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Grade Level 4th Title: Utahs Present Climate Vs. Past Climate
28 Students
21 boys 7 girls
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 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):
Approx
.
Time
5-10
Minute
s
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
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.