Blog Phase 1 Lesson 2 Reflection Questions

Lesson Plan: II. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions: 
What do the students need to know prior to the lesson?
Prior to the lesson students need to know the relationships between plants and animals in the environment.
How will prior knowledge and experience be assessed?
Prior knowledge will be assessed by what the students say when we are discussing about change in the environment that plants and animals give.
How will you use this information in the planning process?
I will use this information when the students are working on the worksheet for the simulation.
When will the lesson be taught in the course of the school year? Why?
This lesson will be taught after we cover the characters of an organisms and life cycles. From there we will move on to organisms and their environment. 
Lesson Plan: III. Implementation Reflection: Designing Instructions:
How do the instructional methods align with what you know about best practices (think about your methods classes)?
The students discuss as a class what ways we can affect the environment and move into how plants and animals affect the environment. They will have time to navigate through the simulation while working on the gizmos worksheet.
How are you engaging students in creative and higher order thinking?
I am engaging students in creativity and higher order thinking when it comes to them working through the simulation. They will receive a worksheet with questions from gizmos for them to know what to do in the simulation.  
Lesson Plan: IV. Assessment Reflection: Planning Assessment:
How does the assessment demonstrate that the students have been successful in learning the content?
The assessment demonstrates the students success in learning the content by knowing if they were attentive and working on the simulation.
How does the assessment demonstrate that the individual student needs were met?  
By allowing them to navigate through the simulation and working on the worksheet. From there they will answer questions from the assessment in what they learned and give examples.
Lesson Plan: V. Materials & Resources Reflection:
How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
This lesson meets standard 1 by having the students engaged in the discussion and think about ways the plants and animals cause change.
How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?
This lesson meets standard 2 by using the simulation with answering questions to have them thinking about the changes in the environment to answer the assessment questions.
How does your lesson meet Standard 3: Model Digital Age Work & Learning?
This lesson meets standard 3 by letting the students navigate through the simulation with the help of the teacher and after having them work individually.
How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:
- advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 
- addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. 
- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
In this lesson, students are allowed to work together on the worksheets. But if they are getting distracted and are using a different site then they can work individually. Students are not allowed to copy ideas, they will have to think on their own for them to complete the assessment given at the end. Diverse students will not have difficulty using the simulation since they would not have a lot to read. If the students have difficulty working on the assignment they can ask a partner for help or the teacher. The teacher will model first how the simulation should be used and given time to navigate through the simulation on their own while the teacher walks around to see if the students need help or have any questions from the worksheet. 

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