Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Channa Griham Lesson # 4 Subject/Grade: Science/2nd Date and Time of Lesson: 11/5/13 11:15 Learning Objective: (must support unit objectives identified in TWS 3)
2nd Grade students will be able to see how moving air can also be known as wind and will learn more about what wind can do.

Alignment with Standards: (must support unit standards identified in TWS 3) Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science) -Indicator 2-3.1: Explain the effects of moving air as it interacts with objects.. Common Core- ELA- Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. EEDA: Teacher candidates will identify instructional strategies that promote core values in the school community. SSCA: During the lesson, students are expected to respect others opinions and feelings when communicating with each other. All children should sit quietly at their own desk and listen to the instructions that are given to them. There will be no blurting information out without properly raising his/her hand. Students will be able to express their opinions and work with others to get their points added to the assignment. Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3) Students will be able to understand how moving air can also be known as wind. Students will use this information to understand the different things that wind can do and how they can help us. Students will work with the instructor to form a conclusion to understand the purpose of wind in science. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Students will participate in a classroom discussion that deals with the previous exploration about moving air. Students will be able to share ideas and definitions on what they believe wind is. During discussion, I will make sure that each student understands how moving air can also be known as wind. After the lesson is complete, students will work independently (will help when needed) to complete the lesson worksheet on wind. Students will be monitored and observed to make sure that they are completing the worksheet Use of Formative Assessment (TWS section 7) After reviewing the worksheets that were completed by the students, I will address any misconceptions there may be from the lesson. I will use this information to plan future lesson that reviews the concept of moving air being wind.

Using hands on interactions, students will be able to form a definition of wind in science.

After classroom discussion, students will be able to complete a worksheet in their science books independently.

Lander University Teacher Education Lesson Plan Template correctly. After worksheets are completed, I will take them up and assess them on accuracy and knowledge of the concept.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
While teaching this lesson, there are going to be many students who are going to need accommodations. Also, there may be children in the classroom who have learning disabilities or special needs that will be addressed. When developing the lesson, I will take in consideration of each level of learning that the children in the classroom are on. I will base my lesson around each of the children to make sure that everyone is capable of learning the information. If the classroom contains students who are hard of hearing or have vision problems, I will make sure that I present my lesson in a way that will accommodate these needs. For example, if a student has trouble hearing the instruction, I will move them closer to me so that they can hear the content information. This will accommodate the students needs and allow them to learn more effectively. Also, if I have students that take longer to analyze and think of reasons to the questions that I ask, I will work with them to figure out a correct response that has quality information that pertains to the questions I have asked. Materials: Worksheets from science book, pencils. SmartBoard, Copy of poem created by teacher

Procedures: 1. To start out the lesson, I will read a poem that I created to help the children understand what wind can do. I blow in many directions and speeds I can be fast or I can be slow. I help the children fly their kites When I will come, no one knows. Hold your hats and hold your hair, Because when I come, you may go flying in the air! What am I? Created by: Ms. Griham 2. I will then ask the students what they believe the poem is talking about. We will hold a small discussion. 3. Review the previous lesson taught the day before. Thinking back to yesterday, what do you remember about moving
air? What is another name that we could call this? Wind is known as moving air. 4. Remember yesterday when we did the activity with the different objects where you would blow on them. What were you creating with your mouth? Was that a form of wind? 5. Can wind move very fast? Can it move slowly? Take a moment to discuss with the partner sitting next to what are some things that wind can do. Did anyone want to share what they discussed? 6. What are some things that wind can move outside? (List examples: leaves, trees, grass, kites, dirt, sand) 7. After we have had our discussion about what wind can do, we will complete a worksheet that explains different things wind can do. As a class we will read the informational text and complete the worksheet. 8. During this time, I will allow the students to explain some other things that wind can do after they have read the informational text. We will hold a short discussion describing these observations. 9. After we have completed the worksheets and finished our discussion, I will wrap up by having the students agree upon an overall definition for the word WIND. 10. I will collect the students worksheets and review them, to make sure that all of the students understand the concept of things that wind can do. This will conclude this portion of the weather unit. Activity Analysis: (must support TWS 3 and show use of TWS 1 data) In the beginning of the lesson, I will be reading the students a poem that I have created. The poem describes a few things that wind can do. In this lesson, students should be able to understand what wind can do and form an overall conclusion on what wind is. The reason that I decided to have the students listen to the poem, was to

Lander University Teacher Education Lesson Plan Template

Rev. 2013

have them to think more deeply. Before I read the poem, I will ask students to listen to the words and to try and figure out what I am describing. Students should be able to listen to the details of the poem and recognize that the words of the poem are describing things that wind can do. I will be breaking down the poem with the students and helping them make understanding of the poem and to also make connections to what we have previously learned. This will help the students in the class who may need more help or who have trouble grasping the concept of wind. During this lesson I will be using the SmartBoard to project the poem on the board. This will give the students the chance to see what I am reading and can help the students go back to find the words they may need to come to their answer. I believe this will keep everyone engaged and everyone will have a chance to answer the question of what I am describing. Another activity that we will be doing is completing the worksheet from the childrens science books. On this worksheet, there are many examples of what wind can do. The worksheet gives a summary of what wind is and how we can observe wind in action. I will be helping the students complete the worksheet if they need help. This will cater to my students in the class who need a little more help understanding what wind is. For students who are more visual learners, they will be able to look at the worksheet and reference it to help them fill in the answers to the worksheets. During this portion of the lesson, there will be no technology used. I will be giving the class instruction on how to complete the worksheet and I will be allowing them time to complete. There is no need to incorporate technology at this time because I will have myself available to the students if they need help to complete the worksheets.

References:
All references used, were presented in clinical. No outside resources.