What ‘Ewe’ Need to Know About Pregnancy Toxemia

Instructional Guide

This section should explain the overall goals of the lesson are and how they will be met.

Example: Learners will explore the different diets eaten by herbivores, omnivores and carnivores. The lesson will include a short recording followed by a choice of activities.

Intended Grade Level

Who is this for? What information/ lessons do the students need to know prior to receiving this lesson?

Example: 3rd- 5th grade. Students should be familiar with general anatomy of the GI system, such as the esophagus, stomach, intestines

Optional: Link to the Minnesota State Standards or NGSS. What are 1-2 standards this lesson will address?

Learning objectives

Provide 2-4 learning objectives that students should be able to complete by the end of the lesson. Use Bloom’s taxonomy to help craft statements. “Students can…” Or “Students will be able to…” are a great way to start these. This page has a lot of good verbs that will give you ideas!

Examples:

• Students will be able to match diets to animals identified as herbivore, carnivore and omnivore
• Students will be able to explain why cats cannot be vegetarian

Lesson Format

Help them with planning. How long will the lesson take? What supplies will be needed? Will students be working independently, in small groups, or as a whole class?

Write out the steps of the plan.

Example:

This can be done in any size group. The material can be printed and disseminated for the read-aloud. Activities require a printer and colors.

• First students will popcorn read the section on absorbing food.(15 minutes)
• Next, students will color the digestive system based on the material learned, they can work in small groups or independently. (25 minutes)
• The assessment will focus on explaining their drawings to family members (5 minutes)

Lesson Background

What does the teacher need to know in order to feel comfortable answering questions? Remember, the teacher may be a parent or classroom assistant!

Write out what technical information the teacher will need to complete this lesson. This is where all the science that is explored in the lesson can be placed. Imagine this as the area where you are teaching the teacher. What information do they need to know in order to communicate this information to their students?

Activities

Write out how each activity will be done.
Try to minimize the work of the teacher. Include as much as you can in audio or video files. You can record the questions that should be asked or the mini lecture that you think should be given! If that isn’t doable, please include the questions or transcript that the teacher can read.

Include links or embed videos into this section.

If you create a student page, you can just link to that page

Common misconceptions and challenge points

Think about what was confusing to you or what you think might be a challenge for your learners. Address it here so the teacher has a ready resource to answer those questions.

Assessment

Create an assessment. Remember your assessment should reflect your learning objectives.  This should be an activity in the ebook or a described activity that the teacher can set up.

Example: Students will match the different animals to what food they eat, the herbivores will match with the leaves or the lettuce. This will assess whether they meet learning objective 1 (Students will be able to identify what carnivores and herbivores eat).

You could set this up as a matching H5P activity or provide images that could be downloaded and cut out or colored. Or provide both!

Further exploration

Include links or other activities that would support future veterinary students in their learning!