Student Teaching edTPA Lesson Plan TemplateUnit Lesson # 1- Introduction

Sophie Zidek

Subject:

Science 2ndELA 2nd

Central Focus:

Essential Standard/Common Core Objective: 2.E.1: understand patterns of weather and factors that affect weather2.E.1.3: compare weather patterns that occur over time and relate observable patterns to time of day and time of year.R.L.2.7: Use information gained from the illustration and words in a print or text to demonstrate understanding of its characters, setting, or plot.

Date submitted: Date taught:

Daily Lesson Objective: After a class reading of Cloudy With a Chance of Meatballs, students will discuss types of weather in the story and how the pictures help us to understand what a text is saying and will write a creative short story of 4 pages about two weather patterns they wish would occur and use a drawing for each weather pattern to help clarify their meaning.

21st Century Skills: Creativity and Innovation- story requires creativityCommunication and Collaboration- students use communication and collaboration in their think-pair-share buddies.

Academic Language Demand (Language Function and Vocabulary):WeatherRainFogSnowSun

Prior Knowledge: K.E.1: Understand change and observable patterns of weather that occur from day to day and throughout the year.

Activity Description of Activities and Setting Time

1. Focus and Review

*Teacher walks into class dressed for rain on a sunny day*“It is raining so hard outside! Wouldn’t you agree class?”Wait for student response. “Why doesn’t everyone go look out the window and then I want you to turn and talk to a partner about what is happening outside.” 1 min for turn and talk. “Is it raining class?” Wait for student response.

3 min

2. Statement of Objective for Student

“Today, we are going to start a new unit on weather! To begin our unit we are going to read the book Cloudy With a Chance of Meatballs and then you will get a chance to write a story with an illustration about what weather you wish we had!”

1 min

3. Teacher Input

“Students, sometimes when I read a story, I have trouble understanding what I am reading. I want you to turn and talk to your partner about strategies you use to help you understand what you are reading.” Wait time 1 min “Can anyone suggest a strategy I could use?” Write strategies given on chart. “Great suggestions! Today, we are going to learn a new strategy! We are going to learn how looking at the pictures in a story can help us to understand what is happening in the story. The book we are reading today is called Cloudy With a Chance of Meatballs. Can you turn and talk to your partner about your predictions for what the story may be?” 1 min turn and talk, 1 min share. “I loved your ideas!” Read Cloudy With a Chance of Meatballs modeling on every other page how the picture helps to clarify the text. Ex: “This picture helped me to understand the story because the story said it is raining meatballs and when I look at the picture, it is actually raining meatballs!”

30 min

4. Guided Practice

After story lead a discussion about the types of weather the book showed. Make a list of all of the different types of weather displayed. Hang list on board for students to refer to during their writing. Ask students how the types of weather in the book are different from the types of weather they have experienced.

10 min

5. Independent Practice

“Today, we are going to write a short story about what type of weather you wish we had. Do you actually wish it would rain ‘cats and dogs’ or do you wish it snowed cup cake frosting? In your story, I want you to write about what you want our weather to be! Your story must be at least 4 pages, have at least 2 types of weather like the ones we saw in the book, and each page must have an illustration. Your illustration should help us to understand what your story is about.”

40 min

6. Assessment Methods of all objectives/skills:

Mastery: Complete work of 4 pages. Each page features and illustration that clarifies text meaning. The writing shows at least 2 types of weather.Partial Mastery: 3 pages, each page features an illustration that somewhat helps to clarify text meaning. Writing shows at least 2 types of weather.Non Mastery: Less than three pages. Little to no illustration. Writing shows one type of weather or less.

7. Closure 2 students share their stories. Discuss types of weather their stories displayed and how their pictures help to clarify their text.

5 min

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations:For early finishers: students can continue their story, add detail to drawings or write observations about what the weather outside currently is.For struggling students: struggling students will be given more time, can work in small group with teacher, or will be given a written prompt to work with.

Materials/Technology: cloudy with a chance of meatballschart paperIllustration paper with text box

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Student Teaching edTPA Lesson Plan TemplateLesson Plan #2 – Temperature

Megaan Windeknecht

Subject: Science and Art Central Focus:

Essential Standard/Common Core Objective:2.E.1.2 Summarize weather conditions using quali-tative and quantitative measures to describe: temper-ature, wind direction, wind speed, and precipitation.2.V.2.2 Use personal point of view of the environ-ment as a source of imagery.

Date submitted: Date taught:

Daily Lesson Objective: After a lesson on how to measure temperature, students will accurately measure temperature of water and create an art piece describing their point of view on temperature with no errors.

21st Century Skills:Work Creatively with Others- Students will have to come up with creative ways to warm or cool the wa-ter with their group members.Collaborate with Others- Students will have to work together to warm or cool the water.

Academic Language Demand (Language Function and Vocabu-lary):Temperature, Fahrenheit, Celsius, Thermometer Measure temperature and create an art piece.

Prior Knowledge: Students will understand how the sun warms the Earth.

Activity Description of Activities and Setting Time

1. Focus and Review “What did we learn about in science yesterday? Let’s turn and talk to our neighbor about what we learned yesterday.” Have a few students tell the class what they learned in Cloudy with a Chance of Meatballs.

5 mins

2. Statement of Objective for Student

“Today we are going to learn about temperature and ways we can measure temperature. Meteorologists need to know how to determine the temperature to show in their weather forecasts!”

1 min

3. Teacher Input

“Temperature is the amount of heat present in a substance or object.” Show glass of water. “Can we tell the temperature of this cup of water right now? No because we don’t have anything to measure it with.” Take out thermome-ter. “This is a thermometer. It measures temperature. On one side it mea-sures temperature in Fahrenheit and the other side in Celsius. Today we are going to focus on measuring temperature using the Fahrenheit scale. “We’re going to practice measuring the temperature of this cup of water together.” Show students how to put thermometer in the water and read the temperature where the red line stops. Might be best to show students how to do this in small groups so each child can see clearly.

10-12 mins

4. Guided Practice

“Now we’re all going to practice measuring the temperature of water. We’re going to see who can get the water to a certain temperature.” Divide students into small groups and give each group a thermometer and a cup of warm wa-ter. Have children measure the water’s temperature. Challenge them to get the water to room temperature (about 70F or 21C). Can prompt if needed: add cold water, add ice, or blow air. If students make it too cold ask them how to warm it back up. This can be repeated by setting a goal of a different tempera-ture. Monitor classroom asking groups how they are changing the waters tem-perature. To be culturally responsive I will offer praise when students meet the standard of changing the temperature of the water.

20 mins

5. Independent Practice

“Now that we’ve had practice measuring temperature I want you to use your point of view to draw a picture of temperature. Point of view is how you see something through your eyes. Everyone has a different point of view. I want you to draw how you see temperature going from hot to cold. You can use all different colors and shapes to create your point of view on temperature.”

15-20 mins

6. Assessment Methods of all objectives/skills:

Formative: Questions asked during the lessonSummative: Students will show mastery by accurately measuring the temperature of the water as well as completes an art piece of their point of view of temperature.Mastery- Students were able to measure the temperature of their water with no errors and completes the art pieceNonmastery- Students were unable to accurately measure the temperature of their water and/or did not complete art piece

7. Closure Select a few students to share their art piece to the class and describe their point of view of temperature.

5 mins

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/AccommodationsStruggling students can be grouped with higher stu-dents so they can get extra support.

Student/Small Group Modifications/AccommodationsShow how to measure the temperature in small groups so ev-eryone can see.

Materials/Technology: Thermometers, cups, water, ice, paper, markers/crayons, pencil

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Student Teaching edTPA Indirect Instruction Lesson Plan TemplateLesson Plan #3-Sun

Emily HutchinsSubject: Science/Language Arts Central Focus:

Common Core/Essential Standard Objective:

2.E.1.1-Summarize how energy from the sun serves as a source of light that warms the land, air, and water.

CCSS.ELA-LITERACY.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text

Date submitted: Date taught:

Daily Lesson Objective: After engaging in the “heat cup” experiment, students will measure and create a Venn Diagram about the before and after temperatures of cups containing soil, air, and water. Students will write an explanation about the sun diagram and what it represents. Students must achieve 9 out of 12 points for mastery.

21st Century Skills Learning and Innovation Skills-Critical Thinking and Problem Solving (Explore and Explain)-Students will work to interpret what the “Heat Cup” means and why the temperature changes.

Communication and Collaboration (Explore)-Stu-dents will work in groups to create a Venn Diagram and discuss their findings from the “Heat Cup” exper-iment.

Academic Language Demand (Language Function and Vocabu-lary):

Vocabulary: Sun, heat, temperature, degrees, thermometerLanguage Function: Interpret picture and write explanation

Prior Knowledge: Students should know basic knowledge of what weather is. They also understand what a diagram is and how to read one. They have previously been taught temperature.

Activity Description of Activities and Setting Time

1. Engage

The teacher will play the “Sid the Science Kid-Super Sun!” video for the classroom. The students will turn to their partner and discuss the following questions:1. What do you think the purpose of the sun is?2. Do you think the sun is important? Why or why not?3. How does the sun impact our energy?

6 Minutes

2. Explore

Student will be divided into groups of four and will be given three cups. Each cup will have one thermometer in in. One cup will have soil, another will have just air, and the last cup will have water. The teacher will be culturally responsive by setting high expectations. This allows for the experiment to run smoothly. The students will measure the room temperature of these cups (before lunch//recess). The students will take notes of their observations. The students will then measure the temperature of the cups after they have been in the sun for two hours (after lunch/recess). Students will then create a Venn Diagram comparing and contrasting the two separate times and temperatures of the cups.

