Instructional Planning and Presentation in Elementary Education – C368

Question 1

Create a graph based on time and distance

Answer 1

Patterns, functions, and algebraic structures

Question 2

Practice solving equations using a balance

Answer 2

Patterns, functions, and algebraic structures

Question 3

Use number properties to rewrite expressions

Answer 3

Number sense, properties, and operations

Question 4

Read a book about finding circumference and area

Answer 4

Shape, dimension, and geometric relationships

Question 5

Play a game that involves rolling two sets of dice and examining the outcomes

Answer 5

Data analysis, statistics, and probability

Question 6

Gender

Answer 6

Provide successful male and female role models

Question 7

Physical

Answer 7

Include psychomotor development activities

Question 8

Cognitive

Answer 8

Challenge with varied assignments

Question 9

Language

Answer 9

Identify and clarify difficult words and passages

Question 10

Cultural

Answer 10

Use familiar speech and events

Question 11

Socio-economic status

Answer 11

Provide realistic expectations for work

Question 12

A teacher develops a lesson in which students will complete math problems that demonstrate their understanding of the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.

How does this lesson plan align with the mathematics content standards for fourth grade?

Answer 12

It takes number sense into consideration as one of the strands for this lesson.

Question 13

In a second-grade class, students explore equivalent fractions through music. Using an interactive white board lesson demonstrating whole notes, half notes, quarter notes, eighth notes, and sixteenth notes played by an alto sax, the students will count the length of the music notes by clapping. Students will write a fraction for each of the notes on their own white board and then check their answer on the interactive white board.

Which statement is true regarding this lesson plan?

Answer 13

The instructional strategies are aligned with state math standards, but are not appropriate for the grade level.

Question 14

A teacher has just covered a state-curriculum standard that requires students to learn the articles of the Constitution. Afterwards, students will be assessed on their ability to correctly and completely recite each article to the teacher.

Which statement about the measurability of this assessment is true?

Answer 14

It is a criterion-referenced assessment that will measure performance.

Question 15

A third-grade teacher is creating a language arts lesson to address the following standard:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade three topics and texts, building on others’ ideas, and expressing their own clearly.

The teacher plans for students to read a short story at the third grade reading level, and then will place students in small heterogenous groups to discuss the characters in the story.

Which statement describes how the lesson plan aligns to the standard?

Answer 15

Students are engaging in a peer discussion in diverse groups.

Question 16

A math teacher presents students with various examples of polygons and non-polygons and asks the students to develop a definition of polygons based on the examples and non-examples.

Which type of instructional approach is this teacher using?

Answer 16

Inductive instruction

Question 17

A fifth-grade teacher decides to use an eighth-grade lesson plan in which students will listen to a guest speaker discuss the importance of engaging in community service for their local neighborhood, and then will ask the guest speaker questions.

The original lesson had students write a paper that delineated the speaker’s argument and specific claims and evaluate the soundness of the argument. The teacher replaced this activity with one in which students would write a paragraph summarizing the information provided by the speaker with appropriate elaboration and detail.

Why did the teacher make the adjustment to the lesson plan?

Answer 17

The original activity required skills that were too advanced for fifth-grade students.

Question 18

A teacher develops a lesson plan to address the social studies state standard.

Goal: Students in a fifth-grade class will learn about the civil rights movement and legislation such as the Civil Rights Act of 1964 that revolutionized employment equality in the United States.
Objective: Students will summarize the components of the Civil Rights act.

How can the teacher assess students’ knowledge of the Civil Rights Act of 1964?

Answer 18

The teacher could have the students participate in reciprocal teaching activities as students are evaluated on comprehension of the Civil Rights Act.

Question 19

A seventh-grade math teacher is planning a unit on geometric figures. Two of the objectives for the unit are:
1. Determine if geometric figures are similar.

2. Identify measures of sides and angles of congruent figures.What is one way the teacher could incorporate differentiated instruction into this lesson?

Answer 19

Have students create a geometric design of their choice that includes congruent figures

Question 20

Students go to a designated place to pursue activities on a given topic.

Answer 20

Learning centers

Question 21

Students investigate the facts of a particular issue and report these facts.

Answer 21

Project-based inquiry

Question 22

Students learn by doing, typically by identifying solutions to a problem.

Answer 22

Problem-based learning

Question 23

Students engage by becoming directly involved in mock events or conflict.

Answer 23

Simulations

Question 24

A teacher develops a lesson plan to discuss key legislation and judicial rulings concerning civil rights.

