Boise State University Professional Year Lesson Plan Template 2015-2016

Name: Katie Aube Date/Time: February 13th, 2018, 11:15am-12:15pm

Subject: Science
Unit: Weather + Climate
Lesson: Severe Weather
What would you like feedback on?
(Self-awareness/reflection--4a) I hope to receive feedback on my classroom management skills.

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources (1a, b, c, d, f, 3d)
Learning Goals: ESS2-MS-5: Collect data to provide evidence for how the motions and complex interactions of air
ICS Standards and or Content Area Standards masses result in change in weather conditions.
Learning Targets: Content Students are learning to understand the causes and characteristics of severe weather.
What do you want your students to know and do in content
areas? (1a,b, c)
I am learning to read to help me understand and remember information.
ELA Learning Targets
What language processes (reading, writing, speaking,
I am learning to write notes in my science journal in order to understand and remember information.
listening) will this lesson demand of your students? What I am learning to speak amongst my peers in order to discuss academic concepts.
vocabulary will they need to know?
(1a, b, c)
I am learning to speak to the whole class in order to present what I have learned about a concept in
this unit.
Specific vocabulary: Hurricane, Thunderstorm, Tornado,
Sentence structures: ______ relates to _____ by ______, I can relate this to my life by _______, I
can build onto ___________’s idea by ____________.
English Language Learning Targets: Discourse features: Students are using meaningful dialogue to express their thoughts and ideas.
What language do the students need to learn in
Students use evidence from the textbook or pieces they read to backup their claims.
order to meet the learning target?
Students use their evidence when they share an idea with the teacher, whole class, or in small
groups.
Students exchange knowledge and ideas to help understand one another and the concepts being
taught.
Focus Question What are some causes and characteristics of hurricanes, tornadoes, and thunderstorms?
Question for students to answer by end lesson. (1a)
Pre-Assessment I gave a pre-assessment at the beginning of the unit in order to measure the knowledge of my students on this concept
How will you know what prior knowledge your students have
in relation to these learning targets? and others.
(1 a, b, f)
On-going assessment I will go from group to group and ask questions like, “What is this form of severe weather?” “When does it occur?” “What
What might you do during the lesson to monitor student
understanding? (3b) causes this to happen?” “Why?” “What other information have you learned?” “Can you tell me more about that?”
Post Assessment I will know if students have achieved the learning target when they take the mid-unit assessment. This assessment
How will you know that your students have achieved the
learning targets? (1f, 3d) includes direct questions about thunderstorms, hurricanes, and tornadoes.
Materials Needed (1d) Posters, markers/colored pencils, pencils, science journals, Chromebooks
 Instruction and Learning Activity
Preparing Students for Learning and Knowing Its Purposes (1a,1b, 1c; 2b; 3a)
Include students in knowing what they will be doing and why
it is important (e.g. statements/questions/other)
Today, we will be learning about different types of severe weather. We will use multiple sources, including your textbook,
to create a poster. You will present this poster to your peers in order to learn from one another. We are learning about
severe weather because it can happen at any time, basically anywhere in our country, and we want you to be aware of
what occurs.

Develop background, foster connections, facilitate motivation

for learning activity
Have any of you traveled to places that have severe weather a lot? Have you experienced any type of severe weather?
What could happen if a form of severe weather comes to Boise? What could you do to prepare for it?

Lesson Sequence and Delivery (1a,1b,1d,1e, 3a-e) Differentiation of

Process/Product/Content
(Highlight engaging strategies and effective uses of technology.)
Time Lesson Components to
Consider

Teacher Students

First, teacher will explain the content standards and Students will listen to the “what and why” of the lesson and Various lexile-level articles
discuss with students why they are doing the task at hand. make personal connections. have been given out to three
Appropriate Lesson Content
(1a,b) Teacher will give directions about how to do the lesson. Students will listen as teacher gives instructions. focus students.
Teacher will put students in groups and let them get Students will get into groups and use the resources given to Combination of pictures and
Lesson Sequence started after passing out materials. them to help build poster on their type of severe weather. writing to help students
(1e,d) Teacher will then walk around the room as students work, understand.
answering questions and helping guide student success. Students are able to work in
Engaging Strategies and groups to help foster
Interaction After 30 minutes, teacher will bring students back together Students will present their poster on their form of severe collaboration in learning.
(3a,b,c, e) and have students present their poster. weather. Each student will speak. If student is very
Teacher will close with discussion of the most important uncomfortable with speaking
Practice and Application things to remember with each severe weather, and remind Students will listen as teacher closes the lesson and stack in front of the class, they will
(1e, 3 c, d,e) students why it’s important to know. posters on back table. not be forced to.

Closure/Refocusing Students on Learning Targets

(What will you ask or say to students?)
What are the three types of severe weather?

Post lesson reflection (4a)

Focus on student engagement and learning outcomes: Focus on your instructional practices