Lesson 9: Capstone project
This lesson is actually just the capstone project for this course, in which you are free to design your own course module, based (as much or as loosely as you want) on one of the topics we covered in the earlier lessons of this course. I'd also like you to fill out the anonymous end-of-course survey. Your responses will help me improve the course for future students.
What will we learn in Lesson 9?
By the end of Lesson 9, you should be able to:
- Reflect on the topics we've covered in this course.
- Decide which parts of these topics are appropriate to teach to an audience of your choosing.
- Write a lesson plan and learning objectives to teach your chosen topic to your chosen audience.
What is due for Lesson 9?
The chart below provides an overview of the requirements for Lesson 9. For assignment details, refer to the lesson page noted. We will finish Lesson 9, and this course, by 12 Aug 2020
If you have any questions, please post them to our Questions? Discussion Forum (not e-mail). While you are there, feel free to post your own responses if you, too, are able to help out a classmate.
Capstone Project Assignment
My philosophy for this course.
I chose to call this course "Plate Tectonics and People" because I wanted to emphasize the human element of science of the solid Earth. Whenever possible, I tried to incorporate a multidisciplinary study as part of the reading assignment for a particular lesson so that you could appreciate the degree of interconnectivity among different scientific subfields. I also used publicly available datasets because I hoped that, if you found any of the analyses interesting, you could easily co-opt them for your own use. If the only thing you take away from this course is a feeling of empowerment concerning your ability to go out, find an available dataset on the Web, and teach students to make some interesting observations from it, then I'll call that a success! The "teaching and learning" discussions were intended to get you to think about how you might use some of this material if you wanted to turn around and teach it.
My guess is that you can take bits and pieces of this course and transform them into a lesson for your own use. Now is the time to prove it!
Activity: Capstone Project
In this activity, you will design a lesson for an audience of your choosing based on one of the topics we covered in this course.
Directions:
- Figure out what you want to teach.
- Write up your lesson plan, including the following:
A brief overview of what will be taught and why--this should be 100-150 words explaining your topic choice, how it fits into your curriculum. If you do not currently have your own classroom, think hypothetically. A brief statement about your intended audience: What grade level? What background knowledge do you assume they have already? This includes science knowledge and other quantitative skills. A set of learning objectives. (What will your students know or be able to do at the end of your lesson?) A description of your plan: How will you present the material? What will the students do? How long will it take? I want you to write the content of your actual lesson in this section! That means if you are going to prepare some powerpoints or notes from a textbook, I want to see them. I want the bibliographic information from all your references, and/or the link to any Web site you use. The key here is to build a lesson with enough detail so that another teacher could pick it up and teach from it without having to guess your intentions at any point. A list of necessary materials. A list of deliverables: What will the students turn in? How will you know if they learned what you wanted them to learn? Your lesson plan must include at least one quantitative activity for the students, e.g. they have to make a map, a table, a plot--something that uses data. It can be data they collect themselves, or that they retrieve from somewhere else, but they have to manipulate it or interpret it in a meaningful way. Your lesson plan must also include follow-up questions that the students have to answer along with a key that contains your answers to those questions. This helps me to grasp the level of thinking you expect from your students. An evaluation rubric (such that another teacher could assess the students in the manner that you intended).
- Save an electronic version of your activity as either a Microsoft Word, Macintosh Pages or PDF file in the following format: L8_capstone_AccessAccountID_LastName.doc (or your file extension). For example, former Cardinals pitcher and hall of famer Bruce Sutter would name his file "L8_capstone_hbs42_sutter.doc"
Submitting your work
Upload your capstone project file to the Capstone Project assignment in Canvas by the due date indicated on the first page of this lesson.
Grading rubric
Note on Grading: I am interested in the scientific accuracy of the topic you choose to teach. I am not going to base my grade on whether you have constructed a lesson plan in some special way (as long as all the components listed above are there). My assumption is that those of you who are teachers already know how to write a lesson plan. For those of you who are not teachers, I am not going to instruct you on correct lesson-plan making here. However, I am a scientist, so if facts are not right, or could use clarification, I can assist with that.
- An "A" capstone project is complete, clear, and organized. It contains all the components listed above. The science is accurate. I can follow your instructions and get the results you expected me to get. The questions you made up are well-designed and would elicit the appropriate amount of thinking and interpretation on the part of the intended audience. Your project shows independent thinking.
- A "B" capstone project is like that of an "A" project, except that its directions may not be clear enough for me to follow without having to guess a little bit about your exact intentions. A "B" write-up is complete and contains all the components listed above.
- A "C" capstone project may have clarity problems, causing me to guess about how to follow your instructions. A "C" write-up may also be incomplete with some of the assignment components missing. The science may not be accurate.
- A "D" capstone project has such badly written directions that I can't even begin to guess how to follow them. A "D" write-up may be significantly incomplete and it may contain gross factual errors.
Summary and Final Tasks
This course has been fun for me, and hopefully you've had a useful experience and learned a few things in this course. I'd like science to be more interesting and more accessible to more people. You are free to use any of the lessons and activities from this course for your own purposes in teaching. If you do, I'd love to hear about it.
Reminder - Complete all of the lesson tasks!
You have finished Lesson 9, and this course.
What's next?
Glad you asked! If you liked this course, or even if you didn't, a complete course calendar for the M.Ed. in Earth Sciences program can be found at the M.Ed. in Earth Sciences course calendar page .
