West Virginia State University

Lesson Plan Format and Assessment Rubric

WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate _Daniel Spaulding____ Date: May 13, 2013__________
School ___Poca High School____________ Grade/Subject _Anatomy and Physiology / 11
th
& 12
th

Lesson Topic _Anatomy of the Ear_______

INSTRUCTIONAL OBJECTIVES / STUDENT OUTCOMES
1. Students will be able to name the parts of the ear
2. Students will be able to explain the functions of the parts of the ear
3. Students will know the path sounds travels through the hearing process
4. Students will be able to identify ear parts and their location on a diagram of the ear
WV CSOS
SC.O.HAP.1.1
Implement safe procedures and practices when manipulating equipment, materials, organisms,
and models.
SC.O.HAP.2.13
Apply the structure of the ear and eye to their function/dysfunction in relation to environmental
perception.
21C.O.9-12.3.LS.1
Student remains composed and focused, even under stress, willingly aligns his/her personal
goals to the goals of others when appropriate, approaches conflict from win-win perspective,
and derives personal satisfaction from achieving group goals.

NATIONAL STANDARDS
NSTA Standard: Learning Environment
3d) Plan a learning environment and learning experiences for all students that demonstrate
chemical safety, safety procedures, and the ethical treatment of living organisms within their
licensure area.
ISTE 2. Design and Develop Digital Age Learning Experiences and Assessments
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity

MANAGEMENT FRAMEWORK
Overall Time 10 minute oral diagnostic assessment on prior knowledge
Time Frame 25 minute PowerPoint with video clips and lecture and lecture study guide
20 minutes work in two groups and use smart board to conduct formative assessment
10 minute to complete lecture study guide activity
25 minute two group summative assessment with PowerPoint Jeopardy

STRATEGIES
Teacher / student led discussion, cooperative groups, simulations

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Students sit in groups of four for peer assistance when necessary
There are not students in this class that need any type of differentiating instruction

PROCEDURES
Introduction/ Lesson Set
The students teacher lectured on the anatomy of the ear the day prior to my lesson. I
conducted about a 10 minute diagnostic assessment to see what the students had retained from
the previous ear lecture. Then I handed out a labeling diagram of the ear structures for students
to use to help follow along with the lecture. lecture follow along study guide activity of the
path sound waves
Body & Transitions
I will be using a PowerPoint presentation to discuss anatomy of the ear and the functions of the
different parts. (see attached)
o The PowerPoint has links to various Youtube videos with 3D animations describing how
the ear works so that we are able to hear.
While discussing the anatomy and the function I will incorporate the path that sound waves
follow so that we are able to hear
As I show the location and describe the functions of the various ear parts the students will take
this opportunity to label the diagram of the ear and the path of sound. (see attached)
I will break the class room into two teams and use the interactive white board, projector,
computer, and the Internet.
o http://www.wisc-online.com/objects/ViewObject.aspx?ID=AP1502
The team will take turns sending one student up to the white board at a time where an applet
that is the diagram of all the ear parts with a vocabulary list off to the left
Whatever word is on top of the list is the part of the ear the student needs to locate on the
diagram and touch that part of the diagram with the sensor pen of the white board.
The applet will let us know if they are wright or wrong, if correct the applet explains the function
of that particular part.
After the vocabulary words have been depleted the game is finished.
While I prepare the next PowerPoint presentation, projector, and white board the students cut
out the three sections of the ear diagram they labeled and follow the directions at the top of the
page.
o Once they have cut the three sections out they are to tape the together according to the
directions and then fold the linear taped sections on the dotted lines found on the
activity sheet.
Once the activity has been completed the students now have a study guide that is the shape of
an actual ear with the inner parts folded up behind the ear which can be pulled out flat so that
students can visually see the path of sound.
Closure
Once I have the next PowerPoint ready to go the students stay in their respective groups and I
use a Jeopardy style game I created cover all the material we discussed that day. (see attached)
Each team takes a turn selecting a category and point amount.
It is a group collaborative activity so the entire team works together to answer the question in
the form of a question.
This continued until almost time to leave for the day and then I gave the students a 10 question
True / False questions summative assessment.


ASSESSMENT
Diagnostic
I conducted an oral diagnostic assessment of the students at the beginning of the class by asking
them questions about the anatomy of the ear in order to gauge how much the students retained
from Mrs. Smiths lecture. So that I know what area or ear part to cover more in depth.
(objective 1)
Formative
As the students are filling in the labeling eye diagram I walk the room asking questions about the
diagram and looking over what they have completed so far. (objective 4)
I chose to follow the path of sound when discussing the ear parts and whenever I would start a
new part I would have the students tell me the path of sound up to that point as another
formative assessment. (Objective 3 & 4)
Summative:
The students took a 10 question True / False quiz as their Summative assessment. (objective 1 &
2)

