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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

STUDENT TEACHING SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate Adriana Villanueva

Grade Level 4th Title: Utahs Present Climate Vs. Past Climate

CONTEXTUAL FACTORS (classroom factors)

28 Students
21 boys 7 girls

5 students with behavior problems.

4 students with IEP: 1 for depression and defiant behavior, 1 for academic support,
1 for anxiety and social misconduct, and 1 for Aspergers.

7 High-ability students: High abilities include mathematics, reading, writing, and


other language arts functions.

7 struggling learners.

3 ELL students, 2 of them have tested out of the ELL program (tested on a WIDA
level 6 or higher), 1 is WIDA level 4. 1 of these students receives additional
academic support as outlined in their IEP.

Classroom environment:
The students are all seated in tables and there are 4-5 students at each table. There is a
Smart Board located at the front of the classroom that is connected to an overhead
projector. There is also an Elmo projector that is connected to the computer and can
display on the Smart Board. Each student has a designated iPad where they complete
multiple assignments throughout the day.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Standard 1
Students will understand the relationship between the physical geography in
Utah and human life.
Objective 1
Classify major physical geographic attributes of Utah.
b. Examine the forces at work in creating the physical geography of Utah (e.g.
erosion, seismic activity, climate change).
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will discuss how Utahs present environment is different from its past
environment.
Content Walk-Away Evidence (Summative):
I will identify how Utahs environment has changed overtime.
Language Walk-Away Evidence (Summative):

I will draw a picture comparing Utahs present environment

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-The videos and the


Prezi presentation will
serve as a visual aid for
ELL students and
struggling learners.
-Ask HAL students to

with its past environment.


SIOP 1,2,3

Approx
.
Time
5-10
Minute
s

reflect on how global


warming is related to
the flooding of Lake
Bonneville.
-

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge


Begin Prezi Presentation. Remind students of the comparing and contrasting activities that we have done
throughout the week (comparing deserts to coral reefs).
Discuss with your tables the following question:
Do you believe that Utah has always had a desert climate?
Have you ever found clues that a landscape was very much different than it is today? (Ex: Finding a seashell
in soil far from the ocean.)
Give students sufficient time to discuss, and then bring them back as a class.
SIOP: 6,7,8,9
Formative assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to discuss with
Students are able to discuss
Students will be observed through
the people on their table and
appropriately with their peers and observation and through the
answer the question.
answer the question on the board. discussion that they have with
Students are all collaborating
their peers.
together and their conversation is
relevant to the topic.
Modification/accommodations: (ELL, IEP, GATE, etc.)
The questions will be displayed on the projector at the front of the room. This will provide struggling learners
and ELL students with a reference.
Focus Lesson (I do it)
Continue the Prezi Presentation.
Utahs past environment was much different than it is today. To begin with, most of the state was covered by
a lake the size of Lake Superior! This lake was over 1000 feet deep and over 300 miles long.
Show students video about Lake Bonneville.
During the Ice Age (2 million to 10,000 years ago) Utahs mountains were covered with icy glaciers.
Different animals used to roam the state, such as wooly mammoths, short-faced bears, and saber-tooth cats.
As Utahs climate warmed up, these glaciers melted. The water from the melted glaciers resulted into the
flooding of most of the state. This flooding later became known as Lake Bonneville. Although Lake
Bonneville has disappeared, its water level carved into the side of mountains. Those carvings can still be seen
today.
SIOP 4,10,11,12
Formative Assessment:
Learning Goal
Students will comprehend how
Utahs environment has changed
overtime.

Success Criteria
Students are attentive focused
during the presentation.

Assessment Strategy
Students will be assessed through
observation.

Modification/accommodations:
The video and Prezi presentation will be a great visual aid for ELL students and struggling learners.
Guided Instruction (We do it)
Now that we learned a little about how Utahs environment has changed overtime, we can compare its present

environment to its past environment.


How is Utahs present environment different from its past environment?
Were the animals that inhabited Utah in the past different from the animals that currently inhabit our state?
How has Utahs climate changed over the years?
Give students time to discuss these questions with the people at their table.
SIOP 16,17,18
Formative Assessment:
Learning Goal
Students are able to discuss how
Utah has changed.

Success Criteria
Students are able to work
cooperatively with the people at
their tables. The students are
able to remain on task and have
discussions that are relevant to
the topic.

Assessment Strategy
Students will be assessed
informally through observations.
They will also be assessed
according to their discussions.

Modification/accommodations:
Provide struggling learners with discussion prompts as necessary.
Collaborative/Cooperative (You do it together)
I want all of you to take turns coming up to the front of the room and filling out this big Venn Diagram. Just
as with the Venn Diagram that we filled in about coral reefs and deserts, this diagram should also be
completely filled in!
SIOP 20,21,22
Formative Assessment:
Learning Goal
Students are able to compare and
contrast Utahs past environment
with its present environment.

Success Criteria
Students are able to come up with
valid differences and similarities
regarding Utahs present and past
environment.

Assessment Strategy
Students will be assessed
according to the information that
they record on the classs Venn
Diagram.

Modification/accommodations:
Assist struggling learners with thinking about different things that they can compare and contrast.
Independent (You do it alone)
Using the information that we have all discussed, create an illustration that compares Utahs present
environment with its past environment.
Summative Assessment:
Students will draw a picture that compares Utahs present environment with its past environment.
Modification/accommodations:
The big Venn Diagram will remain at the front of the class to help struggling learners think of how to compare
Utahs present environment with its past environment.
SIOP 23,24,25,26,30
Closure/Review of walk-aways, vocabulary, and essential questions
How did the flooding of Lake Bonneville affect Utahs physical geography?
What does the flooding of Lake Bonneville suggest about Utahs climate?
How is the flooding of Lake Bonneville attributed to global warming?
Discuss as a class.
SIOP 27,28,29

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students

engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Make sure that the Prezi Presentation is ready to present!
Every student needs a copy of the Venn diagram/ picture worksheet.
Have the big Venn diagram poster ready and posted at the front of the room.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

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