5, 7-12, 15-16, 22
Advanced:
Enrich 1.3 (Place-Value Puzzle)
Advanced Learners Activity
Whole Group: 1-2, 4-5, 7-12, 15-16, 22
Evaluate: Reflect on Essential Question
Math Journal: Suppose the leftmost digits of two numbers are 8 and 3. Can you tell which number is greater? Explain.
Homework/Follow Up: Practice and Homework Lesson 1.3 (Compare and Order Numbers)
Early Finishers:
Post Assessment:
6th Grade ELA
Learning Target: I can analyze and interpret figurative language in poetry.
Instructional Activity:
https://www.canva.com/design/DAFnB6M8Qig/80tOZuOF8I5ZfXwJEawYjQ/edit?utm_content=DAFnB6M8Qig&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Open link to access activity
Hey Kattie, I love your idea of using a storyboard and having students come up with a current version of Macbeth!
I chose a lesson where the students would use Scratch to Animate a Name. Since this is one of the introductory lessons to Scratch, we will be logging in through CSFirst so I have access to their work before the publish it
Lesson
Slides
Rubric
Grade Level-6-8
Subject Area:Computer Science/Coding
Learning Targets:
Engagement: Discuss things online that catch our eyes. Discussing the different Google Doodles and why and how they change.
Exploration: Students will look at different completed projects and compare and contrast. They will discuss the animations and what they notice is happening.
Explanation: Explain the blocks, watch the tutorial videos, and model the add ons thought mini-lessons
Mini-Lessons:
Elaboration: Students will have time to explore the videos and use the Scratch blocks to create their own animations. They can work alone or with a partner. UDL and translanguaging concepts will be embedded in the lesson so that it is differentiated and accessible.
Evaluation: Students will share their successes and challenges. We will discuss how they overcame those challenges or we will help brainstorm ways for them to do so. Students will self-evaluate using the rubric. The teacher will also assess using the rubric.
Nice lesson, do you know where I can find lessons for grades K-2?
Lesson:
Rubric
Slideshow
I am attaching a link to a lesson we used for Animating a Name using Scratch through CSFirst. This is a lesson that I was able to carry out remotely and in person with my middle school students.
Grade Level 6-8
Subject Area: Computer Science/Coding
Learning Targets:
Motivation/Engagement: Discuss how things appeal to the eye. Why do things catch our eye? Discuss the different Google Doodles.
Exploration: Have the students watch the introduction videos and then explore the program using different blocks from the Scratch platform.
Explanation: Teacher will conduct a series of mini-lessons with the class and show some completed examples.
Mini-Lessons:
Elaboration: The students will create their own programs animating a word. It can be”
Day One- Animate name, sports team, nickname, something that represents you.
Day Two- Animate a character trait such as kindness, courage, gratitude, etc.
Evaluation: Students will reflect on the experience and share successes and struggles. They will discuss how they overcame it. Students will self-assess using the attached rubric. Teacher will use the same rubric to assess based on the criteria.
Rubric
This sounds like such a fun lesson. I like how you have the students sharing their struggles along with their successes. It normalizes this idea that something can be hard and still lead to success.
Grade Level: 5th Grade
Subject Area: Science/Engineering
Learning Objective: Students will learn how to use Tinkercad to design a backpack tag.
Engagement: Share story about a student who accidently took the wrong backpack and didn’t have their epi-pen in an emergency. (Luckily their parent had an extra) How can we make sure kids don’t get their backpacks confused. (Students say make a tag)
Exploration: Students are introduced to Tinkercad Software and create an account. Students take the 10 tutorials and begin to build the technical skills needed to create a tag.
Explanation: The teacher will introduce mm graph paper, the criteria for the tag, then model and explain creating a blue print of their tag.
Elaboration: Students are asked to draw their idea with two views (side and front), label the measurements and submit their design for approval. Next they create the tag in Tinkercad.
Evaluation: Students must find a friend to review their design to see if it meets the criteria, then complete a printing form to hand it. After the object is printed they will then reflect on a response sheet about the skills used and how closely their tag resembles their blueprint and how they would improve their design if given the opportunity.
The 5E model allows me to create a lesson that flows over several days and insures the students have clear engagement goals at each step.
Grade Level: 3rd Grade
Subject Area: Science
Learning Objective: Students will explore how animals in a species can have similarities and differences.
Engagement: How can we sort these wolves? Students will observe different pictures of wolves on a Jamboard. They will begin sort them into different groups based on their traits. For example, They will observe the color of their fur or the color of their eyes. Then they will begin to sort them into groups based on those features. They will note that there are wolves that are mostly gray and wolves that are mostly white.
Exploration: Students will listen observe and sort animals using their sense of hearing. They will listen to the sounds of different birds like cardinals, orioles, mallards, eagles and hawks. The sounds will be shared on Google Slides. They will begin to sort the birds by their sounds this time.
Explanation: The teacher will explain how animals of a species have similar traits. The more common the traits are, the more closely related the animals are. The teacher will define the word species and have her students copy the definition. Even though, animals are in the same species, there will be variations. Teacher will define new word while students copy.
Elaboration: Children will then begin to study another species of animal. They will use a book and the internet to observe how the animals are the same and the variations seen in these animals.
Evaluation: Children will code an interactive collage project on Scratch. They will highlight the species they studied. Then children will code the similarities and variations observed in this species. Students will follow a checklist to make sure they have everything they need in their project. Students will complete an exit slip where they will reflect on their understanding of new vocabulary, the identification of the similarities and variations in a species. They can also reflect on the difficulty or ease of creating their coding project on Scratch.
I like using the 5 E’s to design a lesson because it is very student centered. The steps keep the students engaged because it allows them to explore the topic. I think the use of technology enhances motivation. Students love to show off their new knowledge with digital tools like Slides and Scratch.
Grade Level: 11th Grade
Subject Area: Computer Science
Learning Objective: Students will be able to write and execute the JavaScript programming language code to add Keyboard input Interactivity and to add Complex Sprite Movement like collisions to a 2D animation using Code.org Game Lab.
Instructional Activity:
5.Exit Ticket: Once you have playtested and made sure your code is
working and you 3 pairs of sprites are colliding, click REMIX, then
click RENAME “My Collisions Animation Project by…”
6,Click SHARE and COPY the URL of your animation project. Then
Post the link on CLASSWORK tab as evidence of your awesome
coding power!
Topic: Introduction to Programming Concepts using Scratch
Grades: 6 – 8
Objective: I will learn how to animate a sprite in Scratch.
Grade Level: 2nd
Subject Area: Science
Learning Objective: Students will be able to explain that all living things have a life cycle and give an example of one.
Instructional Activity: