Planning a Unit of Instruction

                                    The Department of Agricultural Education  
                                                    The University of Arizona

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LESSON: Planning a Unit of Instruction

COMPETENCY

To prepare and use unit teaching plans.

OBJECTIVES:

1. To discuss points to consider in systematic planning. 

2. To identify points to avoid in planning.

3. To review-the steps in developing a typical unit of instruction.

4. To identify items to be incorporated in the various parts of a lesson plan. 

A GUIDE FOR PLANNING A UNIT OF INSTRUCTION IN AGRICULTURE

There are logical steps to be followed in the "development" of a worthwhile teaching unit. In planning a unit of instruction in agriculture, there are several "do's" and "don'ts" that should be considered in systematic plan-

The following suggestions for planning a unit of instruction should serve guide and are not offered with the idea of providing a rigid format (an inflexible teaching pattern) that must be adhered to per se. The eventual lesson plan (including procedures, realistic interest approaches, realia and resource materials) will vary with the type of lesson (informational, operational,  or managerial); the educational objectives and the needs and interests of the students .

I.  Points to consider in systematic planning:

I. A plan is based upon specific behavioral objectives which have been pre-determined by the teacher.

2. A lesson plan provides specific methods for attaining the desired behavioral objectives.

3. The content of a plan should be carefully and thoroughly developed.

4. A lesson plan is a "definite and particular" technique for doing a  "definite and particular" thing.

5. A lesson plan is developed with regard to complete, up-to-date and accurate knowledge, appropriate materials and summary of basic concepts to be taught.

6. A plan should deal with dynamic and not static student needs.

7. A lesson plan should provide for flexibility to deal with unexpected developments and situations.

8. A plan should avoid inhibiting situations.

9. A plan should be well-balanced with regard to component parts of a lesson plan.

10. A plan should be made in writing so it may be examined critically for improvements and revisions.

11. The plan should not be changed except after the most careful reasoning.

12. Keep the plan in operation until it is revoked or replaced with a better plan.

II. Things to avoid in planning: 

1. Unnecessary planning--All situations do not require detailed plans. The experienced teacher can very often deal successfully with situations without detailed plans.

2. Do not use some other person's plans. A good lesson plan for one situation may be a poor plan for another situation.

3. Too complicated plans. It is a good principle not to work out a plan in such detail that it cannot be made flexible as new teaching situations develop.

4. Hurried planning. Unless sufficient time is taken to work out the plan, it will probably be a poor plan.

5. No matter how good teachers think their plans are, they should not "fall in love" with their plans to the point that they cannot keep an open mind to modify or change the plan. Teachers should be prepared to meet the actual teaching situation as they find it and to take advantage of what others have done or can contribute to the effectiveness of the plan.

6. Having no plans at all. There is always a very thorough plan behind any well-organized effort. Opportunists and people who trust to luck are too numerous already and make very poor teachers.

III. Steps for developing a typical unit of instruction:

1. Identify the unit as clearly and completely as possible in order to provide an indication of objectives and content.

2. List the competency(ies) to be taught in lesson (or unit). 

3. Summarize the local needs concerning the unit.

4. Formulate the educational objectives to be attained in teaching the unit. In all probability, the unit objectives will need to be refined as the lesson plans evolve.

5. Through research and study, assemble all pertinent, factual resource and reference materials needed in teaching the unit.

6. Cluster the unit objectives into daily teaching packages. After unit objectives have been formulated, these objectives will need to be arranged in sequence so they will build upon each other.

7. Identify lesson titles based upon the "clustered" objectives, so they communicate the subject matter intent of the daily lesson.

8. Decide upon what type of lesson plan should be utilized to best achieve the objectives sought. (Informational, operational or managerial).

9. Select those teaching-learning activities that can best be used to stimulate and motivate students.

10. Based upon the educational objectives formulated and the factual information assembled, develop a list of key questions and/or problems that must be solved if the objectives of the unit are to be attained.

Note: The following factors should be considered in developing study questions for students:

  1. Answers should be available in the references listed for the unit.
  2. Questions should deal with pertinent information on the unit.
  3. Questions should be brief, concise and written in simple terms.
  4. Information called for by the questions should aid in the attainment of the unit objectives.

II. Develop study questions (problems) for each objective separately.  After all questions/problems are identified, arrange in logical sequence. This may necessitate re-ordering your objectives.

12. After the questions are developed, a complete list of all teaching materials, student references and visual aids to be used should be written on the teaching plan. Make this list as specific as possible.

