Developmental Lesson Plan

Teacher Candidate: Casey Biddle and Olivia Di Meglio Date:_____________

Group Size: ___24____ Allotted Time: _1 Hour _ Grade Level: __4th___
Subject or Topic: _____Natural Disasters____

Common Core/PA Standard(s):

Standard - 3.3.4.A5
Describe basic weather elements.
Identify weather patterns over time.

Learning Targets/Objectives:
The student will take all the information that they have been taught over the course
of this unit, and will be able to read an article based on Hurricanes and will be able
to implement as well as apply their knowledge and share with their peers.

Assessment Approaches: Evidence:

1. Prezi Powerpoints 1. The students will present their completed Prezi to
2. 3-2-1 Chart the class and talk about the hurricane that they
3. Exit Slip researched.
. 2. The students will complete this chart while the
their peers are presenting the hurricane that they
researched.
3. The students exit slip will be their performance
assessment of writing three facts for each topic, all of
which are the topics of the lesson. This exit slip will be
completed and graded based off of the rubric attached.

Assessment Scale:
Prezi Powerpoint:
10 Facts- Proficient
7-8 Facts- Basic
6 or less- Below Basic
3-2-1 Chart:
Completed- Check Plus
Completed- Check
Incomplete- Check Minus

Exit Slip:
Subject Matter/Content:
Prerequisites:
Vocabulary learned from lesson 1-4
How to google search
How to create a Prezi
Knows how to take facts away from a passage
Key Vocabulary:
No new vocabulary
Students should be implementing the vocabulary they have learned from
lessons 1-4.
Content/Facts:
The student will
Be able to identify important facts out of a passage.
Be able to retell information in their own words.
Use vocabulary they learned in previous lessons.

Introduction/Activating/Launch Strategies:
The teacher will ask the students if anyone remembers the last video they
watched and if they could tell the class any facts?
The teacher will then show pictures of Hurricane Katrina and the impact that it
made.
http://www.cnn.com/2013/08/23/us/hurricane-katrina-statistics-fast-facts/

Development/Teaching Approaches
The teacher would have the students work in their table groups to read and
pick out important facts about hurricane Katrina.
Each group of students would get their own section of the article, Hurricane
Katrina Statistics Fast Facts
o (1) August 29, 2005
o (2) Impact on Gulf Coast
o (2) Impact on New Orleans
After the students take time to read and write down 3 important facts on their
topic, they will share it with the entire class.
The entire class will be having a discussion about what they learned about
with Hurricane Katrina
o 3 Facts at least from each section of the article.
 Next, the students are to work in their table groups and use Ipads to be a
meteorologist reporter on different hurricanes that have occurred across the
United State.
o Hurricane Matthew
o Hurricane Sandy
o Hurricane Ike
o Hurricane Irene
o Hurricane Floyd
The students will complete their own research within the group, and fill out
their Note Taking Card Sheets independently.
(http://www.dailyteachingtools.com/free-graphic-organizers-s.html)
Once the entire group finishes researching facts, the group members will
discuss what they found.
When the students are finished collaborating they will then begin to compile
all of their information into a Prezi powerpoint.
When all the groups have completed their Prezi, the students will all take turns
presenting the information that the found.
While students are presenting, the other students will be filling out a 3-2-1
Chart on each hurricane.
http://www.dailyteachingtools.com/free-graphic-organizers-s.html
Students will be given an exit slip that has a concept map of each topic that
they have learned about
Students need to fill in each blank on the concept map with a different fact and
the facts must correspond with the topic that the box is under.
Students will turn this in for a grade based off of the rubric.

Closure/Summarizing Strategies:
The teacher will concluded the lesson by reinforcing to the students that
natural disasters can occur and will occur. The teacher would go onto say,
throughout this unit we as a class have learned what a natural disaster is, how
to prepare for it, what to look for or listen for, and how to stay safe. I now have
a class full of meteorologist and weather reporters. Continue to spread
awareness to your friends and families about natural disasters so they can stay
safe too!

Accommodations/Differentiation:
For the student who has an emotional disturbance, they can choose to work on
the same hurricane that their group would be working on, but complete it
independently. Ex. Group Hurricane Floyd, the student completes a smaller
less complex Hurricane Floyd project on their own.
The student can find three facts for their specific hurricane verse finding the
entire page worth of facts. This will help the student not feel as frustrated or
overwhelmed.

Materials/Resources:
(25) Ipads
 Hurricane Katrina Statistics Fast Facts
o (5) (1 Group) August 29, 2005
o (10) (2 Groups) Impact on Gulf Coast
o (10) (2 Groups) Impact on New Orleans
Hurricane Katrina Statistics Fast Facts. (2016, August 23). Retrieved April 6, 2017,
from http://www.cnn.com/2013/08/23/us/hurricane-katrina-statistics-fast-facts/
(25) Note Taking Card Sheets
(25) 3-2-1 Charts
Free Graphic Organizers for Studying and Analyzing. (n.d.). Retrieved April 6,
2017, from http://www.dailyteachingtools.com/free-graphic-organizers-s.html
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts