Pre-Internship Lesson Plans

Lesson #1 – Health 

This lesson plan is one I created for a grade 9 health class. The outcome that was being covered was about chronic illness. I had a class discussion about what chronic illness is and what some examples are, and then I had students create some kind of creative piece of work to demonstrate what it would be like to either have a chronic illness, or be close with someone who has one. I think that this was the strongest lesson I created during my pre-internship experience. I was able to gain the trust of my students in order to talk about a difficult subject, and had excellent pieces of work turned in as a result. I had strong classroom management skills which helped keep everything running smoothly and make for a comforting classroom environment. The only thing I would have changed about this lesson is making the work period on day two a bit shorter, since we missed having three students present. Other than that, I am pleased with the outcome of this lesson.

 

Lesson #2 – Physical Education

During this lesson, my partner and I used team teaching to teach zumba. We started with some class icebreaker and warm up activities in order to make everyone more comfortable, and then split into two groups to learn the zumba routines. Once each group was given time to learn it, they had a “dance off” with the other group where they performed what they just learned. The feedback I received on this lesson from the cooperating teacher I had was making sure that all technology was ready and running smoothly before hand. The videos took longer to load than we had anticipated, which put the class behind a bit and made everything seemed rushed at the end. This is part of making sure all materials are together and ready to go before the lesson. Overall, this lesson was fun to participate in with the students.

 

Lesson #3 – Psychology

This lesson taught the students about the endocrine system. We had students watch a short video, gave a lecture, and then gave a hand out to be completed. This lesson ran smoothly, but I had extra time at the end that I did not know what to do with. I ended up having the class do the Clap, Slap, Hooray activity. My cooperating teacher told me that I should always have extra activities planned so that if there is extra time to kill, I do not panic. I agree with this feedback, and have to start planning extra since sometimes lessons go faster than anticipated.

 

Lesson #4 – Psychology 

The final lesson I have attached was one of my favourite to teach. The class was learning about multiple intelligences, so I created station activities for the students to complete to see what each intelligence focused on. I thought that this was a fun lesson to teach because students had hands on activities which emphasized what they were learning.

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Goals for Pre-Internship Experience

After having two days worth of observation in the school I will be completing my pre-internship experience in, I am feeling nervous and excited. I am nervous because I now know that my experience will not be like I had anticipated. I do not have one co-op teacher and one subject area. I have four different teachers who all specialize in different subject areas. However, despite this feeling of nervousness, I am excited to learn from all of my co-op teachers, the students, and the rest of the school about what it is like to be a teacher. I have set myself three goals for my experience that I hope to complete in order to make my experience more successful. They are as follows:

Goal #1: Take Chances

My pre-internship experience is going to be different than I had anticipated. I thought I would mostly be in a health class, since that is my major. However, I have four co-op teachers and will be planning for health, psychology, English, and environmental science. When I first found this out, I was overwhelmed, and I still am. However, learning this has also made me set myself the goal of “taking chances”. Even though I might not be comfortable with psychology, English, or environmental science, I am not going to let it hold me back. I am going to try and plan engaging lessons, and all I can hope for is that I learn from them. I know that my co-ops will help me in any way, so I want to take this opportunity to try something new without being scared to fail.

Goal #2: Stay Organized

I have already become overwhelmed with the amount of work I find myself having to get done. Between planning for four different subject areas, going on an out of school trip each week, and having university assignments on top of that, I am having difficulties finding time to get it all done. My goal is to stay organized, and get my lessons and homework done at least a day before it is due. I have the tendency to do everything last minute. Having everything done a day before will lower my stress levels, and will give me more time to review the lessons I am implementing.

Goal #3: Ask Questions

The third goal I have set for my pre-internship is to ask questions. I generally do not like to ask a lot of questions, but I think this is a great opportunity that I have to take full advantage of. My goal is to ask at least 3 questions each day, and write down the responses. I think that by asking questions to different people within the school, whether it is my co-op teachers, students, or other staff members at the school, I will be able to improve my teaching skills. I plan on using this information to help shape the teacher I become, so the more I learn, the better.

I am looking forward to this experience and hope that these goals help to guide me in a successful and positive experience.

Incorporating Treaty Education into Health Education

For our lesson, we created an activity for Wellness 10 that incorporated treaty education. During the beginning stages of creating this lesson, we struggled to come up with ideas. It was difficult to find a health outcome and treaty outcome that fit well together. It was also difficult to think about the type of activity that should be done in order to make the learning experience meaningful for all of our students. We ended up creating a lesson that allowed students to learn about treaty education, and also allowed the students to relate the learning to themselves. Since health is a holistic subject area, we tried to show students how treaty education is interconnected with their lives. Personally, I thought that the most difficult part of the planning was trying to make the lesson relevant to both curriculums, and to the students’ lives. I did not want to create a lesson that introduced and brought in treaty education one time, and then was never looked at again. I think that teachers should try to incorporate treaty education often, and make sure that it is not just random facts, but rather a useful and engaging teaching/activity.

