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Lesson Plan For Implementing NETS - S-Template II: (Open-Ended Exploration)

This lesson plan template provides guidance for more open-ended student explorations with less structured activities led by the teacher. The template includes sections for essential questions, standards, prerequisites, assignments, products, assessments, tools, timelines, and reflections. The teacher facilitates student exploration of an open-ended challenge using various digital resources while assessing student progress and learning.

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0% found this document useful (0 votes)

36 views

Lesson Plan For Implementing NETS - S-Template II: (Open-Ended Exploration)

Uploaded by

HashrulShazwan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Lesson Plan for Implementing

NETSSTemplate II
(Open-Ended Exploration)
This second template or process is for more open-ended explorations where the teacher is doing less
designing of specific activities and more facilitating open-ended student explorations. Template with
guiding questions.
Teacher(s)
Name
Position
School/District
E-mail
Phone
Grade Level(s)
Title of
exploration
Curriculum Connection
Content areas

Essential learnings/questions (What essential question or learning are you addressing? What would
students care or want to know about the topic? What are some questions to get students thinking about
the topic or generate interest about the topic? What questions can you ask students to help them focus on
important aspects of the topic?)

Standards (content and NETSS) (What do you want students to know and be able to do? What
knowledge, skills, and strategies do you expect students to gain? Are there connections to other
curriculum areas and subject area benchmarks?)

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Challenge or assignment given to students (Indicate if there is an expected result, i.e., the task is
open-ended but the answer is not.)

Possible product or example result (What is a possible product students will do or produce to illustrate
their learning? What can students do to generate new knowledge? How will you differentiate products?
Note that you may not want to be too prescriptive about the final product to allow for student creativity.)

Assessment (How will you assess how students are progressingformative assessment? How will you
assess what they produce or do?)

Prerequisites
Previous content knowledge for students to apply to this assignment (What prior knowledge would
you expect students to have and how would you build upon this knowledge?)

Previous technology knowledge for students to apply to this assignment (What technology skills
would you expect students to have to complete this assignment?)

How you would expect students to complete the assignment (Will students be expected to
collaborate with each other and others? How will you facilitate the collaboration? What instructional
strategies do you expect to use?)

Tools and Resources (How does technology support student learning? What digital tools, and resourcesonline
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp
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elucidate or explain the content or allow students to interact with the content? How can you differentiate content
and process for students?)
Tools provided to students

Resources provided to students

Tutorials and templates provided students

Resources/Tools to differentiate content or process for students

Timeline

Closure and Reflection (including reinforcement activities and bridges/scaffolding to next level) (Will there
be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback
on the assignment itself? What will be your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

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