Lesson Plan on How Weather Elements Interact to Develop Hurricanes
Please do it in new "COE Lesson Plan Template" for gcu
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Assessment Description
Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.
One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.
All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.
Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.
Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:
The chosen fifth grade exemplar informational text.
A Common Core Standard or other state standard specific to informational text.
Assistive technology within the lesson and the lesson’s summative assessment.
In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
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Teacher Candidate Name:
Grade Level:
Grade 5
Date:
Unit/Subject:
Science
Instructional Plan Title:
Science Lesson Plan
Lesson Summary and Focus:
The focus of this lesson is to learn how weather elements interact to develop hurricanes as one of the largest and deadliest storms on the planet.
Classroom and Student Factors/Grouping:
Three of the students have specific learning disabilities in terms of reading: one has ASD, while two have emotional and behavioral disorders that affect their academics in all areas. Two students also have mild intellectual disabilities, and one student is both speech and language impaired and having trouble reading. One student was retained and is repeating fifth grade, while another is a new student whose records are yet to arrive, although reports that this is his second time in fifth grade. All students are decoding and comprehending at approximately a second to third-grade reading level as well as attending education classes for at least part of the day. Eight of the nine students are males with a keen interest in science and nonfiction texts, while the female student considers herself to be a fairy princess. She adores Disney and detests all the topics the other students love.
National/State Learning Standards:
CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Specific Learning Target(s)/Objectives:
The learning objectives for the lesson are:
* Identify and contrast hurricanes to other types of storms such as tornadoes
* Explain how a hurricane develops systematically
* Define terminologies associated with hurricanes
* Describe the devastating impact of hurricanes on human settlements
* Develop an action plan in preparation for an impending hurricane
Academic Language
Examples of the general academic vocabulary and content-specific terminologies that will be taught include:
* Hurricane
* Forecasters
* Satellites
* Typhoons
* Cyclones
* Barometer
* Hygrometer
* Anemometer
* Chaotic
* Ominous
* Gale
* Evacuate
* Devastating
* Tropical storm
* Earth scientists
* Eyewall
* Levee
Natural disaster
The teacher will teach these terms by first providing a simple definition of the vocabulary and giving as much scientific background as possible. Afterward, the instructor will demonstrate how the new term is used in a sentence and even provide multiple meanings of the same before asking students to write a sentence using the word in its correct context.
Resources, Materials, Equipment, and Technology:
The lesson resources include copies of Patricia Lauber’s Hurricanes: Earth’s Mightiest Storms (the class textbook), a projector, notebooks, and disaster fact sheets from FEMA (Federal Emergency Management Agency).
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
* I will use a visual of the planet Earth and ask students to describe what Earth looks like.
* I will record their ideas on the whiteboard and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
5 minutes
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
* I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
* I will model one example on the whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
I will begin the lesson by using the following materials and activities:
* I will start the lesson by asking students if they are aware of what a hurricane is and what effects it has on human settlements (a majority will have some information on the same from various news articles they may have encountered).
* In order to build on this previous knowledge, I will present a short video of Hurricane Katrina and how it occurred. Afterward, I will use text and graphic features from the class textbook to explain how weather elements interact to develop hurricanes as one of the largest and deadliest storms on the planet.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL): I will differentiate materials for this group by speaking slowly and stressing key terms, over and above, using graphic organizers to introduce and evaluate the understanding of class concep...