What are two ways this lesson plan can be enhanced to include evidence-based instructional strategies?

Answer 24

• The teacher requires students to create a historical timeline to organize the events in a specific chronological order.
• The teacher requires students to engage in a debate about the effectiveness of the key legislation that was enacted.

Question 25

Students learn about life before and after creation of the United States Constitution. The teacher begins by giving students examples of what life was like before the Constitution. The teacher then creates a Venn diagram to demonstrate the similarities and differences. The teacher provides a few similarities, but students are required to complete the remainder of the diagram. Students work in cooperative groups to complete the diagram and the teacher provides feedback. The teacher questions the students about why they organized the diagram in that manner. She assigns mandatory homework for students to interact more with the material at home.

What are two examples of current research and evidence-based instructional strategies used in this lesson?

Answer 25

• The use of a graphic organizer

- The use of questioning techniques

Question 26

A teacher has created a standards-based lesson plan on the state constitution. The teacher uses an anticipatory set as an instructional strategy for this lesson. As part of this activity, students will visit the State Capitol to attend a legislative session in which state senators debate how schools will be funded. Students are required to research the bill in advance and construct questions for the senators.

What would be the teacher’s justification for using this instructional strategy?

Answer 26

It establishes the context and increases student engagement.

Question 27

A teacher has developed a lesson plan for teaching fraction concepts to a fourth-grade class.

Which additional research-based activity is developmentally appropriate?

Answer 27

Include possible engaging questions such as “When might you use a fraction?”

Question 28

Which scenario describes a problem-based learning model?

Answer 28

The teacher questions students as they work in groups to discuss possible strategies to end a historical conflict.

Question 29

Which two lesson plans incorporate problem-based learning into instruction?

Answer 29

• Students will gather and analyze data about local drinking water to determine if drinking water is comparable across the tri-county area. If students find some water to be unsafe, they will pose possible solutions to the problem.
• Students collect samples from water fountains at the school to determine the amount of bacteria that might be present. Students will review results and then come up with a solution to protect students’ health if bacteria is prevalent.

Question 30

A teacher is having her students learn about money and budgets. She plans on having the students pretend to give a dinner party. Each small group is given the same amount of money and a recipe and will purchase the pretend items in a classroom store.

How can this activity be adapted to incorporate a problem-based learning experience?

Answer 30

Ask the students to select recipes based on the money they have been given

Question 31

A sixth-grade class is wondering whether the class rule they created for using the grassy area of the playground is fair. The teacher decides to have the students use a problem-based project approach to resolve the issue. He has the students reflect on why they created the rule in the first place. He then has them suggest new rules and determine which one they would like to put in place.

Which component of the problem-based learning model did this teacher forget to include?

Answer 31

The students did not gather information.

Question 32

In a science class, the teacher wants the students to participate in a problem-based learning (PBL) activity concerning the characteristics of various rocks and minerals. The teacher decides to research the benefits and drawbacks of using experiential or PBL in the classroom.

What is one of the benefits of PBL?

Answer 32

Provides options for engaging students through relevancy and authenticity

Question 33

A science teacher wants to develop a standards-based, problem-based lesson plan for middle school students. This lesson plan will address the following science standards:

• Science as Inquiry: Understandings about scientific inquiry
• Physical Science: Motions and forces
• Earth and Space Science: Changes in earth and sky; Objects in the sky

How can this lesson be further developed to create a problem-based lesson?

Answer 33

Have students determine methods for astronauts to prevent muscle and bone loss in space

Question 34

Reciprocal teaching

Answer 34

Students summarize the main ideas, ask questions, clarify any confusing points and predict what will happen next.

Question 35

Learning centers

Answer 35

Students visit a designated place within the room to pursue required or optional activities on a given topic.

Question 36

Journals

Answer 36

Students record their insights, conclusions and feelings about their classroom experiences.

Question 37

Simulations

Answer 37

Students engage by becoming directly involved in mock events or conflict.

Question 38

A teacher creates opportunities for students to formulate and ask questions during a lesson.

How does this participation strategy support student success?

Answer 38

It keeps students engaged in higher levels of thought.

Question 39

An art teacher is in the process of revising a lesson plan that uses music videos to communicate a story. Students begin with a discussion of how often they listen to music and watch music videos. They will then compare these to music videos they watched when they were younger, such as preschool age. The animated feature Fantasia will be used to demonstrate to students how animation was created while listening to the music, not vice versa. Next, students will listen to instrumental music, writing down thoughts and visuals as they come to mind. Students begin to write their story impression of the music.

