Kara Tippey
M – Math Lesson S1 – Science Lesson #1 S2 – Science Lesson #2 R – Reading Lesson
W – Writing Lesson
ST – Mastery 35%
Strategies Planned
Demonstration:
M – Students are able to see how many more are needed in anticipatory set
S2 – Teacher demonstrates the correct process
R – Students watch and read along in the guided reading center
W – The provided information portion provides demonstration of the method of
writing
Hands-on experience:
M – Students manipulate cubes and pompoms during stations
S1 – Students are experimenting with their senses
S2 – Students assemble the experiment
Direct instructions:
M – During mini-lesson direct instruction is provided to allow students to explore
for answer and then more instruction is given if they are unable to find an answer
S1 – The beginning of the lesson presentation has time for instruction of the
senses
S2 – Students are given specific instructions about how to conduct experiment
W – Writing prompt
Categorizing:
M – Math stations allow for categorization
Multiple Intelligences fostered
Body/Kinesthetic:
M – Students move around during game in anticipatory set. The station using
pompoms allow students to manipulate in order to learn
S1 – Students are handling the items during the experiment
SF – Interpersonal 35%
Strategies Planned
Group experiences and working with others:
M – Game involves playing with others and the stations all have groups that are
working together
S2 – Students share experiment with a group
R – Reading stations are in groups
W – Sharing in pairs
Chances to share ideas with other students and present ideas to the class:
M – Closure has students showing ideas with circles on the board
S1 – Share with friends
S2 – Share findings in journals, with friends, and at the end of the lesson
R – Recorded video
W – Sharing in pairs
Multiple Intelligences fostered
Musical/Rhythmic:
M – Game involves moving in sync with other students
R – Working with rhyming patterns will be more appealing
Interpersonal:
M – Students work together at pompom station and demonstrate concept during
conclusion
S1 – Share findings with a friend
S2 – Working to observe experiment in groups
R – Students work together to read in groups
NI - Understanding 20%
Strategies Planned
Relating and connecting different ideas:
M – Concept is brought through lesson from beginning, through stations, to end
S1 – Concept of senses brought into this experiment
S2 – Experiment shows process of plants and water; students connect the cause of
the color to the process
R – Rhyming patterns are emphasized from past lessons
Gaining information through direct instruction and searching the textbook for information:
M – Direct instruction is offered during mini-lesson
Chances to work independently in hands-on activities:
M – pompom station is hands-on and some students will work independently
Comparing and contrasting:
M – Two groups of blocks are compared in different parts of the lesson to figure
out which has more
S2 – Celery without water is different than the one with
Multiple Intelligences fostered
Intrapersonal:
S1 – Students imagine their favorite place and the different things they can sense
about it
Verbal/Linguistic:
M – During closure student show and explain concept
S1 – Students explain hypothesis and findings
S2 – Students journal their findings
R – Students are working with written language
W – Students are working to express thoughts in words
NF – Self-expressive 10%
Strategies Planned
Discussion and chance to ask questions during instruction:
M – Guided math station
S1 – Students are allowed to ask questions during the lesson presentation
S2 – Students discuss their findings with others
R – Guided reading
Discovery learning:
M – pompom and guided math station
S1 – Discover how smell affects taste
S2 – Discover how water works with plants
Creating hypotheses:
S1 – Guess if smell affects taste
S2 – Students note what they think will happen
Multiple Intelligences fostered
Logical/Mathematical:
M – students have to think mathematically to solve problems
S1 – Why can they see the color
Visual/Spatial:
M – Game allows students to make use of space and visualize concept
S2 – Students see the water in the celery
Naturalist:
S2 – Students learn about plants with water