MATERIALS
Computer with Internet access
Projector
Im all ears ear diagram study guide
Scissors
Pencil
Interactive white board
EXTENDED ACTIVITIES
If Student Finishes Early
The laptop cart was in Mrs. Smiths room so the students could explore websites related the
anatomy of the year like the one listed below.
o http://www.cochlea.org/en/spe/ear-overview.html
If Lesson Finishes Early
I found a website that uses sound to create auditory illusion the students can visit.
o http://www.philomel.com/phantom_words/example_phantom_words.php
If Technology Fails
I will have a printout of the lecture with the picture so I can continue the lesson and I would
draw a diagram of the Ear, inside and out, and I will use this as my reference for showing the
students the location of the parts of the ear as I describe their functions.
I also have a list of the Jeopardy questions Iab
POST-TEACHING
Reflections
I think allowing the students to work in pairs independently was a good way of letting them
know that their teacher trust them not to do anything reckless with the instruments. In turn I
believe this would help build the students confidence in themselves and their confidence in the
work they do in the class in general.
Mrs. Smith was a little more lax on safety than I thought I was so I would definitely do a better
job when it comes to the safety part of the lesson. I would definitely ensure that all the
students wore safety goggles not just the ones who wanted them.

Data Based Decision Making (If Needed)




At the end of the period, the last ten minutes, I gave the students a 10 question True / False quiz. As
you can see by the graph above only two students were below the passing grade line with many
students fairly high. The students that did not do well were the same students who could not find the
location of an ear part on the previous game the students played. They are also the same students who
were playing on their cell phones and who told me they already had these notes because of a class they
had last year so they didnt feel the need to pay attention. As we can see now it was still important they
paid attention. Given more opportunity to teach lesson I feel I could have found something that would
motivate these couple of students.

0%
20%
40%
60%
80%
100%
1
2
3
4
5
6
7 8
9
10
11
12
13
True / Fales Quiz Anatomy of the Ear
Numbers 1
through 13
represents
students

Approximate
failing line -
Differentiating Instruction for Students with Special Needs
Name all that apply:
Needs-Based Planning
Learning Differences: Sensory Differences:
Attention Differences:
I shortened the length of the PowerPoint lecture
used a fill in the diagram handout, and multiple
technology assisted games.
Behavioral Differences:
Motivational Differences:
I broke the students into groups to play games
using competitiveness as a motivation.
Ability Differences:
I used collaborative groups so that the less
advanced students could be aided by the more
advanced studens.
Physical Differences: Cultural Differences:
Communication Differences: Enrichment:
Multiple Intelligence addressed (check all that
apply)
__X___ Verbal / linguistic
__X___ Spatial
______ Logical / mathematical
______ Bodily-kinesthetic
______ Musical


______ Naturalist
__X___ Interpersonal
__X___ Intrapersonal
______ Existential
______ Others (explain):



Anatomy and Physiology of the Ear
Name: ___________________________ Date: ___________
Answer the following questions back circling, below the question, True if you believe the
statement is true or False if you believe the statement to be false.

1. Hair cells are located on the basilar membrane of the cochlea.
True / False
2. The abbreviation used for decibels is "dL."
True / False
3. The three bones in the ear are called the malleus, incus, and sclera.
True / False
4. People with "tinnitus" hear a ringing or roaring sound.
True / False
5. Sound waves cause the tympanic membrane to vibrate.
True / False
6. The smallest bone in the human body is the incus.
True / False
7. The cochlea is a snail-shaped, fluid filled structure in the outer ear.
True / False
8. Balance depends on visual information.
True / False
9. Loudness is measured in decibels.
True / False
10. As temperature rises, the speed of sound slows down.
True / False

RUBRIC: WVSU LESSON PLAN (revised 1/13)

Category Distinguished Accomplished

Emerging Unsatisfactory
Setting Lesson
Objectives and
Student
Outcomes


*Objectives/Outcomes were
clearly stated and described
what students will learn and
master
*Aligned with WVCSOs
*Aligned with National
standards
*If technology was used,
the lesson provided
equitable access to ALL
students engaged in the
lesson
*Aligned with ISTE
Standards [21
st
Century
Technology Tools and/or
21
st
Century Learning skills]
*Objectives/outcomes were
not clearly stated and/or
one of the required
elements were missing
*Aligned with WVCSOs
*Aligned with National
standards
*If technology was used,
the lesson provided
equitable access to ALL
students engaged in the
lesson
*Aligned with ISTE
Standards [21
st
Century
Technology Tools and/or
21
st
Century Learning skills]
*Objectives/outcomes were not
clearly stated and/or two of the
required elements were missing
*Aligned with WVCSOs
*Aligned with National
standards
*If technology was used, the
lesson provided equitable
access to ALL students engaged
in the lesson
*Aligned with ISTE Standards
[21
st
Century Technology Tools
and/or 21
st
Century Learning
skills]
*Objectives/outcomes were
not clearly stated and two or
more of the required
elements were missing
*Aligned with WVCSOs
*Aligned with National
standards
*If technology was used, the
lesson provided equitable
access to ALL students
engaged in the lesson
*Aligned with ISTE Standards
[21
st
Century Technology
Tools and/or 21
st
Century
Learning skills]
Design of
Lesson and
Pedagogy