13. Develop a thorough "analysis of information" necessary to answer the study questions or problems. The answers for each question should highlight only the most important information.

14. From the most pertinent content in the analysis, synthesize a list of concepts that should evolve from the unit. Cluster these concepts in the light of the lesson plans. The concepts should be used to summarize and conclude the lesson. These should serve as a guide only in directing the class towards the development of a conclusion for the lesson.

15. The final step will involve the development of daily lesson plans. The following format is suggested:

http://ag.arizona.edu/classes/aed462/schedule.htm

IV. Suggestions for planning the various parts of a lesson plan:

1. Need:

bulletList the important reasons that can be used to explain why the lesson is to be taught
bulletIdentify pertinent local situations which have a bearing upon the value and usefulness of the lesson
bulletList the important points that relate to community and student needs.

2. Objectives for the lesson

bulletList those unit objectives that have been clustered together for the individual lesson plans. 

3. Introduction of the lesson:

bulletReview previous lesson. Relate to conclusion and summary of prior lesson (when applicable).
bulletClearly identify the lesson or job. (List area, unit, lesson number and title on chalkboard.)
bulletDevelop interest for studying the lesson, motivating and creating need by:

I) Finding out what students already know about the lesson topic.
2) Asking thought-provoking questions to develop interest. 
3) Analyzing the situations involved.
4) Showing real materials, mounts, pictures, models, tools, etc.
5) Explaining the importance of the lesson. 
6) Determining what is to be learned by studying the lesson.
(The educational objectives should be put on the board for students to copy in their notebooks.)
7) Relate to various procedures that may be used, such as field trips, demonstrations, etc.

Note: The procedures and devices used for introducing the lesson should be varied frequently in order to create and maintain interest.

4. Procedures:

  1. Identify key questions and/or problems for study and discussion. In the case of operational lesson plan, develop "Job Operation Sheet" for presenting the demonstration.
  2. Develop a complete and thorough analysis of the information necessary to answer the key questions and/or solve problems.
  3. Supervised study -making the assignment; distributing reference books and materials; establish time schedule.
  4. Discussion- Identify those procedures and material to be utilized by you to assist students answer the questions/ problems for study. Make provisions for using real materials, charts, pictures, films, mimeographed materials, demonstrations, field trips, etc.
  5. Summary -List those basic concepts that should evolve from the lesson. (Refer to Step 13-111.) During the summary of the lesson, the conclusions should be identified and listed on the chalkboard.
  6. Application and follow-up -List techniques that will be stressed and utilized by students to make actual application of concepts and subject matter taught in the lesson. Identify exercises and pseudo jobs on the school land laboratory, in shop or in the field, where application can be made; practicing abilities on cooperative class enterprises; shop projects at school or on individual supervised occupational experience programs.
  7. Evaluation- Identify procedures to be used to assess student achievement of educational objectives; use of written or oral tests; approved practices being used by students; etc.

5. Realia:

bulletList all resource and reference materials that will be used, by teacher and students, in the lesson.
bulletInclude all visual aids, mimeographed materials, etc., that will be needed.

6. Math-Science Competencies:

List the concepts which reinforce any Math-Science competencies which the lesson utilized for which application is provided.

Steps of Procedure Key Points Illustrations/Reference

 

C. _____________________________________

1. a.

D._____________________________________

1. a.

E._____________________________________

1. a.

TYPES OF LESSON PLANS IN AGRICULTURAL EDUCATION

Several methods of teaching are at the command of agriculture teachers. 

However, most lessons which arise in class instruction for high school agriculture courses tend to fall into three groups or types. These three types of lesson plans are:

I. Informational 
2. Operational 
3. Managerial

Needless to say, there are numerous variations to each of these procedures. However, the above three types of lesson plans encompass the basic methods used by teachers of agriculture. All of these methods have advantages in appropriate situations. Teachers should not become stereotyped to the point that they utilize only one method of instruction and fail to consider and use others. More importantly, teachers need to consider the applicability and adaptiveness of the "method" for the subject matter they are teaching.

The following outline should help illustrate the uniqueness of the teaching procedure for each type of lesson plan. Also, included in this outline are suggested examples of each type of lesson and objectives.

THREE TYPES OF LESSON PLANS

go to:   Lesson Plan Basics

Questions or problems regarding this web site should be directed to billye@ag.arizona.edu. Copyright © 2000 Department of Agricultural Education. All rights reserved.
Tuesday, 23 August 2005

College of Agriculture and Life Sciences at the University of Arizona