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Standards-Aligned Lesson Plan Template

Subject(s): _____Science_______________________________ Grade: ___7th______


Teacher(s): ____Alex Van Dusen_______________ School: _Sierra Preparatory Academy_______ Date:_11/01/2016__
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in
a flowchart, diagram, model, graph, or table.)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):
MS-ESS3-2: Students who demonstrate understanding can: Analyze and interpret data on natural hazards to forecast future catastrophic events
and inform the development of technologies to mitigate
their effects.
Science and Engineering Practices:
Analyzing and Interpreting Data - Analyze and interpret data to determine similarities and differences in findings.
Disciplinary Core Ideas:
ESS3.B: Natural Hazards - Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help
forecast the locations and likelihoods of future events.
Crosscutting Concepts:
Patterns - Graphs, charts, and images can be used to identify patterns in data.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)
Part 1: Interacting in Meaningful Ways

A. Collaborative: 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic
topics.
Part 2: Learning About How English Works
A. Structuring Cohesive Texts: 1. Understanding text structure
Part 3: Using Foundational Literacy Skills
Emerging: Exchanging Information/ Ideas - Engage in conversational exchanges and express ideas on familiar topics by asking and
answering yes-no and wh-questions and responding to simple phrases.
Expanding: Interacting via written English - Exchange in longer written exchanges with peers and collaborate on more detailed written texts
on a variety of topics, using technology when appropriate.
Bridging: Supporting Opinions and Persuading Others - Negotiate with or persuade others in conversations using appropriate register using
a variety of learned phrases, indirect reported speech, and open responses.

4. Learning Objective: (What will students know & be able to do as a result of this lesson?)
While conducting research, students will be able to analyze, interpret, and explain data regarding a
natural disaster by creating a PowerPoint presentation, a mathematical graph, or a brochure.

STUDENT-FRIENDLY TRANSLATION
I will create a graph, a brochure, or a
PowerPoint presentation that provides
information on a natural disaster.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
-

these outcomes essential for future learning?)(TPE1.3)

Natural disasters are potential risks that everyone faces.


In California, it is common to experience Earthquakes.
Through the media, students have probably been exposed to other types of natural disasters.
The purpose of this lesson is to inform students of: the prevalence, the typical locations, the
technology, and the best action plan of the threats that we have little to no control over.
Students will work in assigned groups to fully understand a particular natural disaster, to
understand the current technology that assists us in the event of the disaster, and to develop
an effective plan when the disaster strikes.

STUDENT-FRIENDLY TRANSLATION
-

I will learn what to do in the


event of a natural disaster.
I will learn about the warning
signs (if any) of natural disaster.

6. Essential Questions (TPE1.5):


- What would you do in the event of a natural disaster?

Part II STUDENTS INFORMATION (TPE1.1,3.2)


7. Class Information:
a. Total number - 27
b. English Learners/Standard English Learners - 18
c. Students with Special Needs 4
d. Academic language abilities, content knowledge and skills in content area - Students will have learned about abiotic factors that
affect environments, different ecosystems, and biodiversity.

e. Linguistic background Students all have a Spanish speaking background


f. Cultural background (home/family) - Latino/ Hispanic background
g. Health considerations (if any) Information not provided
h. Physical development factors that may influence instruction in this academic content area students range from 12-14 years old,
which places them in Eriksons Identity vs Role Confusion stage of psychosocial development. Students have also just exited the
Industry vs. Inferiority stage, so students self-esteem and self-identity may range drastically. I will want to give them opportunities to
interact with their peers, but at the same time I will want to set some ground rules so that students feel respected and safe in my
classroom.
i. Social development factors that may influence instruction in this academic content area Students will benefit from social interaction
and learning from one another.
j. Emotional development factors that may influence instruction in this academic content area Students in Eriksons Identity vs. Role
Confusion stage. Their roles in their groups will need to be carefully chosen, as well as the groups themselves. I will need to be
cautious of who to place with whom.
k. Interests/Aspirations (relevant to this academic area) - I will need to gauge students interest levels throughout the lesson, from
beginning to end. There will be more opportunities to revisit this content; so, if students demonstrate interest in the topic, then I will be
able to target future standards using similar material. If students do not show interest, then I will need to figure out different avenues
for targeting the similar standards.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

Many of the students are English Learners, so it will benefit them to have sentence frames provided when completing speaking and writing
activities
For the students who have special needs, Ill need to be prepared to modify the content/ accommodate for them.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)


9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

Adaptations for English Learners: sentence frames


Adaptations for students with special needs: Additional time to work on writing activities and on project; prepared resources for them to research
on the assigned natural disaster
Modifications for students with special needs: May need to develop a different set of criteria for their summative assessments.