15 Minutes

3. Explain

The teacher will discuss the findings with the students. The students will work to try to answer these questions and help their peers get the correct answers. The teacher will ask and allow students to answer the following questions:1. What was different about the three cups after the two hours?2. What was the same between the three cups?3. What caused this?4. How did the temperature change if what was in the cups did not change?

The teacher will answer any needed questions or any other questions the students may have.

10 Minutes

4. Elaborate

Students will be given the attached picture. This picture, with the right technology, will be altered to omit letters B, C, E, and F to simplify the image. The windmill can be removed depending on personal preference. A dot will be added on the ground to represent B and a dot will be added randomly in the sky to represent C. The teacher will draw arrows from A to each of these letters separately. The students will write about how the sun provides energy to the soil, B, the air, C, and the water, D. They will also write about why this is important. Each concept is worth 2 points for a total of 12 points.

12 Minutes

5. Evaluate Assessment Methods of all objectives/skills

Formative:2.E.1.1 Students will be observed on their discussion with their turn and talk partner and with the classroom as a whole (Engage/Explain). The Venn Diagram will also be taken up and reviewed as well (Explore).

Summative CCSS.ELA-LITERACY.RI.2.7 Students will be assessed on their

writing assignment based on the sun diagram. Mastery will be consider 9 out of 12 points (Elaborate).

2 points-Explanation of sun to soil2 points-Why this is important

2 points-Explanation of sun to air2 points-Why this is important

2 points-Explanation of sun to water2 points-Why this is important.

If student addresses the concept but does not go into full detail, they can be awarded 1 point. Students must receive 9 out of 12 points for mastery.

N/A

6. Assessment Results of all objectives/skills

N/A

Targeted Students Modifications/Accommodations

ELL students will be paired with a high flyer in groups of two for extra help and one-on-one time.

Student/Small Group Modifications/Accommodations

Lower level students will be grouped with high flyers for assistance.

Materials/Technology: Notebook paper, pencils, print-offs of sun diagram, internet (Super Sun! Video), three cups for each group of four (approximately 21 cups), soil, water, one thermometer for each group (approximately 6 thermometers), Venn Diagram graphic organizer,

http://www.youtube.com/watch?v=0x7DKgBl1Cc -Super Sun! Video

http://www.eschooltoday.com/energy/kinds-of-energy/energy-stored-transferred-dissipation.html -Source of sun digram image

Reflection on lesson: N/A

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Student Teaching edTPA Lesson Plan TemplateLesson Plan #4- Precipitation and Water Cycle

Megaan Windeknecht

Subject: Science, Language Arts, Technology Central Focus:

Essential Standard/Common Core Objective:2.E.1.2 Summarize weather conditions using quali-tative and quantitative measures to describe: temper-ature, wind direction, wind speed, and precipitation.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.2.T.T.1.1 Use a variety of technology to organize data and information.

Date submitted: Date taught:

Daily Lesson Objective: After reading The Wonderful Water Cycle and entering data into a spreadsheet, students will cre-ate their own water cycle and explain in at least 3 sentences how it contributes to the text in the book as well as partici-pates in the class spreadsheet of precipitation measurements.

21st Century Skills:Collaborate with Others- Students will have to work together to create a vocabulary booklet.Use Systems Thinking- Students will understand how the water cycle works as a system to continu-ously reuse water.

Academic Language Demand (Language Function and Vocabu-lary):Water cycle, evaporation, condensation, precipitation, run offCreate the water cycle, explain how it contributes to the text, and participate in class spreadsheet.

Prior Knowledge: As a class we will have collected the amount of precipitation each day for two weeks. Students will un-derstand how the sun warms the earth.

Activity Description of Activities and Setting Time

1. Focus and Review “We’ve been learning about the sun and about how we measure temperature.”

2. Statement of Objective for Student

“Now we are going to learn about the water cycle and precipitation.” Show water cycle video. http://www.youtube.com/watch?v=i3NeMVBcXXU Tell students to look out for words: evaporation, condensation, precipitation, and run off.

3. Teacher Input

Mini Lesson 1“Now we’re going to read a book about the water cycle.” Read book The Wonderful Water Cycle. Explain key vocabulary words. Evaporation is when the sun heats up masses of water and turns it into water vapor. Condensation is when the water vapor that has gone up into the sky and forms tiny drops that make clouds. Precipitation is when the clouds get full, and then the tiny drops come down to the ground as rain or snow. Ask students to come point to the diagram of the water cycle and point out each step. Explain to the stu-dents that the diagram shows us what the words are telling us about. Explain that the diagram makes it easier for us to understand what the words in the book are telling us. Mini Lesson 2Pull out the amount of precipitation we have gathered for the past two weeks. Explain to students that we are going to learn how to organize the data onto a spreadsheet.

4. Guided Practice

Guided 1 Students will make a vocabulary booklet with a partner. I will provide stu-dents with a ready-made booklet. The vocabulary words they must include are water cycle, evaporation, condensation, precipitation, and run off.

Guided 2As a class we will transfer our precipitation data onto an electronic spread-sheet. I will model how to do this and let the students take turns entering the data onto the spreadsheet.

5. Independent Practice

Students will make their own water cycle using construction paper then write about how the diagram of the water cycle contributes to the text. To be cultur-ally responsive I will communicate clear expectations by telling students they have to make the water cycle exactly how it is in the book.

6. Assessment Methods of all objectives/skills:

Formative: Students participation in completing the spreadsheet and vocabulary booklets.Summative: Students will show mastery by making their own water cycle labeled correctly and be able to explain how the diagram contributes to a text.Mastery- Water cycle is complete and labeled correctly and includes 3 sentences on how it contributes to the text.Nonmastery- Water cycle is incomplete or incorrect and/or does not include 3 sentences.

7. Closure We will come together as a class to review the steps of the water cycle.

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/AccommodationsStruggling students can be grouped with higher stu-dents so they can get extra support.

Student/Small Group Modifications/AccommodationsKeep diagram of water cycle visible to class as all times so it can be referenced during guided and independent practice.

Materials/Technology: Water cycle video, The Wonderful Water Cycle book, electronic spreadsheet, construction paper, scissors, glue, markers, paper bookletReflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Student Teaching edTPA Indirect Instruction Lesson Plan TemplateLesson plan #5- Sophie Zidek

Subject: Science, 2nd grade Central Focus:

Common Core/Essential Standard Objective:2.E.1.2: Summarize weather conditions using qualitative and quantitative measures to describe:Temperature, Wind direction, Wind speed, PrecipitationR.1.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.2.T.T.1.1. - Use a variety of technology to organize data and information.

Date submitted: Date taught:

Daily Lesson Objective: After students explore wind using bubbles, they will be asked a set of three questions about their activity and wind that they must respond to accurately to receive mastery.

21st Century Skills: work creatively with others- students work in think-pair-share groups to answer a riddle Reason effectively- students deduce what the bubbles activity teaches them about wind.

Academic Language Demand (Language Function and Vocabulary):WindMovement

Prior Knowledge: CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.

Activity Description of Activities and Setting Time

1. Engage

“I am going to show you a list of characteristics that describe something. I will not tell you the word or object I am describing. However, you will think-pair-share with your partner or table about what word or object you think I am describing and why you think it is that word or object.”*Show students pre-written list You can not see meYou can not touch meYou can feel meYou can not move me but, I can move youI can be used to describe the type of weather outsideI can make the trees moveOn occasion, you can hear me

After 2 min add a picture of wind. Ask students to use the picture now to help them formulate their guess.

As a class read over the list and help students with any words they do not understand. Have the students think-pair-share for 3 minutes. After the students think-pair-share have a class discussion on the different ideas that students have and how the picture helped them to formulate the correct response. Explain how images can help us to understand what we are reading in a text like the image helped them to understand the word list.

Have 1 bubble wand at front of classroomTell students, “Today the answer to our guessing game is the word wind. We are going to explore the concept of wind today.” Blow Bubble. “Students, what happened to the bubble after I blew it?”

Tell students, “Today we will be going outside and using bubbles. I have the area we will be exploring in marked off. We will stay inside that area. We will try our best to keep our bubbles off of our fellow classmates.”

20 min

2. Explore

Take students and supplies outside. Have students bring their notebooks outside. Have students work in a partner group. Each pair will receive 1 bubble solution and wand. Have the students blow bubbles and observe how they move. Students will write their observations in their notebooks. While one partner is blowing, the other student is taking notes.

10-15 min

3. Explain

Take students back into classroom.“Bubbles are filled with air. The air inside of a bubble is trapped, like the air inside of a ball. When air is free outside of a bubble or ball it can move. When air moves that is called wind.” CFU “The bubbles we used today show us which way and how fast the air is moving. This is because the bubbles get pushed by the wind. When we watch how fast and in what direction a bubble moves, we know how fast and in what direction the wind is blowing.”

5-10 min

4. Elaborate

Turn on 3 fans at different speeds. Have each pair stand by fan and blow a bubble. Have the students guess if the fan is on setting 1 (low), setting 2 (medium) or setting 3 (high) based upon how fast they observe their bubble moving.

10 min

5. Evaluate Assessment Methods of all objectives/skills

Ask students what new word needs to be added to the word wall today. Add Wind and bubbles to word wall. Hand out whiteboards and markers to each student. Ask students to write their answers on the white board.1) What is inside of a bubble? (observe white board responses and write

down students who answered incorrectly)2) What is air that is moving or blowing called? (observe white board

responses and write down students who answered incorrectly)3) When we blow a bubble it shows us what two things about wind?

(observe white board responses and write down students who answered incorrectly)

Write down the correct responses on a spreadsheet on overhead with students titled “What We Learned” and all students must participate.

3/3 correct responses is mastery2/3 is partial1/3 or 0/3 is non

10-15 min

6. Assessment Results of all objectives/skills

Targeted Students Modifications/Accommodations Student/Small Group Modifications/AccommodationsStudents will work in pairs on all activities, students will work in heterogeneous pairs to allow for peer tutoring for struggling students. This will also allow for high students to extend their knowledge by teaching to another student. This lesson covers kinesthetic, auditory, and visual learning styles.

Materials/Technology: approx. 15 Bubbles/bubble wand3 fanschart papermarkers

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Student Teaching edTPA Lesson Plan TemplateLesson Plan #6-Seasons

Emily HutchinsSubject: Science/Art Central Focus:

Essential Standard/Common Core Objective:

2.E.1.3-Compare weather patterns that occur over time and relate observable patterns to time of day and time of year.

2.V.2.2 Use personal point of view of the environment as a source of imagery.

Date submitted: Date taught:

Daily Lesson Objective: After listening to the story The Book of Seasons by Alice and Martin Provensen on YouTube, the students will get to experience all four seasons in the classroom. The students will then draw pictures representing their point of view and perspective of each season and include a description. In order to achieve mastery, students must receive at least 9 out of 12 points.

21st Century Skills:

Creativity: Students will be able to express their per-spective of the seasons through drawing.

Critical Thinking: Students will get to experience the seasons in the classroom and place themselves in the environment.

Academic Language Demand (Language Function and Vocabu-lary):

Vocabulary: Weather, seasons, fall, autumn, winter, spring, sum-mer

Language Function: Demonstrate in pictures and explain in writing

Prior Knowledge: Students know the basics about weather. The students are familiar with sun, temperature, precipita-tion, the water cycle, and wind.

Activity Description of Activities and Setting Time

1. Focus and Review “Previously, you have talked about all different kinds of weather. Today we are going to talk about the seasons. What do you wear in summer? In winter? In fall? In spring? What season are we in right now?”

1 Minute

2. Statement of Objective for Student

“Today we are going to listen to the book A Book of Seasons by Alice and Martin Provensen. Seasons are very important to us. Meteorologists report about the seasons and the weather that happens in each one. This helps us know what to wear for the day. After we listen to the book, we are going to experience all four seasons today and write about what they remind us of. We are then going to draw pictures of our point of view of these seasons. We are also going to write about these pictures and what they mean to us.”

1 Minute

3. Teacher Input

“Today we are going to talk about the four different seasons. The four differ-ent seasons are spring, summer, fall, and winter.” The teacher will play the video reading of the book A Book of Seasons. The teacher will stop the video between each season to discuss if the students do the same/similar activities in each season. For example, “Do you go sledding in winter? Do you plant flow-ers in the spring?”

8 Minutes

4. Guided Practice

The students are to spread out around the room. The students will have a clip-board and piece of paper. “Ok class we are going to discuss the four seasons. On your paper, divide it into four sections like this.” The teacher will show the students how to draw a line down the middle horizontally and vertically so that there are four equal sections. “Ok class we are going to write spring at the top of one box, summer at the top of the other box, fall in the next box, and winter in the last box. We are going to include the dates of the seasons as well. Under spring we need to write March 20-June 20. Under summer we need to write June 21-September 21. Under fall we need to write September 22-De-cember 20. Under winter we need to write December 21-March 19.” The teacher will write this information on the board and allow time for the students to write. “Ok so I am going to play some sounds and create the setting for a season. I want you to tell me what you think of when you experience this sea-son. For example, when we act out summer, you can write down things it makes you think of like if you always go to the beach in the summer with your family. For each season you are just going to jot down a couple things it makes you think of that relates to you. During this activity you need to be re-ally quiet. Pay attention to the sounds, the lighting, and the actions I have.” The teacher will create the environment for each season and have the students guess which season it is through choral responses. The teacher will start with fall. The lights will be slightly dim and the rustling of leaves will be playing. The teacher may toss fake leaves in the air or display images of leaves and pumpkins. The teacher will discuss how it is getting colder but it’s still warm outside. For winter, the teacher will turn off all of the lights and play light snow/Christmas tunes. The teacher will have on their coat and act like it is very cold. For spring, the teacher will make the lighting slightly dim. The teacher will play rain, splashing puddles, etc. sounds. The teacher will take off their coat and go around smelling flowers. For summer, the teacher will turn on all the lights and put on sunglasses. The teacher will play the sounds of birds tweeting, etc. The students are to be jotting down what they associate with each season.

