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CCSU Lesson Plan Template

Student Teacher: Brittany Knowles
Grade Level: 4th grade
Lesson Date:
Name of Lesson: Air Pollution
Common Core State Standard(s)
Causation and Argumentation
HIST 4.2 Explain probable causes and effects of events and developments.
HIST 4.3 Use evidence to develop a claim about the past.

Economic Decision-Making
ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
Human-Environment Interaction: Places, Regions, and Culture
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.

The students will become familiar with the causes of air pollution and be able to write a letter of
advice to someone of their choice in order to help reduce air pollution in the environment.
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Rationale for Objective: How does this lesson support previous and subsequent learning?

This lesson supports previous and subsequent learning because the students will be able to relate the
causes to things they have done in their own lives. They will also be able to use their literacy skills of
letter writing in order to complete this assignment.
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Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?

I will be able to review the students knowledge of the causes of air pollution after they post on
Padlet.com. Once they all have posted one fact, the students who need accommodations and
modifications to this lesson will be able to look back on this website to remember the causes when
they are writing their letters.
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Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.

I expect the students to watch the video and gain knowledge of air pollution, then I expect them to
talk with their classmates about what is important, next, I would like them to post one fact they
learned on the padlet webpage. I will be looking at the webpage as they are posting so I can help
anyone who is struggling.
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Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
I will work one on one with student if they are struggling to remember a fact. I will give direct
instruction with immediate corrective feedback to guide them in the right direction. I would also use
the concept development model, which gives students a change to make generalizations of air
pollution and relate it to their own lives.

Materials/Resources needed for this lesson

https://www.youtube.com/watch?v=j9YDMsehsMQ This YouTube video contains facts

and information about air pollution

http://padlet.com/brittanyknowles0317/hacw3bdvczkq This padlet.com webpage will

allow students to post a fact about air pollution.

Paper for students to write a letter to someone about how they can help reduce air
pollution

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Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?

I will review the responses that are posted on the padlet webpage in order to determine if they
understood the video. I will also be walking around the room to see if the students are writing
relevant information in their letters.
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Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:

One way to differentiate instruction for struggling learners is to have them re-watch the video or
allow them to work with a partner. I would also help them write an outline of information they
want to include in their letter so when they are writing, they can refer back to the outline.
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Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
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A) I will begin with a YouTube video about air pollution, which includes sound, images, and
videos. They will be watching the video and then responding the question, What are the
causes of air pollution? on the padlet webpage.
B) Students will demonstrate learning by posting a fact on the padlet webpage.
C) The knowledge of air pollution is very important for students to learn because it can affect
them in their everyday lives. They should become aware of these causes so they do not repeat
it.
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Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.

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1. I will begin with a YouTube video about air pollution. !

2. I will seat students who need extra attention or a closer look at the front of the classroom.!
3. Once the video has concluded, I will ask the students to turn and talk with a student about
what was important.
4. I will have the student visit the padlet webpage and post one fact they have learned.
5. For struggling students, I will allow them to re-watch the video or work with a partner to
remember one fact.
6. Next, I will ask the students to use the facts that are posted on the padlet webpage in order
to write a letter to someone, of their choice about how they can reduce air pollution.
7. For student who are struggling, I will work one to one with them to make an outline of
information and topics they wants to include in their letter.

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Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
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I will allow the students to read their letters to the class if they would like to. In this way, the
students will be reinforced to the material. Then, I will have the students turn and talk with a
partner about how they can reduce air pollution in their own lives. I will have them post their
letters on a bulletin board in the classroom to review and showcase their work.
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Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

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Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.
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