Coe lesson plan template PDF

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GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

CATHERINE NYAWIRA MUGO

Grade Level:

4th

Date:

March 20, 2020

Unit/Subject:

GEOGRAPHY

Instructional Plan Title: WEATHER AND SEASONS Students will learn and comment about weather. They will also be able to explain their favorite seasons.

Lesson Summary and Focus:

Classroom and Student Factors/Grouping:

In my class, I have a total of 30 students. 15 of the students are ELLs, 2 students have ADHD, and 3 others have learning disabilities (IEP/504). 12 students come from middle SES background while 17 others are from low (SES) and only 1 from high SES background. During the lesson, scaffolding will be done depending on the students’ abilities. The teacher will put students into different types of groups including independent working groups, small groups, peer to peer and whole groups.

National/State Learning Standards:

“K-PS3-1.

Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-PS3-2.

Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

K-ESS2-1.

Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

K-ESS3-2.

Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe

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GCU College of Education

LESSON PLAN TEMPLATE weather.]” (https://www.nextgenscience.org/, 2020) Specific Learning Target(s)/Objectives:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Academic Language

Students will identify weather based on photos. Students will comprehend and produce necessary vocabulary for this topic. Students will identify activities they will do based on the weather. Students will discuss the types of weather in each season. Students will understand the difference between Celsius and Fahrenheit. Students will discover what other classmates like to do in each season Students will be able to understand why another person likes certain seasons. Students will be able to tell their favorite season and why. Students will be able to find the weather of a chosen city and describe it.

Students will review weather vocabulary with photos, which include:  Cloudy  Windy  Sunny  Rainy  Calm

Resources, Materials, Equipment, and Technology:

     

textbook notebook exercise books flashcards for all weather items pictures video projector

Section 2: Instructional Planning Anticipatory Set

 

I will ask students questions about how they feel, and then check their homework and make error corrections, if any. I will get into the topic by asking students to look at the date and revise orally the days of the week and the months of the year.

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Time Needed

10 Minutes

GCU College of Education

LESSON PLAN TEMPLATE   

I will then try to get students talk about seasons. I will ask them what season they like best and see if anyone can explain why. I will have them to briefly compare and contrast the four seasons and tries to elicit weather related vocabulary. If any useful vocabulary words come up, I will write them on the blackboard. Multiple Means of Representation

  



I will introduce weather related vocabulary using a weather PPT and handouts. I will drill new words using choral and individual repetition. I will highlight the appropriate formulae and expressions usually used to describe weather and write them on the blackboard, then explains the meaning of weather symbols. I will also mention the fact that in the US, the weather is a very popular topic and usually a good way to start a conversation

Time Needed 15 minutes

Explain how you will differentiate materials for each of the following groups: 

English language learners (ELL): I will work with them in small groups that focuses on the vocabulary used during the lesson.



Students with special needs: Offer them various hands on visual aids and materials where necessary.



Students with gifted abilities: Students will complete a task using detailed sentences to present what they know.



Early finishers (those students who finish early and may need additional resources/support): Select a task from the “I’m Finished Chart” to complete as they await the others.

Multiple Means of Engagement

I will ask the students to revise weather symbols and work in groups on a drawing exercise (Bb).  Each group must choose a member to report back to the class. - -I will make error corrections and provides additional explanations, where necessary.  I will give handouts for vocabulary practice and ask them to work in pairs and match weather phrases with the corresponding pictures. 

Explain how you will differentiate activities for each of the following groups: 

English language learners (ELL): I will work with them in small groups that focuses on the vocabulary used during the lesson.

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Time Needed

10 minutes

GCU College of Education

LESSON PLAN TEMPLATE



Students with special needs: Offer them various hands on visual aids and materials where necessary.



Students with gifted abilities: Students will complete a task using detailed sentences to present what they know.



Early finishers (those students who finish early and may need additional resources/support): Select a task from the “I’m Finished Chart” to complete as they await the others.

Multiple Means of Expression  

I will have the students work in groups and give each group a picture representing a season. I will explain that each group must write a few sentences about that season and describe the typical weather conditions for that specific season.

Time Needed

Explain how you will differentiate assessments for each of the following groups: 

English language learners (ELL): I will work with them in small groups that focuses on the vocabulary used during the lesson.



Students with special needs: Offer them various hands on visual aids and materials where necessary.



Students with gifted abilities: Students will complete a task using detailed sentences to present what they know.



Early finishers (those students who finish early and may need additional resources/support): Select a task from the “I’m Finished Chart” to complete as they await the others.

Extension Activity and/or Homework I will describe the task to the students:

Students will choose a city and research the weather for this city for the week. They will describe the weather of this city in groups of 3 and tell what they would like to do today and what they are going to do the rest of the week based on the weather.

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Time Needed 5 minutes

GCU College of Education

LESSON PLAN TEMPLATE

Reflection

When designing the lesson plan, I had in mind the students’ need to develop better understanding of the various seasons and weather. Throughout the lesson plan, various ways to offer differentiated learning were offered which included working in small groups, whole groups, independent groups, and teacher supported groups. I also included a number of DOK level questions to encourage them to utilize their critical thinking skills in order to connect with the real life experiences. Besides, the students were encouraged to use problem solving abilities to find solutions to the problems. The students were given homework to complete the Weather Worksheet for a city of their choice, which aims at checking their level of understanding on the lesson and ability to use technology for research.

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