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Select a classroom and describe the student population, its setting, and the subject that is to be taught.

Create a lesson plan based on state-content standards.
Differentiate the content, process, or product for at least three different types of learners.
The plan should clearly define and describe the modifications that support the three learners' needs and styles.
The lesson needs to use four or more instructional strategies discussed in the textbooks, chats, or other resources.
The instructional strategies should emphasize active and exploratory learning and can be associated with constructivism, cognitive learning theory, brain research, or specific differentiated instruction recommendations.
Each method can be used for one or more of the identified students.
The lesson plan should include a description of the strategies, how they should be implemented, rationale for their inclusion, and an evaluation format for determining effectiveness for student achievement.
The lesson should include a pre-assessment, post assessment, and/or optional rubric.

Solution Preview

Lesson Plan

Select a classroom and describe the student population, its setting, and the subject that is to be taught.

The class is of Science subject, for elementary grade 2 level young learners.

Create a lesson plan based on state-content standards.

The Life Sciences part of state standards is covered in this lesson on leaves. The students will be able to differentiate between different kinds of leaves of plants or trees, describe their seasonal life cycle, and also the required elements which enable the plants or trees to remain healthy in order for new leaves to grow and flourish.

Differentiate the content, process, or product for at least three different types of learners.

In every classroom, students can come in from different types of learning backgrounds. Some can be visual, some auditory while others are tactile. For each of these types of students, a science lesson and instruction will be a bit different. In terms of content, the visual student will learn best with information and diagrams, flow charts etc., as listed in the text book, collected by taking pictures or drawing them by hand. The process of learning for a visual student will be based on the characteristics of the visual content of the lesson - the diagrams, the labels or whatever visual organizer (a flow chart or table), which a student might make her/himself about the growth cycles of different types of leaves.
And finally, the product of a visual student will be based on visual pieces of information. Such a student will talk directly about the life cycle of a particular kind of plant or tree leaves, by showing the actual leaves and explaining about different environmental elements which are necessary for the leaves to grow, in a normal fashion. A visual student, therefore, will continue to make use of 'visually explainable' props in order to learn about leaves and their life cycle.

Content - what is there to be learned or what has been learned.
Process - the learning process; using different kinds of learning methods and types of learning.
Product - the end result of a student's learning - written essay, diagram, power point presentation, flow chart, reading of information collected by the student about a given topic (in the present sample case - leaves and their life cycle), and narration in the science journal.

The plan should clearly define and describe the modifications that support the three learners' needs and ...

Solution Summary

A lesson plan is described and evaluated on its pre-assessment, post assessment, and/or optional rubric.

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