Standard
Statements that define the knowledge and skills students should have within their K-12 education
Objective
Statements of what students will achieve through instruction
Objective
Stated in terms that indicat
...
Standard
Statements that define the knowledge and skills students should have within their K-12 education
Objective
Statements of what students will achieve through instruction
Objective
Stated in terms that indicate what is to be observed and measured in daily lesson plans
Goal
Provided direction for educators but no achievement levels specified
A teacher is planning a unit to address the following fifth-grade science standard:
Understand the variety of roles that organisms perform in an ecosystem, including biodiversity, energy acquisition, and producers, consumers, and decomposers.
What goals should the teacher develop to align with this standard?
Short-term goal: Students will define producers, consumers, and decomposers.
Long-term goal: Students will describe the importance of biodiversity within an ecosystem.
Short-term goal
Students will create an outline showing the organization of the reasons and evidence.
Short-term goal
Students will determine several reasons to support an argument and will organize the reasons in a logical order.
Objective
Students will be able to construct and write an argument with three reasons and evidence for each.
Long-term goal
Students will support claims in a well-organized manner using clear reasons and evidence.
A third-grade teacher is creating a language arts lesson to address the following standard:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade three topics and texts, building on others' ideas, and expressing their own clearly.
The teacher plans for students to read a short story at the third grade reading level, and then will place students in small heterogenous groups to discuss the characters in the story.
Which statement describes how the lesson plan aligns to the standard?
Students are engaging in a peer discussion in diverse groups.
A math teacher presents students with various examples of polygons and non-polygons and asks the students to develop a definition of polygons based on the examples and non-examples.
Which type of instructional approach is this teacher using?
Inductive instruction
A fifth-grade teacher decides to use an eighth-grade lesson plan in which students will listen to a guest speaker discuss the importance of engaging in community service for their local neighborhood, and then will ask the guest speaker questions.
The original lesson had students write a paper that delineated the speaker's argument and specific claims and evaluate the soundness of the argument. The teacher replaced this activity with one in which students would write a paragraph summarizing the information provided by the speaker with appropriate elaboration and detail.
Why did the teacher make the adjustment to the lesson plan?
The original activity required skills that were too advanced for fifth-grade students.
Match the math standard that aligns with each lesson component.
Create a graph based on time and distance -Patterns, functions, and algebraic structures
Practice solving equations using a balance -Patterns, functions, and algebraic structures
Use number properties to rewrite expressions - Number sense, properties, and operations
Read a book about finding circumference and
area - Shape, dimension, and geometric relationships
Play a game that involves rolling two sets of dice and examining the outcomes - Data analysis, statistics, and probability
Match each source of student diversity with the appropriate instructional strategy.
Gender-Provide successful male and female role models
Physical-Include psychomotor development activities
Cognitive-Challenge with varied assignments
Language-Identify and clarify difficult words and passages
Cultural-Use familiar speech and events
Socio-economic status-Provide realistic expectations for work
A teacher develops a lesson in which students will complete math problems that demonstrate their understanding of the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.
How does this lesson plan align with the mathematics content standards for fourth grade?
It takes number sense into consideration as one of the strands for this lesson.
In a second-grade class, students explore equivalent fractions through music. Using an interactive white board lesson demonstrating whole notes, half notes, quarter notes, eighth notes, and sixteenth notes played by an alto sax, the students will count the length of the music notes by clapping. Students will write a fraction for each of the notes on their own white board and then check their answer on the interactive white board.
Which statement is true regarding this lesson plan?
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