10 Minutes

5. Independent Practice

The students will be dismissed to their seasons. They are to create a point of view seasons booklet. To be culturally responsive, students can tie together their point of view with the seasons by drawing what they think about each season. For example, winter may have students remember Christmas with their family or in fall they may go to the pumpkin patch with their parents. Each student will be given four pieces of lined paper that has room for the stu-dents to draw a picture. They are to draw a picture about what they associate with each season and write at least one sentence about what it is.

15 Minutes

6. Assessment Methods of all objectives/skills:

Formative: Students will be assessed on their participation in the “listening to seasons” ac-tivity. They will be assessed on what they jot down during guided practice.

Summative: Students will be assessed on their “Seasons Booklet.” Each child must draw a picture for each season representing how they view it and write at least one sentence. Each correct picture is worth two points (8 possible points) and the written descriptions for each season are worth one point (4 possible points). This allows a possibility of 12 points. Plac-ing a picture in the wrong season or writing a different description does not get any points. Mastery is 9/12 points.

7. Closure“Thank you so much for placing yourself in all four seasons today. Now that we know how we view the seasons, we can use this information to connect with all parts of weather.”

1 Minutes

8. Assessment Results of all objectives/skills: N/A

Targeted Students Modifications/Accommodations

ELL students: The two students will be paired together for the guided practice activity. They will work together on brainstorming and working on their independent practice.

Student/Small Group Modifications/Accommodations

Struggling Students: Students will have photos available from A Book of Seasons representing the different seasons as a visual.

Early Finishers: Students will write about their favorite season and explain why.

Materials/Technology: SMART Board, paper, pencils, clipboards, props for different seasons (depending on availabil-ity), lined paper with picture room

Link to A Book of Seasonswww.youtube.com/watch?v=WhDJDIviAOg

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

7. FarmingChelsea Evans

Subject: Science and Social Studies Central Focus:

Common Core/Essential Standard Objective: 2.G.2.1 Give examples of ways in which people

depend on the physical environment and natural resources to meet basic needs.

2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of day and time of year.

2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air, and water.

Date submitted: 10-2-14 Date taught: N/A

Daily Lesson Objective: After watching and discussing a video on farming/drought and exploring effects of drought through stations, students will write a paragraph in their journals on the effects of drought and its relevance to weather/their own lives, achieving at least 6 out of 7 check marks from the checklist below.

21st Century Skills: Academic Language Demand (Language Function and Vocabu-

Initiative & Self-Direction : students are guiding themselves through stations

Critical Thinking: students are critically thinking through how the environment functions and making it relevant to their lives through explaining effects of drought

lary): Analyze the function of weather and how it affects you. Key Vocab: drought, crops, dehydrated, meteorologist,

energy

Prior Knowledge: Students should have already studied both science standards, so they should know: functions of the sun and about energy it produces, weather patterns in the form of seasons, and general knowledge about each season. If stu-dents do not show general knowledge about farming, extra explanation may be required.

Activity Description of Activities and Setting Time

1. Engage

Show video https://www.youtube.com/watch?v=KxCD5nwYLac, about local NC farm-ers experiencing a drought. Ask students:

What did you notice about the crops in the video? (dry, not growing) Why do you think this was happening? (no rain, drought) What season do you think this occurred during? (summer) What season does the least amount of food grow? (winter) Why? What did the news reporter mean about the word “drought”? (there hasn’t been rain

in months and crops need water to grow) How do you think the sun played a part in this drought? (The heat takes a lot out of

the plants that are dehydrated. Think about your body when you need water and it’s really hot outside!)

What does the sun do during summer? How does it make us feel? (The sun is really hot during the summer!) Also discuss positive effects of the sun.

7 min

2. Explore

Students will have 30 minutes to visit each station. (Assign students their first station so they don’t all go to the same one first. They will probably want to start on stations 1 & 2 first to ensure completion. To avoid traffic jams, bring in more than one vegetable guide and more than 2 plants.)Station 1:Bring in a thriving plant (A) and a dehydrated plant (B). (These should be the same kind of plant). At this station, kids will record observations of each plant and answer:

What are the similarities and differences between Plant A and Plant B? (They will do this using a Venn diagram.)

Station 2:Students will look at the “Vegetable Garden Planting Guide.” (http://www.ces.ncsu.edu/depts/hort/consumer/quickref/vegetable/plantingguide.html) They will solve problem: I want to plant snap beans, Brussels sprouts, and cabbage. It is August 1st. Can I plant all of these crops? If not, which ones can I plant? (cabbage is the only one you could still plant) Ask:

What season is August 1st in? If there was a drought, how might that affect my crops? *Student-centered instruction (CRT)

Station 3:Students will choose a book related to weather/rain/drought from a teacher selection. They must sit in their book nooks for this and practice silent reading.