Which three active participation strategies could this teacher include in the lesson plan?

Answer 39

• Students create journal entries regarding their visual interpretation of music.
• Students use sketches taken from story boards to write a new script for a music video.
• Students compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.

Question 40

Pre-Assessment: Ask students what they know about the Plains Indians who lived in the area 150 years ago. To help students gain background knowledge, show the video on Native Americans. While students are gathered in a circle, tell the story of Chief Friday, using artifacts or pictures about his life.

Have students create a story stick that depicts the life of Chief Friday. Using the artifacts presented, students will plan their story on paper with a beginning, middle, and end before drawing on their sticks. When they are finished telling the picture story, have each student wrap a piece of yarn/twine/leather around the top of the stick, tie it in a knot tightly, and then tie beads and feathers to the end. Invite students to share their stories with each other in small groups. As they do so, have students evaluate each other’s retelling as to the authenticity of Chief Friday’s life and provide feedback. Follow up with questions about what it might have been like to live in a fort during this period.

As an extension, offer students time to explore bead-making from clay or salt dough. Ask students to list how modern people use beads and how Folsom People used beads.

Match the active participation strategy with the number of times it was used in this scenario.

• Questioning
• Discussion
• Inquiry/discovery
• Role playing

Answer 40

• Questioning: 2
• Discussion: 1
• Inquiry/discovery: 2
• Role playing: 0

Question 41

A lesson is introduced by asking students how many of them are breathing. A discussion ensues about how that happens. ”What organs are involved and how do they work together?” Students list these on a KWL chart titled, “Respiratory System”, independently completing the Know column.

What is one other type of active participation strategy that could be added to this lesson plan?

Answer 41

Students create melody and lyrics to help memorize information about one of the body systems introduced earlier.

Question 42

Which assessment strategy might a teacher incorporate to support metacognition?

Answer 42

Journal entries

Question 43

How can metacognition be used by a fourth-grade teacher and his students?

Answer 43

The teacher models thinking skills that students practice as they approach new learning.

Question 44

Fifth-grade students have been learning how nutrients, soil, water, and sunlight can all impact a growing plant.

The next lesson will involve the students planting seeds and using what they have learned to grow the largest possible plant. During the lesson the students will keep a journal that gives details on the nutrients, soil, water, and sunlight their plant is given each day. Measurements will also be taken daily using a ruler.

How can this lesson be modified to include metacognition?

Answer 44

Have students explain in their journal why they are taking certain actions with their plant

Question 45

A third-grade teacher taught a lesson on double-digit addition using problems created with student information.

How can metacognition be used to assess the success of the lesson?

Answer 45

The students summarize the goal of the lesson and their progress toward meeting the goal.

Question 46

A fifth-grade teacher is trying to increase student’s willingness to support other students’ learning. During a unit on simple machines, the teacher decides to use cooperative small groups in which students will problem-solve how to use a pulley to lift a brick from the floor.

Why did the teacher choose this metacognitive lesson design?

Answer 46

Students will have to work together to create the machine that will solve the problem.

Question 47

A fifth-grade classroom is working on the following Social Studies Standard:

Describe the struggle between the Federalists and the Anti-federalists over the ratification of the Constitution.

The teacher would like to use a metacognitive activity that integrates multiple curricular areas to teach this lesson.

Which of the following lesson plans would meet this goal?

Answer 47

Have students work in small groups to research the mindset of the Federalists and Anti-Federalists and brainstorm the arguments for and against the constitution. Students can then write speeches and hold a formal debate with half of the students posing as Federalists and half as Anti-Federalists.

Question 48

Which activity incorporates prior learning?

Answer 48

Have students keep a journal of mastered vocabulary words

Question 49

What are two important reasons for activating students’ prior knowledge before initiating instruction?

Answer 49

• Teachers can use the information to group students and improve comprehension.
• Teachers can constructively build on what students already know about the topic.

Question 50

A second-grade teacher is developing a math/science lesson on crickets. The objectives of this lesson are:

1. Students will be able to create an insect using variables from a set of directions
2. Students will use vocabulary associated with creating a glyph, including glyph and legend

Which prior-learning strategy can be incorporated into this lesson?

Answer 50

Students use a KWL chart to draw a properly defined insect in the Know column

Question 51

A science teacher wants to develop a standards-based, problem-based lesson plan for middle school students. This lesson plan will address the following science standards:

• Science as Inquiry: Understandings about scientific inquiry
• Physical Science: Motions and forces
• Earth and Space Science: Changes in earth and sky; Objects in the sky

What is the justification for incorporating prior-learning strategies into this lesson?

