Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Olivia Provenzano Date: 04/24/20

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __x_____ Town:_______ Rural: ______

Grade level: ___6_____ Number of students in the class: __25______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Attention issues, disorganized writing 1 Extended time/alternate location for tests, notes/graphic
organizers, small groups, preferential seating, minimal
distractions.
Multi-step instructions, getting ideas on paper, math 3yrs 1 Extended time for all activities, iPad for VTT, graphic
below gL organizers, calculator, listening guides, alternate location for
tests, tests and assignments read.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __2____ of a ___2___ Day Learning Segment

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Subject and Lesson Topic: Social Studies “The Ocean and Why it’s Important”

Grade Level: 6 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of the lesson is for students to have a more in-depth understanding of the ocean and marine life. Students will learn about the
connections between climate and the ocean, how global warming affects the ocean and its wildlife, and the ways humans both use and change the
oceans throughout the world. Students will also explore Canada’s marine wildlife and how it can be affected by global warming, and marine
shipping.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have learned about climate in past science lessons and understand how large a role the ocean can have in effecting our climate. Students greatly enjoy the
movie Finding Nemo, as well as discussing marine life in and outside of the classroom.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge by including a small video from the movie Finding Nemo as a hook for the beginning of the lesson. I will also continuously make
connections to the movie, as well as other experiences children typically have in regards to marine wildlife including discussing familiar animals.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Many of the students in the class have visited the Ripley’s Aquarium with their families and have shown interest in pursuing the topic in class. Many of the students
have also watched “Finding Nemo” and “Finding Dory”, therefore the topic of marine wildlife has shown to be of great interest to the students in the class.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform my instruction by making references to the movies in order to enhance understanding and to give students the opportunity to
make more meaningful connections between the content in the lessons, to their lives outside of the classroom.
Curriculum Standards
Ontario Sixth Grade Social Studies Standards:
B2.1 formulate questions to guide investigations into global issues of political, social, economic, and/or environmental importance
B2.2 gather and organize information on global issues of political, social, economic, and/or environmental importance, including their impact and responses
to them, using a variety of resources and various technologies
B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools
B2.5 evaluate evidence and draw conclusions about global issues of political, social, economic, and/or environmental importance, their impact on the global
community, and responses to the issues

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B2.6 communicate the results of their inquiries, using appropriate vocabulary
B3.2 describe Canada’s participation in different international accords, organizations, and/or programs
B3.4 describe the responses of the Canadian government and some NGOs to different disasters and emergencies around the world
B3.9 describe some ways in which Canada’s interactions with other regions of the world have affected the environment
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to expand on and transfer their Students will complete a power-point presentation Students have been provided with a thorough
knowledge of global warming and marine shipping on on the effects that either global warming or marine breakdown of the power-point requirements.
to the effects they could have on their chosen marine shipping have on their chosen marine animal. They have also been given a list of reliable
animal from the lesson previous. websites they can use to conduct their research.
Students will be able to examine the policies and Students will then analyze the steps the Canadian
initiatives the government of Canada has to protect government is taking to minimize these negative
our marine wildlife. effects on the environment and their chosen marine
animal.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
Analyze
export, import, conservation,
ecosystem, endanger, extinction,
food chain, glacier, ice sheet,
pollution, El Niñ o, maritime
transport, natural resource,
economy, climate.
Students will use the graphic
organizer from the previous lesson
to record the information in the
last portion of the prezi video.
Students will use content-specific
language to convey their research
findings of the negative effects
global warming or marine
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Words and definitions are included in prezi presentation under each
topic bubble making it easy for students to return to when needed
without needing audio.
Students will also be provided with a graphic organizer to record the
information from the video.
Students will be provided with a graphic organizer that has been
created specifically for the video lesson, and therefore has dedicated
areas for students to record new words, and the important details
they took away from each topic.
Students have been provided with a template outlining the
information they must include in their presentation.

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the concepts shipping can have on Canadian
marine wildlife, as well as how the
Canadian government is working
to lessen these effects.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator
- Students are welcomed back for the second part of the 2 part prezi lesson.
- Teacher introduces the topics being covered (global warming and marine shipping)
Instructional Procedures Teacher reminds students to pause when
- Teacher progresses through the final 2 topics in the presentation, global warming and marine needed to take notes.
shipping, with additional subtopics in each. Teacher provides written definitions to each
- Teacher pauses to give students time to record new vocabulary words on their organizers new vocabulary word, making it easier for
students to return to, or pause to write on
their graphic organizer.
Closure Teacher provides a written assignment page
- Teacher ends the lesson with an explanation of the accompanying project- a power-point that clearly outlines how students are
presentation on how marine shipping or global warming negatively affect the students’ expected to complete the project.
chosen marine animals
- Teacher reminds students where to find the material they need in the class’s website. Teacher also provides a list of websites the
students can use to conduct their research.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Lesson screencast video, lesson prezi presentation, graphic organizer, project directions.

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