During the stations, teacher is facilitator, which is an element of CRT.

20 min

3. Explain

Talk about and discuss each station. Gather in a circle on the carpet. Go over questions ad-dressed at each station. These are the same questions asked in explore, maybe rephrased in a different way, but now we are addressing them as a class. Allow students to share input and let others discuss.

8 min

4. Elaborate Read aloud Bringing the Rain to Kapiti Plain by Verna Aardema. To actively engage stu- 25

dents, give them a brown card and a blue card. The brown represents drought and the blue represents rain. Every time they can associate one of these words with the words in the book, they hold up a card. Ask:

What did you notice about how the pictures represented rain versus drought? How did rain affect the animals and plants? How did drought affect the animals and plants?

(To continue active engagement, every time drought and rain are mentioned, students may hold up the appropriate card.)

Connection with final project and closure: Thanks for being explorers with me today! This is going to come in handy for you later. When meteorologists give us the forecast, they’re not just doing it so we’ll know what to wear that day; they want us to be prepared for daily life since the weather affects our natural resources. So in the video we first watched and through-out today’s lesson, we’ve seen how weather can be helpful (sun and rain to help plants grow) and harmful (drought with the hot sun drying up the plants).

Summative Assessment: Write a paragraph in your writing journals about how droughts af-fect the food we eat. What would happen if we never had rain? What would happen if the sun wasn’t there to give crops their energy? How would all of this affect you? (CRT-student cen-tered) Draw a picture/diagram to supplement your writing.

min

5. Evaluate Assessment Methods of all objectives/skills

Formative 2.E.1.1 – Questions throughout and station 1 observations in Explore.Formative 2.E.1.3 – Questions throughout and station 2 observations in Explore.Summative 2.G.2.1 – Station 3 writing journal assignment. Will check for:

Answered how droughts affect food we eat. Answered what would happen if we never had rain. Answered what would happen to crops if we didn’t have the sun. Answered how all of this would affect them. Paragraph contains complete sentences that clearly answer question. Has picture/diagram Picture/diagram supplements paragraph.

(must have 6/7 checks from this list to be proficient)6. Assessment Results of all objectives/skills

N/A

Targeted Students Modifications/Accommodations ELL students: Pair up with another fluent

English-speaking student in the classroom to guide them through centers.

Student w/reading IEP: Have a designated student reader to walk around with this student. If student feels embarrassed by this, teacher should go over each station’s directions with student.

Student/Small Group Modifications/Accommodations For struggling writers: Provide a checklist of what they

need to include in their writing and ensure they check everything off the list.

Early finishers during stations: Choose a different book you didn’t read before during stations.

Multiple Intelligences: kinestheticstations, visualvideo and writing , auditoryread-aloud

Materials/Technology: YouTube video on local NC farmer, thriving/dehydrating plants, Vegetable Garden planting guide, paper at each stations to record observations and answers, writing journals, relevant book selection from classroom/school library, Bringing the Rain to Kapiti Plain, brown and blue cards, technology to show video to classReflection on lesson: N/A

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

8. Harmful WeatherChelsea Evans

Subject: Science and Social Studies Central Focus: N/A

Essential Standard/Common Core Objective:2.E.1.3- Compare weather patterns that occur over time and relate observable patterns to time of day and time of year.2.G.2.1 - Give examples of ways in which peo-ple depend on the physical environment and natural resources to meet basic needs.

Date submitted: Date taught:

Daily Lesson Objective: After charting characteristics of each type of extreme weather, and matching character-istics on their own, students will complete a ten-question quiz on characteristics of harmful weather, seasons they occur during, and how they affect our natural resources, correctly answering at least 8 out of 10 questions.21st Century Skills:

Collaboration: Students work in groups to brainstorm and make a thinking map on how harmful weather affects our natural resources.

Academic Language Demand (Language Function and Vocabu-lary):

Language Function: Brainstorm the effect of harmful weather on natural resources on a thinking map.

Key Vocabulary: tornado, hurricane, natural resource

Prior Knowledge: natural resources, weather patterns (seasons), farming

Activity Description of Activities and Setting Time

1. Focus and Review Review drought from previous lesson. Discuss how it relates to natural disas-ters. (People depend on the environment (crops) for resources (food) so when a drought happens, this is taken away.)

3 min

2. Statement of Objective for Student

Today, we will learn about natural disasters, when they happen, and how they affect us.

3. Teacher Input

Watch video on natural disasters. Make sure this doesn’t feature people get-ting hurt/screaming/etc.