10. 21st Century Skills Circle all that are applicable


Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):
Communication: Students will need to communicate with their elbow partners during discussions and with their group members while
working on the cooperative projects.
Collaboration: Students will collaborate in discussions and while working on projects
Creativity: Students need to be creative when making PowerPoints, pamphlets, and charts.

Critical Thinking: Critical thinking will occur throughout the entire course of the lesson as students develop their projects, as they think of
what their reactions would be in the event of a natural disaster, and as they reflect on their learning at the end of the lesson.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
-

Students will need to use PowerPoint or another method of visually presenting information to the class, such as Prezi.

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
- Pamphlets & PowerPoint presentations
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be
met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
Class discussions
Journal writing

b. Summative (if applicable):


Presentations, which include graphs and pamphlets

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)

Part V - INSTRUCTIONAL PROCEDURE


14. Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
- Chromebooks/ Computers to conduct research

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
-

Students will be instructed to write down in their journals all of the natural disasters that they can think of (both general and specific), and
they will be given about two minutes to do so.
Think-Pair-Share: Students will be instructed to share with an elbow partner what they wrote down. (~2 minutes)
Class Discussion: Teacher/ student volunteer will write down ideas on the board for class
Teacher will present a writing prompt: Think about and choose one of the natural disasters that were shared. What would you do in that
situation?
Students will be provided with a sentence frame on the board. In the event of a(n) ____________________, I would
_________________________, because ________________________________________________________________.
I decided to have students provide a reason for their behavior, because it is a metacognitive strategy that promotes critical thinking by
getting students to reflect on why they would demonstrate a particular behavior. They may even decide on choosing a different behavior
after thinking about it.
Think-Pair-Share: Students will share with a partner what they wrote.

BODY:
-

Teacher will discuss the purpose of the upcoming lesson and activity, and the lesson project will be explained using PowerPoint to provide
visuals, groups, and roles.
- Students will be placed into groups of three, and each member in the group will be assigned a particular role

Each group will be assigned one specific, historical natural disaster (such as: the Chicago Heat Wave of 1995, Hurricane Katrina of
2005, or the Louisiana Floods of 2016)
Each group will need to research: the historical natural disaster and natural disasters of the same kind.
The three roles:
- 1) Data Analyst: researches the common locations of the type of disaster, the severity of the disaster, frequency of disaster
the data analyst will also need to choose one particular location (such as California, Florida, or Louisiana) and determine the
frequency of the type of disaster in that location over the time span of the last 18 months the data analyst will need to
create a graph (bar graph, frequency chart, line graph) to demonstrate the frequency of the disaster over the time period.
- 2) Preparation Manager: researches the immediate effects of the disaster, the technology that is used to reduce the negative
effects of the disaster, the warning signs of the disaster, and how people can prepare ahead of time. The preparation
manager will need to create a pamphlet that illustrates and demonstrates the information to people so that they know what
to do, what to expect, and how to best prepare in case the disaster occurs.
- 3) Messenger: The messenger needs to communicate to both the data analyst and the preparation manager to put together
a presentation that relays all of the information to the general public. The messenger needs to research images, relatable
videos, and personal stories to put together a presentation that people can understand and identify with.

- Students will have the whole class period, as well as some of the following class period, to complete the needed research.
- Each group will present to the class their findings
- Students will write about each disaster as other groups present

CLOSE:
-

Students will be instructed to write in their journals regarding why this learning is important to them.
- I will provide a writing prompt for students: It is important to learn about natural disasters, such as _______________. In the event
of a _______________, I learned that I should do the following: _____________________________________________________.
This learning is important, because ___________________________________.
Think-Pair-Share: Students will share with a partner what they wrote.
Class Discussion: Teacher will lead a discussion on what students wrote and discussed with their partners.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here.

2. Were the students successful at achieving the lesson objective?


a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs).

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ (reference TPE Part 2: Subject-Specific Pedagogy)

4. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.

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