EATM Lesson plan guidelines

Please submit both a hard copy and on a disk in Microsoft Word. Use Times font (or Times New Roman), size 12, with one-inch margins on all sides. Attach instructions that would be useful. You may send an email

Try to address all possible components in producing your activity. If some components do not apply to the situation for which your lesson is designed, please indicate why.

Activity Author/ Creator- List the school, city , state, and grade level(s) for each activity developer.

Title- In most cases this should be a question, an indicator of why the learners are engaging in the lesson. In some cases a catchy phrase may be more appropriate, but the title should still reflect what the big picture is behind the lesson

Background- A paragraph or two explaining why the topic is important to study. It should include information about exotic species relevant to the lesson. A summary of information teachers should know that helps them

Grade Level- Who are the learners? If not school students, please characterize those who are the audience for the lesson.

Objectives- To what end is the lesson being taught? Please list one to three measurable outcomes for the lesson in the format: "When learners have completed this activity they should be able to..." An introductory lesson may have lower level objectives such as list or identify, but integrative lessons should strive for higher order skills such as ability

Geographic Standards- List the geography or social standards the lesson relates to and explain how it relates to each standard.

Keywords- List 3-5 terms that describe the content of the lesson and are important to remember.

Materials- Make a complete, specific list of supplies needed. Are the materials for each individual, or the whole class? If a set of materials is for a group, state the optimum number of learners per group. If materials are not common classroom, household, or natural items, tell where to get them. Also list items you are including with your lesson, such as teacher-developed worksheets or reference sheets.

Prerequisite Skills- What should the learners already know or be able to do in order to succeed in this activity? Should this lesson follow another specific one?

Curriculum Connections- What curriculum topics in science, math, social studies or other disciplines are appropriate places for infusion of the activity? Are the prerequisite skills listed above? What kinds of

instructional experiences should follow this? You may wish to relate the activity to specific guidelines for your state's curriculum.

Procedure- Describe the steps learners should follow, or the guidelines they should receive, for completing the activity. Reading and answering questions about the writing does not constitute an activity, nor does writing out the script of a slide show you will give. Be creative: engage learners in measuring, examining and recording observations, developing databases, interpreting maps or graphs, manipulating things, or simulating something.

Provide information for step-by-step lesson preparation; things the teacher will do or say, including questions that should be asked; what the students will do; and what will conclude the lesson.

Include questions and answers in this section or in the evaluation section. Consider including questions at the beginning of the procedure to cue students about what information is most important Or place questions at the end of the procedure to focus concluding activity

Teacher notes- Suggestions that will smooth the flow of the lesson for those trying it for the first time, pitfalls to avoid, what to expect from students' misconceptions and what the scientifically accepted concepts are instead.

Applications- This is the follow- throughm the big. "SO WHAT?" that cements the lesson in the learner's constructed body of knowledge. How can the achieved objectives be used?

Evaluation- How will you know if the objectives were met? Consider traditional and/or alternative modes of assessing learner progress and successful completion. If you didn't include questions and answers in the procedure, include then here.

Resources- List and give a brief annotation for several information sources that could be used by the teacher and/or the learners. Include electronic resources as well as print and audiovisual ones.

Credits- The lessons will become the property of the National Sea Grant Program. If your activity was adapted from another source, give credit and obtain written permission for using the other activity as a basis for your lesson.

If written reference material must accompany your lesson, such as any material you receive from the workshop, written permissions must be obtained from that source.