After video, make chart on the board. List the natural disasters covered in the video and discuss which season each of these occur during. (For example, tor-nadoes occur mostly during tornado season, which is during the spring for southern states. In Northern states and the upper Midwest, it may last until summer. ) To connect to the global world, discuss Hurricane Katrina.

Has anyone heard of Hurricane Katrina? Discuss that it happened in 2005 and was the most destructive Atlantic cy-clone, another word for hurricane, in history. The most destruction happened in New Orleans. Show this on a map.

12 min

4. Guided Practice Pass out chart paper to students and nonfiction books on each natural disaster. Each group will be assigned a different natural disaster. Their job is to come up with/brainstorm ways these disasters affect our natural resources using any prior knowledge they may have, the video watched, and the nonfiction books as references. Ensure students remember the difference between a natural re-source and man-made things (natural=trees or crops, man-made=cars). Re-mind students to choose a thinking map/organization chart (bubble map, list, etc).

12 min

Go over group work and share student responses. Build off of these responses and add results to the chart already on the board. Ensure that each disaster is discussed in terms of how it affects natural resources. (For example, a tornado could happen anywhere when the weather conditions are right, so it could tear through a wooded forest or farm, destroying natural resources, not to mention homes and towns.)To be culturally responsive:

Does anyone have any personal experiences with harmful weather? Or a family member?

Communicate high expectations for all children to be respectful while others share their stories.

5. Independent Practice

Using the SMART Board, play interactive matching game in which students will come up one-by-one and drag a characteristic to its matching natural dis-aster. (There will be pictures of each disaster. If student drags word to wrong picture, it will “spit it back out” and they can try again.) To keep others en-gaged, students will have their own physical matching game on their desk to follow along with. This will consist of baggies of cut-out words/characteristics and students will place these in their own characteristic chart as the SMART Board activity is going on, since only one student is coming up at a time. En-sure there are enough characteristics for each student to be able to drag one on the board. Ask:

How do you know this is correct? If they get it wrong…could this work in another category too?

8 min

6. Assessment Methods of all objectives/skills:

Formative: Teacher will walk around during group work and monitor the characteristics and discussions of students. This will provide information on what to cover less/more dur-ing the discussion after group work. This takes place during guided practice.

Summative: Students will take a quiz on natural disasters, what seasons they normally oc-cur during, and how they affect our natural resources. This will be a 10-question quiz. Stu-dents must receive at least 8 out of 10 correct answers to be considered mastery. They must receive at least 6 out of 10 for partial mastery. Anything below that is developing.

7. Closure

Discuss how these natural disasters can be very scary, but that there are lots of ways we can be prepared for them. One way is to watch the weather forecast on the news because one of the jobs of the meteorologist is to make sure peo-ple are prepared and aware of natural disasters that are coming. Lots of times if we are prepared, we can leave (evacuate) the area where the natural disaster will occur.Say: “When you are a meteorologist, you will have the duty of making sure you follow weather patterns and make people aware of any weather that could potentially harm them!”

5 min

8. Assessment Results of all objectives/skills:

N/A

Targeted Students Modifications/Accommodations Reading IEP: This lesson is purposefully not

reading intensive for these students, but for the matching part, teacher can read phrases aloud.

Kinesthetic Learners: Will have the opportunity to get up and drag characteristics on the interactive white board.

Visual: Charts on board, thinking map on chart

Student/Small Group Modifications/Accommodations Students struggling to connect natural disasters to

natural resources: provide more real-life examples or visuals

paper, video Auditory: Discussion of how these natural

disasters can be scary, but that there are lots of ways to be prepared

Materials/Technology: SMART Board, baggies of cutout characteristics for each student, video on natural disasters (http://video.nationalgeographic.com/video/101-videos) , chart paper for each group and markers, nonfiction books on hurricanes, floods, and tornadoes

Unit Assessment

Overview: A meteorologist will visit the classroom and explain his or her role is in determining weather. The students will then create their own script for a weather report to be presented to the school, using what they’ve learned throughout the entire unit such as temperature high for the day, low for the day, weather patterns for the day (forecast), what they would recommend you to wear for the day, and any harmful weather that may occur. Another assessment will be a portfolio, explained below. Summative Assessment: Rubric on the written script as well as the rubric on the forecast video. Another sum-mative assessment will be a student reflection on the final portfolio. Each student will choose one item in their portfolio and will reflect on how it helped them learn more about weather. They can also summarize what their overall take-away was from the unit.  Formative Assessments: This portfolio will be made up of multiple assessments collected throughout the unit such as journal writings, short answer quizzes, writing about a diagram, picture of seasons they’ve drawn, writing of the water cycle, and the printed version of the class spreadsheet. All of these formative assessments will make up the portfolio.

PBL - Weather Newscast