The Department of Agricultural Education |
GENERAL STRUCTURE OF AN INSTRUCTIONAL UNIT 1 - Importance/value 2 - Basic Information 3 - Approved Practices/Techniques 4 - Application 5 - Problem Solution/analysis/synthesis
SAMPLE EDUCATIONAL OBJECTIVES FOR A UNIT ON INSECTS 1. To list the ways insects economically effect humans. 2. To identify the physical characteristics of insects. 3. To outline the stages of metamorphosis. 4. To identify 15 common insects. 5. To list common insect mouth parts. 6. To match vegetative plant damage with the various kinds of mouth parts. 7. To use the dichotomous key to classify insects to the proper order . 8. To list 3 common ways of controlling insects. 9. To list 4 approved practices in the application of each method of controlling insects. 10. To list the trade names of each of the major types of chemical insecticides. 11. To calculate the dilution and application rate given a label from an insecticide container . 12. To describe integrated pest management. 13. To list basic concepts of integrated pest management 14. To conduct an insect inventory. 15. Given an insect infestation problem, to develop an economical insect control program including recommended steps and procedures. UNIT: COMPETENCY (IES) TO BE TAUGHT:
UNIT OBJECTIVES: Students will be ale to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. RELATIONSHIP OF LESSON PLAN TO LEARNING DOMAIN Domain of Learning Desired COGNITIVE Knowledge INFORMATIONAL PSYCHOMOTOR Motor Skills OPERATIONAL AFFECTIVE Attitudes, Values, Appreciation MANAGERIAL USES OF EACH TYPE OF LESSON PLAN INFORMATIONAL Use- -To teach important, specific, up-to-date facts, knowledge and information. Examples -Approved practices and technology in agricultural production, business, marketing and sales. Assumptions -Information is necessary for students to carry out specific tasks, skills, or operations. OPERATIONAL Use -To teach the many important agricultural practices and skills which are essentially manipulative or manual in nature Examples -Whenever ability and "know-how" are necessary for students to be able to do or perform a practice according to specifications. Assumptions -Questions, readings, lectures, discussions, etc. do not apply. Students learn to do by doing. Teacher must analyze the practice (skill) and teach it "step by step". J9b operation sheets apply. MANAGERIAL Use -To help students make intelligent decisions and to provide them with experience in decision making. Examples -In all teaching where a clear-cut decision needs to be made. Students learn to think efficiently by solving real and worthwhile problems. Assumptions -Students learn to think by thinking. Managerial jobs are mental. Students who conduct comprehensive SE face decisions. Build unit around SE, other decisions facing students. Procedures follow the Decision Making Process: Identify the problem; determine the factors; arrive at a decision; take action; accept the results.
|
Questions or problems regarding this web site should be directed to billye@ag.arizona.edu.
Copyright © 2000 Department of Agricultural Education. All rights reserved.
|