Template for the lesson plan

You are welcome to look at the template of classes for high school. It makes it easier to plan lessons, during which the geo-information technologies, GIS and ICT are used as tools to promote better understanding of the subject, and above all to strengthen analytical aspect of thinking and learning constructively thinking (formulation of research questions and searching for answers).

 
Plan of classes

(comment on the content of a form)

General information

Subject

Formulated in an attractive (intriguing) and understandable way. It may not be too long and should define precisely what will be discussed/which problem will be solved during the class.

The ideal topic should define the content of the lesson, behavior (skills) and educational aids (information resources), e.g.

Predicting life expectancy in Poland, based on statistical data or
Predicting the extent of floods in the Vistula basin using GIS

It can be also formulated in a different way (for those who do not like schemas), e.g.

Let’s check how long would  we live?

Who likes floods? 

Target group

To whom we address the lesson and  what is the age of the students

Location and time of the lesson

Place where the classes are conducted e.g.: classroom,  nature reserve behind a school, meadow along the river etc You can also give a name of the specific location – e.g. National Park

Estimate time of the class: 3 hours for a field study  + 1 hour in classroom

The main goal of the classes.

Define main goal of the lessons – what is the main result of a lesson for students

You can use sample wording

• Getting to know ...
• Familiarizing ...
• Deepening ....
• Implementation ....
•  Taking care of ....
• Fostering ....
• Interpretation of ...
• Recognition of ...

Operational objectives:

 

You can formulate them with the use of “operational” verbs  (Appendix 1)

 

Information

 

What is a scope of information that will be gained by students

Formal skills

 

What kind of formal skills will be acquired

GIS skills

 

What kind of GIS-related skills will be acquired

Attitudes

 

How the lesson will impact on the students attitudes (e.g. raise awareness on values of the environment), “shape” their personal values,  make them more sensitive and emphatic on others needs

Methods of work/ techniques of conducting a lesson

Short description of teaching methods and techniques to be applied during the lesson.  Important issue is to choose the most adequate techniques that will allow to gain a goal of the lesson. Planned ways of teaching should be adopted to the skills level of the group and take into consideration differences between students’ skills and knowledge level (e.g. if the lesson is recapitulation of previously gained knowledge and/or skills or is it new subject and load of a new knowledge and or skills).

Organization of the work

Form of the work should depends on the knowledge of the group, the division should take into account the amount of material available for students (lesson timing):

  • team-work (a significant number of people in the team and the way the draw pupils: imposed or voluntary)
  • individual self-tasks
  • collective work

Educational aids

List of the materials planned to be used during a lesson (including attachments);

Detailed plan of activities should decide about a selection of materials (including objectives that will be implemented based on these educational aids).

List of educational aids should also cover information on geo-information tools, Internet resources and available applications, geoportals, multimedia applications, surveying devices, etc. that could be applied during a lesson 

Description of the lesson  proceedings

 

Initial phase

 

(Commitment, interest in the subject, motivation) 

Introduction to the subject

Orientation on the subject of the lesson. Main goal of that phase of the lesson is to make students curious by showing one situation short of experience or more images to allow students aware of the problem

- Formulation of the subject (you can repeat the topic sentence with the hypothesis)- Organizational issues - the division of class into groups, the hand of necessary materials.

Identification of research problem

- Formulation of research problem, to clarify hypothesis that is a statement requiring confirmation

Implementation phase

 

(subject development)

Data acquisition

Selection of one of three methods depending on the purpose of classes

1. materials prepared by the teacher (prints, multimedia presentations)
2. materials obtained by students from the Internet (essential guide step by step "how and where students acquire the data)
3. data collected in the field (required fieldwork scenario; work with the cards)

In this part of the lesson the teacher should raise awareness among students that:

• use of materials from the Internet requires resources - a good opportunity to recall the need to respect copyright
• data collection is only the way to achieve the goal (taxpayer pay for data collecting), but the specific conclusion must be drawn from data, economization of action and planned data collection is important, hence hypothesis formulation, selection methods and the development of logistics of the project is important,

Data processing and analysis

analysis of data (sorting, comparing the obtained information) in order to answer research question (or verification of hypotheses) 

Data presentation

presentation of analysis results (required instruction / information on the presentation of results)

Results and answers on formulated research problems

conclusions - the answer to research problem, test the hypothesis (required instruction / information on the presentation of results

Summary phase

presentation of the results and conclusions of the group / participants - general conclusions according to the instructions prepared by the teacher about how the presentation of results, including the basis for drawing conclusions, and the correctness of the above. activity differ from the summary, synthesis and generalization 

Homework

should always be purposeful, specifically formulated commands (for example, answer the question ... replace, search and write, etc., may include:

• consolidate new knowledge (knowledge or skills)
• prepare for next class
 

Evaluation

obtain feedback to the teacher about the results and the attractiveness of teaching
- Essential in improving teaching
 

 

Attachment No. 1

The terms used in the formulation of general objectives:

• Getting to Know ...
• Familiarizing ...
• Deepening ....
• Implementation ....
• Instilling ....
• Taking care of ....
• Fostering ....
• Interpretation of ...
• Recognition of ... ..
• Shaping

Attachment No. 2


List of verbs expressing actions useful for the formulation of operational objectives

analyze
argue
explore
characterize
determine
define
diagnose
select
provide
see problems
discuss
evaluate
formulate
identify
illustrate
inform
interpreted
interfere
isolate
directed
classify
communicate
construct
control
criticize
manipulate
measure
mobilize
model
modify
call
explain

 

observe
calculate
judge
purified
reply
distinguish
determine
describe
narrate
organize
mean
plan
stress
sustain
group
link
help
compare
arrange
practice
forecast
lead
Store
oppose
present
convince
count
translate
provide
prepare
take
bring

 

assign
quote
ask
reduce
edit
reconstruct
separate
spread
distinguish
solve
develop
draw
sort
check
put
state
suggest
synthesize
estimate
track
keep
create
participate
facilitate
place
localize
avoided
generalize
simplify
set
remove
keep

justify
obtain
use
use
weigh
verify
include
conclude
introduce
select
draw
explain
show
perform
plot
detect
exchange
pave
fill
detail
pave
appoint
encouraged
found
close
prevent
inoculate
build
collate
change
decrease
do

According to: E. Kolankiewicz, A. Woźniak, M. Žiška, 2009, „BLIŻEJ BIOLOGII”- Poradnik metodyczny dla nauczycieli biologii do klasy 1, część 1 – Wprowadzenie” ,WSiP  Warszawa – with supplement

Attachment No. 3

Geography:

1. Piskorz S. (red), 1997, Zarys dydaktyki geografii, PWN, Warszawa;

2. Czaińska Z., Wojtkowicz Z., 1999, Aktywne metody w edukacji geograficznej, SOP, Toruń;

3. Wojtanowicz P., 2006, Aktywizujące metody nauczania-uczenia się geografii, SOP, Toruń.

 

Biology:

1. W. Stawiński (red.) 2006, Dydaktyka biologii i ochrony środowiska, Wydawnictwa Naukowe PWN Warszawa

 

General Teaching:

1. C. Kupisiewicz, 2000, Dydaktyka ogólna Oficyna Wydawnicza Graf Punkt Warszawa;

2. K. Żegnałek, 2005,  Dydaktyka ogólna WSP TWP Warszawa.

 

 

 


 
Project
implements:
gridw Project partners: mscdn hogskolen grants
Project implemented with support from Iceland, Liechtenstein and Norway through the EEA Financial Mechanism of the European Economic Area and Norwegian Financial Mechanism under the Scholarship and Training Fund