Introduction
The science lesson plan introduces students to the world of hurricanes. Learning is made easier by the use of instructional aids such as charts, photographs, and smartboards. However, due to the limited activities in this section, some pupils, particularly the visually challenged, are unable to participate. Moreover, the strategy introduces pupils to new terminology like the swirling winds, heavy rain, and summer which enables them to make connections to the topic of the day.
Structure
Numerous significant items are missing from the current lesson plan, they include the following: no reference to the curriculum, no demographic information like the age difference, and no reference to other subjects like geography. Curriculum connections make learning more meaningful for students. When students see the connections between individual subject areas, the material becomes more relevant. However, the framework of the lesson is apparent to the reader, and the schematic portrayal of the lesson plan greatly aids comprehension.
Content
Subject, Lesson Duration, and Objectives
The topic of the lesson is expressed mildly, but it is hard to determine the topic of discussion without first examining the lesson plan. The estimated length of the lesson is forty minutes which is indicated properly and is to help the instructor organize the activities more efficiently. It is clear to the reader that this lesson plan only covers one lesson and does not require any planning for the future. Finally, the objectives of the lesson are precise. They are quantifiable because students’ homework on naming storm parts may be compared to the fundamental hurricane sections.
Learning Environment
One of the significant disadvantages of this lesson plan is that no safety criteria are specified. The usage of technology suggests that the course is most likely being taught in a computer class or using electronic equipment. Since second-graders do not comprehend the fundamentals of internet safety, a safe setting should be an important element of the lesson plan regardless of the student’s age. Nonetheless, the use of 21st-century technologies in the classroom is both commendable and unavoidable.
Lesson Activities
The activities in the lesson plan are numbered and correspond to the main lesson objective which was to ensure that students have a better understanding of what hurricanes are and what they can do. Despite the latter’s overall deficiency like failing to make connections with other subjects like geography, the lesson plan demonstrates a deep relationship to critical learning skills. The instructional activities which include question and answer sessions help students understand the significance of reflecting on their participation in the class and offering feedback (Iqbal et al., 2021). Nonetheless, by asking questions about what students have learned, the exercises imply that the teacher does not force any personal or shared viewpoints on the students. The instructor is concerned with eliciting the basic parts of the reading, listening, and comprehension processes and allowing pupils to work independently in groups.
Another significant benefit of this lesson plan is the group-work component. Thus, this lesson plan enables the instructor to include collaboration in the learning process and assist students in developing their interpersonal skills. This method is consistent with Slavin’s (2020) thoughts about the impact of collaboration on overall student performance. The assessment procedure, on the other hand, is stated extremely quickly and does not match the difficulty of the assignment accomplished by the pupils. This lesson plan makes no mention of individual planning requirements.
Conclusion
The lesson plan should prepare students for the following lesson by previewing the topic that will be covered. This preview is meant to keep students engaged and to give them time to become acquainted with the topic before discussing it. It is crucial to stress that the lesson plan should not be exhaustive in terms of explaining the class activities (Iqbal et al., 2021). This design lacks flexibility and several critical aspects like it fails to make connections to other subjects which is key to making learning more meaningful. Nonetheless, the importance of this lesson cannot be overstated, and the influence on second-graders should be obvious right away as it assesses the student’s ability to synthesize information.
Reference
Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. Web.
Slavin, R. E. (2020). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21-31. Web.