Lesson Plan

Lesson Plan

Name: Total points __/50

Science Lesson Plan Grading Rubric

In writing the central focus, the teacher earned/possible

- Clearly identifies students’ prerequisite knowledge and how the lesson objectives fit within the larger unit or chapter an

2

In choosing the TN or District Standards, the teacher identifies

- Standards that correlate to the performance objectives and the lesson design 3

In writing and assessing the lesson objectives, the teacher...

- Has objectives that are measurable and observable. 3

- Has written questions in the Evaluation that cover each of the objectives. 3

In writing and assessing the Engagement, the teacher...

- Grabs the students’ attention and focus it on the lesson. 2

- Uses visuals to help the students focus. 2

- Uses eliciting questions that expose the students’ prior knowledge. 2

In the Exploration section of the lesson plan, the teacher... - Provides a narrative of the activity so that other teachers can understand the flow of events. 2

- Includes directions for students that are concise, easily understood, and follow a logical progression.

2

- Provides activities that are appropriate for teaching the stated lesson objectives. 2

- Offers opportunities for students to work together collaboratively without direct instruction from the teacher.

2

- Offers opportunities for students to explore objects, events, or situations so that they can establish relationships, observes patterns, make predictions, or question events.

2

- Includes eliciting questions which direct students’ investigation and inform the teacher about students’ level of understanding.

2

© 2009 The University of Texas at Austin

Step 1: Inquiry Approaches to Teaching

Lesson Plan Grading Rubric

- Anticipates responses from students, including incorrect (yet reasonable) responses that reveal underlying misconceptions on the part of the students.

2

In the Explanation section of the lesson plan, the teacher… Points

- Allows students an opportunity to share any observations, theories, and conclusions they may have upon completing the Exploration before the teacher offers his or her own.

3

- Includes probing questions that require students to reflect on the exploration (such as “Why?”, “How?”, “What do the results mean?” “What if…?”).

2

- Formally provides instruction (definitions for new vocabulary, detailed explanations) as necessary. 2

- Goes beyond what students learned directly in the exploration, using the lesson experiences as the starting point for explaining concepts in greater depth.

2

- Encourages divergent thinking, allowing students to suggest alternative conceptions or areas for further exploration.

2

- Offers correct content and shows no misconceptions on the part of the author(s). 2

In the Elaboration section of the lesson plan, the teacher…

- Provides activities that require the students to use the skills and information they just learned in a different context.

3

In the Evaluation section of the lesson plan, the teacher…

- Includes assessment strategies that are appropriate for the lesson and account for a variety of student learning styles

3

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