In this second paragraph of the introduction, describe briefly what the lesson is about. Remember,
the audience for this document is other teachers, not students.
Describe what the learners will need to know prior to beginning this lesson. Limit this description
to the most critical skills that could not be picked up on the fly as the lesson is given.
What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
Most lessons don't just teach a block of content; they also implicitly teach one or more types
of thinking. In addition to describing learning outcomes within traditional subject areas, describe
what kind of thinking and communications skills were encouraged by this lesson. Inference-making?
Critical thinking? Creative production? Creative problem-solving? Observation and categorization?
Comparison? Teamwork? Compromise?
You can paste in the process description given to students on the student page and then interleave the additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?
If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?
If you can think of ways to vary the way the lesson might be carried out in different situations
(lab vs. in-class, for example), describe them here.