Answer 51

Using a KWL chart will actively link relevant background information.

Question 52

A seventh-grade language arts teacher has listed five books for class consideration for their next reading unit. The teacher gives students a brief overview of each selection and asks the class three key questions about how each selection may relate to their experiences and areas of focus. At the end of class each student is to submit an exit survey stating which book they would select and why.

How does the lesson plan activate prior learning?

Answer 52

It probes for relevancy and potential special interests.

Question 53

An eighth-grade literature teacher develops a lesson plan with the objective to identify key literary ideas and details of a text.

The teacher will use the book, Harry Potter and the Goblet of Fire, to teach the lesson. Before assigning the book to read, the teacher shows excerpts of the video to the class. After reading the book, each student writes a report identifying the key ideas and details of the text. The teacher forms groups and has them role play their favorite scene from the book.

What would be an appropriate modification to the lesson plan?

Answer 53

Have the students complete a KWL chart as an introductory activity to activate prior knowledge

Question 54

Which three grouping strategies could be included in effective lesson plans?

Answer 54

• Collaborative groups share decision making while working for a common goal
• Flexible grouping in which students might be members of more than one group
• Cooperative learning groups in which mixed ability groups of students help one another learn academic content

Question 55

Differentiated groups

Answer 55

Students engage in various pathways to learning aligned with their needs and abilities.

Question 56

Inquiry

Answer 56

Students explore course content, ask questions, and solve problems.

Question 57

Role playing

Answer 57

Students act out situations and participate in debriefings to explain learning.

Question 58

Discussion

Answer 58

Students actively process information and understanding different points of view.

Question 59

Simulation/games

Answer 59

Students engage by involvement in mock events or conflicts.

Question 60

A third-grade teacher presents a new science unit to the whole class. The first lesson introduces the environmentally friendly practices of recycling and reuse of common household products.

Which age-appropriate lesson modification would provide at least one grouping strategy in alignment with the learning goals?

Answer 60

Students in cooperative learning groups design and complete large posters displaying common household products that might be recycled or reused.

Question 61

Fourth-grade students are nearing the end of a water cycle unit. As part of the unit, they have studied air, water, ground pollution, and water as a natural resource. Their teacher is planning to lead a whole-class discussion on the impact a factory being built along a nearby river will have on the local environment and community. Some of the students’ parents may be employed at the new factory, so the teacher recognizes the need for the students to listen carefully to all points of view.

Which two aspects of the grouping strategy will the teacher need to consider for the lesson to be successful?

Answer 61

• The teacher will need to prepare focus questions in advanced.
• The teacher will need to place the students in a situation to model the impact.

Question 62

A high school civics teacher presents an introductory presentation outlining several current controversial issues. The teacher divides the class into small teams. Each team is assigned a position to be either in support or opposition of a particular issue. Teams must investigate their assigned issue and present their position to the class in a engaging, multi-sensory report.

Which two age-appropriate and goal-appropriate technologies might a teacher require teams to include when completing this assignment?

Answer 62

• Utilize presentation software to develop the class report

- Use an Internet search engine to access pertinent information regarding their issue

Question 63

A second-grade class has been studying how simple machines work. As a follow-up activity the teacher has divided the class into teams and had them play a computer game where students drag parts into place to create a simple machine.

Which two statements are true regarding this computer-based follow-up activity?

Answer 63

• It is age appropriate.

- It is aligned with the learning goals.

Question 64

A science teacher would like his seventh-grade students to understand how monkeys adjust their behavior and vocal patterns when meeting a member of their family group versus an unknown animal.

The teacher would like the students to be able to observe the changes in the monkeys’ behavior on their own with no assistance from peers and students will use a clicker as part of the lesson.

Why is this technology appropriate for this lesson?

Answer 64

The clicker can register each students’ opinions on whether a behavior is friendly or adversarial.

Question 65

A fourth-grade teacher is creating a standards-based lesson plan in science focused on reptiles and amphibians.

Which two technology strategies are age-appropriate and aligned with the learning goals in this lesson?

Answer 65

• View a video on a teacher-approved website which focuses on the life cycle of the green turtle
• Use a computer-based graphic organizer to classify a given list of animals as either a reptile or an amphibian based on their characteristics

Question 66

What is a characteristic of an environment that fosters cultural and community understanding?

Answer 66

It encourages children to find meaning in the cultural activities provided.

Question 67

Which three classroom management strategies will foster a feeling of safety and well-being in a classroom?

