Best Practices for Lesson Planning
Presenter(s)
Holly Mercs
Files
Description
Across America, primary and secondary educators are limited to the resources and time they have available to design captivating, valuable lessons that are best practices for students. Educators are able to plan lessons that are beneficial to students but due to the lack of available assets, there is missed potential in the lesson design. This is especially true for a science classroom which has the capability to engage students to analyze and solve real-world problems in the scope of a scientist through inquiry-based learning. This project focused on developing a unit for a high school biology class that adds value and potential to the content where the time and resources are limited for the educators. The unit followed the 5E Learning Cycle and was carefully designed by deconstructing the state standards which were then broken down into student friendly language. After designing and executing a unit on sex-linked traits, inheritance patterns and pedigree analysis, data was collected to evaluate the progression of student learning through the entirety of the unit. Each section of the lesson plan as well as execution and assessment of the unit has been carefully thought out and analyzed to ensure the opportunity for student success was measurable. Lessons that are designed with the availability of resources and time can improve the learning environment for all students.
Publication Date
4-22-2020
Project Designation
Course Project
Primary Advisor
Karolyn M. Hansen
Primary Advisor's Department
Biology
Keywords
Stander Symposium project, College of Arts and Sciences
United Nations Sustainable Development Goals
Quality Education
Recommended Citation
"Best Practices for Lesson Planning" (2020). Stander Symposium Projects. 1971.
https://ecommons.udayton.edu/stander_posters/1971
Comments
This project reflects research conducted as part of a course project designed to give students experience in the research process. Course: BIO 496 P1