One piece of feedback that we received on our lesson was for our group discussion activity. The students will be placed into groups of 8, and within these groups they will be assigned a specific quadrant of the medicine wheel, and will be asked to discuss it and come up with a group definition. Since the students could have come up with a lot of information and not know where to beginning the discussion, we were told that providing some guide line/essential questions could be beneficial. I agreed with this piece of feedback. I think that by providing each group a list of guideline questions for their quadrant, it will help for the groups to make good use of their time, and to ensure that everyone is on task. This will help the students with the discussion, and assist the teacher with classroom management. We also received feedback about the closure of our lesson. Originally, students were going to share the goals they set with the class, and then hand in the posters they created. However, this closure seemed to abrupt. Rather, we will end the class in some way that will introduce the next lesson. This might be a short activity, or an exit slip as a pre-assessment tool. This will make the activities less random, and have less of a sudden stop.

After listening to other groups talk about the lessons they created that incorporated treaty education, I realized that since it is a more recent topic, it is sometimes difficult to tie it into subject areas. After listening to some individuals talk about their lessons, I found that even though people might not think that their lessons are useful right now, it is just the beginning. Bringing in treaty education to different subject areas is something I have just recently been introduced to. I think that trying to make lessons that incorporate this education is a big step in the right direction, and will become easier with more practice, education, and experiences.

Expect Students to be Different

In order to have a positive school year that creates relationships, confidence, and an overall successful learning experience, I think it is important as a teacher to get to know the students you will be teaching. When I begin teaching, I want to get to know each of my students, and I want my students to get to know me. This relationship is key in my mind. It helps to make a safe, comfortable environment, as well as assists in getting to know the students interests and needs, which can help when choosing instructional strategies. Choosing specific instructional strategies for each students is important in my mind, because each student that I encounter will be different.

When reading the article Implications for Diverse Classrooms, I read a lot of tips about working with specific students which I think could be useful for all students, not just those who might be struggling. In the article, a list of nine strategies was given to assist in working with students who are struggling. A few of the strategies listed are: frequently vary your instructional technique, develop lessons around students’ interests, needs, and experiences, and provide an encouraging, supportive environment. These strategies should all be considered while planning for all of the students in the classroom. A learning experience will be more enjoyable and more successful for both the students and the teacher if interests, needs, varieties of techniques, and encouragement are all considered and included in instructional planning and implementation.

One point made in the article that stood out to me was looking for something unique that each student can do. Each student will have a unique personality and unique abilities. In order to have students feel comfortable and excited about sharing their uniqueness, something should be done that gives them the opportunity to do so. This could be as simple as having a sharing period where students can talk about what they enjoy. Once I discover something unique about each of my students, I want to give them the option to apply it to the classroom learning by having options on assignments or having them voice their opinions about what they want to learn. I think by doing this it will give my students a sense of empowerment, appreciation, and it will help to build strong relationships which can make a large difference in a classroom.

What is a Good Student?

The common sense definition of a “good student” from my experiences is very specific. A “good student” will sit still, only talk when they raise their hand or have been called upon, hand in all of their homework on time, get good grades, and never miss a day of school. In my experiences with this, if you did not fall under this category, the teacher did not treat you with the same respect as those that were known as the good students. To me, this is wrong though. The majority of the class does not fall into this perfect mold.

This mold leaves out the students who do not receive high marks all of the time. The students who might have ADHD or need to be moving in order to stay focused. The students who are called upon and do not know the answer. The students who were not able to complete the assignment on time because of a situation outside of school. I think that students who do not meet the specific mold and do not receive the same respect may not feel like they are as valued in the classroom. This can cause the student to be less successful and have a negative experience in the classroom.

I think as future educators it is our responsibility to give all students the opportunity to be a good student. A good student will not be the same for each student because everyone’s abilities and highest potential are not the same. By trying to engage all of the students and giving everyone the opportunity to be successful, they have the chance to show how they can be. I cannot define what a good student is with an exact definition because I think it will be different with each student that I encounter.

Crazy Chemistry

When I was in high school I had a lot of trouble with chemistry. I could not grasp the simple concepts and always had to ask for help. While looking on the TED-Ed website at lesson plans created by other teachers, I came across a neat chemistry one! It is done with a fun video, and someone explaining everything that happens. I think that if my teacher had used a video like this a few times throughout the year, I would have been able to grasp those simple concepts without struggling as much as I did. I would like to find a way to use lessons like this in my future classroom because I think it would excite the students and help make learning fun! I suggest checking out the lesson plan to see what I am talking about!

Atoms from A to Easy!