Student: Thomas McCay Professor: Esposito

Course: EDU 521 Date: 6/15/14

Grade: 2 Topic: Technology Content Area: Science

Lesson Objective
After watching a Brain Pop video about natural disasters and storms, students will answer the
questions provided to them with no more than two errors.

Common Core + NYS standards and Indicators
CCLS/ +NYS Standards and Indicators
Science:
Key Idea 2-Many of the phenomena that we observe on Earth involve interactions
among components of air, water, and land.
2.1a Weather is the condition of the outside air at a particular moment.
2.1b Weather can be described and measured by:
temperature
wind speed and direction
form and amount of precipitation
general sky conditions (cloudy, sunny, partly cloudy)
Indicator: Students will create their own short story/drawing/ song about their choice of
storm or natural disaster.
Technology:
1. Creativity and Innovation-Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities
Indicator: Students will have navigated through the Brain Pop website and answer both
the multiple choice and short answer assessment pieces on the website.

Engaging the learners
Students will come up to the SmartBoard in the computer lab one at a time to fill out the KWL
chart on storms. While the students fill out the chart, the teacher will ask a series of open ended
questions about storms.

Materials
1. Pencil
2. SmartBoard
3. Computers with internet access
4. Blank KWL chart
Learning Strategies
Teacher demonstration, cooperative learning, group discussion.

Exceptionality
Jorge is an English Language Learner, or an ELL. I have given Jorge the list of words we are
researching today at the end of class yesterday. He was responsible for looking over the sheet
that had each word, in both Spanish and English, as well as a picture of each item.
Robert has difficulty sitting in one spot and paying attention. His parents are in the process of
working with doctors and the school therapist to see if he has ADHD. Early on in the lesson he
will be given opportunities to prove he is behaving well and if he is then he can write the
answers to each question on the Smartboard.

Differentiation of Instruction
1. Tier 1 students produce basic facts and information about the storms.
2. Tier 2 students produce basic facts and information about the storms, as well as writing
about the possibility of the storm or natural disaster occurring in their home town.
3. Tier 3 students produce basic facts and information about the storms, as well as writing
about and show the ability to prepare for a storm or natural disaster occurring in their
home town.


Developmental Procedures
1. Students will fill out the KWL chart on the SmartBoard
2. Students will watch the Brain Pop video on their computer screens.
3. After watching the video clip, students will go to the short answer and multiple choice
section on Brain Pop and complete each section.

Artifacts
1. Students will upload their completed multiple choice and short answer sheets for the
teacher to grade. (formal)
2. Teacher will ask students What would you do? questions about storms and natural
disasters. (informal)

Independent Practice
Following the lesson, students will write a newspaper article about the toll a natural
disaster or storm of their choice had on a pretend town.

Direct Teacher Intervention and Academic Enrichment
For students who struggled answering the short answer and multiple choice questions,
they will be asked to research a natural disaster and create a poster board collage with
facts, pictures and other vital information about that particular storm.

For students who need enrichment, they will research a particular natural disaster that is
possible to occur in the area. They will then research the different programs and
organizations that are dedicated to helping people who have suffered the most due to the
natural disaster they chose. Students will then create an advertisement for that particular
organization on a piece of poster board. The poster board will include contact
information, statistics about the organization and photographs of the support that
organization has given.