Extensively organized
containing all parts:
*Introduction/Lesson
Set
*Body/Transitions
*Closure
Strategies were designed
to:
* Engage students
*Promote critical thinking
and problem solving
*Logical sequencing of
meaningful activities
*Balance of small, large,
individual , and partner
learning experiences
*Supported the
objective/outcome of the
lesson
Moderately organized
containing two parts:
*Introduction/Lesson
Set
*Body/Transitions
*Closure
Strategies only addressed 4
of the following:
*Engage students
*Promote critical thinking
and problem solving
*Logical sequencing of
meaningful activities
*Balance of small, large,
individual , and partner
learning experiences
*Supported the
objective/outcome of the
lesson

Minimally organized containing
one part:
*Introduction/Lesson Set
*Body/Transitions
*Closure
Strategies only addressed 3 of
the following:
*Engage students
*Promote critical thinking and
problem solving
*Logical sequencing of
meaningful activities
*Balance of small, large,
individual , and partner learning
experiences
*Supported the
objective/outcome of the
lesson.
Not organized
Strategies were not designed
to:
*Engage students
*Promote critical thinking
and problem solving
*No logical sequencing of
meaningful activities
*No balance of various
learning experiences
*Did not support the
objective/outcome
Content
*Reflected a deep
knowledge of content
*Reflected a knowledge of *Reflected limited knowledge of *Did not reflect a knowledge
Knowledge



*Identified and assessed
prerequisite knowledge
needed to understand the
lesson

content
*Moderately identified
prerequisite knowledge
needed to understand the
lesson
*Did not assess the
prerequisite knowledge

content
*Did not identify or assess
prerequisite knowledge needed
to understand the lesson
of content
*Did not identify or assess
prerequisite knowledge that
is needed to understand the
lesson
Understands
Characteristics
of Students



*Designed to motivate and
engage ALL students
*Developmentally
appropriate
*Differentiated to meet the
needs of different learning
styles, students with
disabilities, and high
achievers
* Includes activities for high
and low achievers
*Designed to motivate and
engage more than 50% of
the students
*Developmentally
appropriate
*Differentiated to meet two
of the following: different
learning styles, students
with disabilities, and high
achievers
*Designed to motivate and
engage less than 50% of the
students
* Lesson is NOT
developmentally appropriate
*Differentiated to meet only
one of the following: different
learning styles, students with
disabilities, and high achievers
* NOT designed to motivate
and engage ALL students
*NOT developmentally
appropriate
*NOT differentiated to meet
unique characteristics of
students
Assessment



* Described diagnostic,
formative, and summative
assessments
*Assessments were aligned
with ALL
objectives/outcomes
*Attached at least one
formal or informal
assessment tool

* Described diagnostic,
formative, and summative
assessments
*Assessments were aligned
with more than half of the
objectives/outcomes
*Attached at least formal
or informal assessment tool
* Described diagnostic,
formative, and summative
assessments
*Assessments were aligned with
less than half of the
objectives/outcomes
*Formal or informal assessment
tool was not attached
*Did not describe diagnostic,
formative or summative
assessments
*NOT aligned with
objectives/outcomes


Time
Management
and Mechanics






*Time management was
addressed, completed
within allotted time for
lesson, and included all
parts
*All materials were listed
*Extended Activities were
identified, meaningful,
developmentally
appropriate, and
differentiated
*Extended activities for
students that finished early
*Extended activities if the
lesson finished early
*Planned for alternative
*Time management was
identified and completed
within time frame but did
not include all parts needed
to successfully time manage
the lesson.
*All materials were listed
*Extended Activities were
identified but were missing
one of the following:
meaningful,
developmentally
appropriate, and
differentiated
*Extended activities for
students that finished early
*Extended activities if the
*Time management was
identified but was not
completed within allotted time
for lesson and does not divided
into 3 divisions:
Introduction/Lesson Set
Body and Transitions or Closure
*All materials were listed
*Extended activities were
identified but did not meet one
or more of the following:
meaningful, developmentally
appropriate, and differentiated.
*Limited activities for if the
lesson finished early
*Limited activities for if
*Time management was not
identified
*All materials were listed
*No or limited extended
activities
*Lesson Plan contained more
than 6 errors in grammar,
spelling, and punctuation
*Did not contain bullets for
information


activities if technology
failed
*Contained NO errors in
grammar, spelling, and
punctuation
*Contained bullets for all
information
lesson finishes early
*Planned for alternative
activities if technology
failed
*Lesson Plan contained 3 or
fewer errors in grammar,
spelling, and punctuation
*Contained bullets for all
information
technology failed *Lesson Plan
contained 5 or fewer errors in
grammar, spelling, and
punctuation
*Did not contain bullets for
information
Reflection
*Explained what worked
and did not work
*Described in-depth ideas
for improving instruction

*Moderately explained
what worked and did not
work
*Listed some ideas for
improving instruction

*Minimally explained what
worked and did not work
*Missing ideas for improving
instruction

*Reflection missing or
showed no instructional
insights
Data Analysis
*Assessment data was
provided, calculated,
analyzed, and used for
future instructional decision
making
*Assessment data was
discussed but NOT
calculated, analyzed, and
used for future instructional
decision making
*Assessment data was in lesson
but NOT discussed
*No assessment data was
given or attached