Answer 67

• Identify rewards for following rules and consequences for breaking rules
• Organize an appropriate system of four to six rules, stated in positive terms
• Establish consistent procedures for achieving specific tasks in the classroom

Question 68

Which action can a teacher take on the first day of school to foster an inclusive learning environment?

Answer 68

Have students discuss what they are looking forward to this school year

Question 69

A fourth-grade teacher has a very diverse group of learners including several students with special learning needs. The teacher decides to use a portfolio to document learning in the next science unit.

How does this strategy foster inclusion of the diverse learners in this classroom?

Answer 69

It allows the teacher to differentiate assignments.

Question 70

A sixth-grade teacher is beginning a unit on open and closed circuits. The class is diverse and includes three English language learners (ELL) and two students with exceptional needs. The teacher would like to have students work in small, cooperative learning groups to promote positive social interactions.

Why is this strategy appropriate to achieve the goal?

Answer 70

It involves students working to solve problems, support one another, and take responsibility for all group members’ learning.

Question 71

A fourth-grade teacher is preparing for the first day of school. As with every year, this class will have students from diverse economic, cultural and linguistic backgrounds, and students with a range of academic skills and abilities. The teacher wants all students to be welcomed, and be a part of a supportive and inclusive learning environment.

What can the teacher do on the first day of school to develop the desired classroom environment?

Answer 71

Label objects and where supplies are stored around the room in different languages, and identify where the students will store their things.

Question 72

A fifth-grade teacher is planning a new unit about life cycles. The teacher wants to promote positive social interaction with the diverse students in the class. Some students are learning English as an additional language, some students participate in the after-school gifted program, and other students receive additional reading support.

Which plan will most likely help the teacher to create positive social interaction during a learning experience with all the students?

Answer 72

Design cooperative learning groups with a variety of materials and technological resources with which they can apply and share what they learn about life cycles.

Question 73

At the end of a measurement unit, a third-grade teacher wants to assess if students can accurately determine the length of specified objects using standard metric measures.

Which two assessment strategies are age-appropriate and aligned to the learning goal?

Answer 73

• Have students measure a list of objects found around the room with a metric ruler
• Have students draw a line to match a picture of an object with its millimeter or centimeter length

Question 74

In which two ways can a teacher use the results of student essays to improve student learning?

Answer 74

• The teacher can identify weak papers that fail to incorporate an introductory and concluding paragraph and reteach this skill in small group instruction.
• The teacher can identify students who struggle with noun-pronoun agreement and incorporate mini lessons on this skill into morning work for specific students.

Question 75

Pre-assessment

Answer 75

Determines students’ knowledge before instruction begins to help guide future instruction

Question 76

Summative assessment

Answer 76

Documents students’ achievement after instruction and helps determine if differentiated instruction is necessary to increase student success

Question 77

Formative assessment

Answer 77

Offers a way to assess students’ learning and provide feedback while instruction is in progress

Question 78

Pre-assessment

Answer 78

Provides information about strengths and weakness of individual students at the start of a unit

Question 79

A fourth-grade teacher is beginning a unit on weather patterns, which will include information about warm fronts, cold fronts, and dangerous weather patterns. After the unit has been completed, the teacher wants to assess students’ knowledge of characteristics of weather patterns.

What is an appropriate assessment strategy for this objective?

Answer 79

Portfolio assessment

Question 80

A seventh-grade social studies teacher has created a unit plan that will focus on the Civil War. Daily lesson plans will provide student-centered instruction and focus on specific vocabulary related to the unit. The teacher plans to incorporate a unit test to determine students’ achievement.

How does the assessment strategy align to the learning goal?

Answer 80

It occurs after instruction and serves as a means to document what students know and understand.

Question 81

A fifth-grade teacher has just received standardized test scores. A third of the students are reading at the 45th percentile. The teacher wants to increase their academic achievement in science but is concerned that the grade-level text will be too difficult. The teacher plans to differentiate instruction to ensure students are able to comprehend the content presented in the text.

How can the teacher achieve the objective?

Answer 81

The teacher can introduce reciprocal teaching in the lessons to give students opportunities to work in groups to clarify content as they read.

Question 82

A fifth-grade teacher has been using explicit instruction to teach science. Students did not demonstrate success on the chapter test. The teacher plans to reteach the content and make effective improvements to the lesson to ensure students achieve academic success. The teacher plans to change the lesson plans from explicit, teacher-centered instruction to more student-centered activities to enhance comprehension.

Which strategy should the teacher use to achieve the objective?

Answer 82

Use reciprocal teaching strategies