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Capstone Project
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Introduction Video
Course 4 of 4 in the ELL Success in the Content Classroom: Teacher Toolbox Series Specialization
This Course
Video Transcript
As teachers, it is so important to have a plethora of resources to draw upon for modification for specific students and classroom contexts. In this capstone project, you are tasked with applying the concepts learned throughout the specialization, to create your own toolbox designed with the ELL in Mind. In this two-part capstone, you will first create an annotated lesson plan comprising both formative and summative assessments. The lesson plan will include any modified materials for ELLs such as graphic organizers or writing frames pertinent to the lesson's activities. The annotation will include a rationale for lesson elements based on information presented in Lesson Planning with the ELL in Mind and Assessing Achievement with the ELL in Mind. Second, you will use your checklist of resources, personalized to your school and community, to create an engagement plan of action. This should include specific milestones for creating a more engaging environment for your students and their families. You will also include a rationale for elements of engagement based on information presented in Engaging the ELL and Their Families in the School and Community. In this capstone, you will create a personalized toolbox for ELL success in the content classroom. This toolbox will include: * Annotated Lesson Plan - Modified Materials - Formative and Summative Assessment - Lesson Plan and Materials Rationale * Engagement Action Plan and Rationale The materials created in this project should be immediately useful in your classroom. Your capstone project should be tailored to your teaching context, content area, and students. By the end of this course, you will be able to: * Design a lesson plan with attention to the needs of your ELLs * Create appropriate modified materials to support your ELLs * Create formative and summative assessments to measure both content mastery and language development as specified by your lesson plan's learning and language objectives * Rationalize your application of selected methodologies * Create and implement an engagement action plan specified for your teaching context
From the lesson
Introduction to Capstone and Lesson Plan
Welcome to Module 1 of the Capstone Project for ELL Success in the Content Classroom: A Teacher Toolbox Series specialization. We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned to your teaching context. In the first module of this course, you will be designing a lesson plan specific to your teaching context, including content area and available materials, and your ELLs. You will be working through a variety of tasks before submitting the first draft of your lesson plan for peer review. Make sure to refer back to the first course as needed. Good Luck and happy lesson planning!
Claire McLaughlin
Senior International Educator
Ellen Manos
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Capstone projects, developed by AFT members, are well-designed, project-based lessons that can be used at the start of the school year, during the school year, or as end-of-the year culminating instruction. Utilizing universal design for learning, grade-level standards, differentiation strategies, and performance-based assessments, these lessons for grades K-12 integrate the best practices for teaching diverse populations of students. Teachers can use all or parts of the lessons that best address the needs of the students in their own in-person and/or remote classrooms. The capstones are also available in Spanish for our bilingual educators and students. We will also share info about a free app, Zigazoo, filled with fun learning activities to do with students—and for parents to use at home. Join us to learn more about these engaging teaching resources for online and in-person learning.
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9.1: Activity: Capstone Project
- Last updated
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- Page ID 14980
- Eliza Richardson
- Pennsylvania State University via John A. Dutton: e-Education Institute
In this activity, you will design a lesson for an audience of your choosing based on one of the topics we covered in this course.
Directions:
1. By August 3 - Figure out approximately what you want to teach and email me a brief description of your plan and your audience. For example, you could just say "I'm going to design a lesson where high school students investigate ocean surface currents" or something like that.
2. By August 12 - Write up your lesson plan. Your lesson plan should include the following:
- A brief overview of what will be taught and why
- A set of learning objectives (What will your students know or be able to do at the end of your lesson?)
- A description of your plan (What will the students do?)
- List of necessary materials
- A list of deliverables (What will the students turn in? How will you know if they learned what you wanted them to learn?)
- An evaluation rubric (so that another teacher could assess the students in the manner that you intended)
- Save an electronic version of your activity as either a Microsoft Word or PDF file in the following format: L9_capstone_AccessAccountID_LastName.doc (or .pdf).
Submitting your work
Upload your capstone project file to the Lesson 9 dropbox in Canvas.
Note on Grading:
I am interested in the scientific accuracy of the topic you choose to teach. I am not going to base my grade on whether you have constructed a lesson plan in some special way (as long as all the components listed above are there). My assumption is that for those of you who are teachers, you don't need me to tell you how to write a lesson plan because you already know. For those of you who are not teachers, I am not the one who is going to instruct you on correct lesson plan-making. However, I am a scientist and an educator, so if facts are not right, or could use clarification, I can assist with that.
Grading rubric
An "A" capstone project is complete, clear, and organized. It contains all the components listed above. The science is accurate. I can follow your instructions and get the results you expected me to get. The questions you made up are well-designed and would elicit the appropriate amount of thinking and interpretation on the part of the intended audience. Your project shows independent thinking.
A "B" capstone project is like that of an "A" project, except that its directions may not be clear enough that I can follow them without having to guess a little bit about your exact intentions. A "B" write-up is complete and contains all the components listed above.
A "C" capstone project may have clarity problems, leading me to have to guess how to follow your instructions. A "C" write-up may also be incomplete with some of the assignment components missing. The science may not be accurate.
A "D" capstone project has such badly written directions that I can't even begin to guess how to follow your instructions. A "D" write-up may be significantly incomplete and it may contain gross factual errors.
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Pencil in titles that would break down the Big Ideas into smaller Project Based Units. ... Writing: Display Description Panel, Lesson Plan.
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