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Direct Instruction Lesson Plan Template
General Information Lesson Title: What’s your favorite weather?
Subject(s): Earth Science
Grade/Level/Setting: Kindergarten
Prerequisite Skills/Prior Knowledge:
The knowledge that the weather changes.
Standards and Objectives State/National Academic Standard(s): K-ESS2.D: Weather and Climate
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time (
CA Content Standards (CA Dept of Education)
, n.d.-a)
Learning Objective(s): Given a choice of weather conditions, student will list their favorite and be able to describe 3 characteristics of that weather condition, with 2 out of 3 accuracy.
Materials Technology
-Whiteboard with markers and eraser
-Paper for drawing with the sentence frame
(My favorite type of weather is ___ because
____.) printed at the top.
-Crayons
-All About Weather: A First Weather Book for Kids
by Huda Harajli MA
-Video Be a Weather Watcher
by Sci Show Kids
Augmentation -
-Video Be a Weather Watcher
by Sci Show Kids will help kids to understand the different kinds of weather. Language Demands
Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):
Students will learn to identify different kinds of weather, analyze them, and decide what their favorite weather is. We will record the data and evaluate what the class's favorite weather is. Vocabulary:
Sunny, Cloudy, Snowy, Windy, Rainy, Climate, Prediction.
Discourse and/or Syntax:
Students will individually and in groups discuss the weather they are observing and what their favorite weather would be.
Planned Language Supports:
Drawings of the kinds of weather and the words underneath the pictures to enforce word recognition (i.e. draw a sun for sunny and write Sunny underneath it).
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
-Arrange students into groups of 3 or 4 and take the students outside.
-In their groups have students talk about the current weather. What does it feel like? Look like? Smell like? Sound
like?
The students are to stay with their groups and discuss the weather and the details of it.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
-Read All About Weather: A First Weather Book for Kids by Huda Harajli MA to the class.
-Ask students to identify the different kinds of weather they saw in the story.
-Watch Be a Weather Watcher
by Sci Show Kids.
-Ask students to identify the different kinds of weather they saw in the video.
-Listen to the story.
- Participate in the discussion about the different kinds of weather they saw in the story.
- Watch the video
- Participate in the discussion about the different kinds of weather they saw in the video.
Guided Practice:
Activity Description/Teacher
Student Actions
-Ask the students if they think the class
will like Rainy or sunny weather better and write that on the board for their prediction and discuss why they think that?
-Ask the students to go to the left side of the room if they like the rainy weather better and the right side if they like sunny weather better. -Count the groups and see if their predictions were correct.
-Repeat this with different weather combinations (windy vs. rainy, sunny vs. snowy, etc.)
-Participate in the discussion of which weather they think the class will like best
-Go to the location of their favorite weather and be counted.
Independent Student Practice:
Activity Description/Teacher
Student Actions
-Hand out papers with sentence frames and let the student draw their favorite weather. Go around to each student and fill in their sentence frame
for them as they dictate their answers.
-Draw their favorite weather and dictate their sentence frames to the teacher.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
-I will draw and label on the whiteboard each kind of weather I observed the students drawing. Then I will ask each student to come to the board and put a tally mark under the weather they have chosen and ask them to explain to the class why it is their favorite and why they did not choose the others. I will ask them to name 3 characteristics of that type of weather. Then tally up the class's -Participate in the discussion about what their favorite weather is, make their tally marks, and count along as the teacher tallies up the favorites.
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favorite weather.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented: Have these children write in their sentence frames and read their sentences
to the class when talking about their favorite weather.
EL: Use images of the weather with the English words for what the image represents written underneath them.
Students with Other Special Needs: Ask clarifying questions to students to help them decide which weather they like best and answer any questions they might have about weather.
Assessment
Formative
-I will observe the children who are unsure of what side of the room to go on when deciding their
favorite weather out of 2 options and this will help me recognize any understanding gaps and be able to address them with the entire class in case anyone else also needs clarification.
-I will rotate around the room as the children draw their favorite weather and I will help them fill out their sentence frames. Doing this will help me gauge how much of the material they are understanding and be able to help them one on one right there at their desks. Summative
-I will listen to the student’s explanations of their favorite weather and why they did not choose the others to see if they have a good understanding of the different kinds of weather. WGU Assessment Plan Template
Part I: Lesson Information
Lesson Title
Subject
Grade/Level/Setting
What’s your favorite weather?
Earth Science
Kindergarten
Part II: Formative Assessment 1
General
Identify the assessment title.
Describe when the assessment will occur within the lesson.
This or that
Guided Practice
Identify the learning objective(s) to be evaluated.
Describe the resource(s) or material(s) needed.
Predicting which weather students are most likely to enjoy.
This will help them understand the difference between weather events.
Classroom space and willing students.
Assessment
Describe the assessment, including the following:
Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s).
format/type
length
setting
delivery method
- Written or verbal prompt
-5 minutes
-Classroom
-Oral
This assessment happens near the beginning of the lesson
and helps give students a narrower view of the weather so they are not overwhelmed with too many choices. This will help me identify weather systems that require the most clarification.
Note: Return to the task for directions on how to provide this formative assessment.
Evaluation
Describe how you will evaluate the assessment, including the following:
Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results.
format/type/process/tool
evaluation criteria
-Checklist- did they go to a type of weather with little or no confusion?
-I will be watching for students who don’t know which weather to go toward.
-In Malibu, we don’t get many variations in weather so I’ll be sure to describe any weather that is outside of our 70-
degree sunny days for those who may have never experienced anything else.
Student Feedback
Describe how you will provide feedback to students, including the following:
Discuss how this feedback will engage students in their learning.
format/type
delivery method
-Self-check
-Oral
Letting students check and see if they are confused by any
of the types of weather will allow them to feel free to ask questions about it and engage them in the lesson.
Differentiation
Describe differentiation of the assessment or accommodations needed for the following groups of students:
Gifted and Talented
English Learners
Students with Other Exceptionalities
Let them count the number of students
on their side of the room and report Point to pre-drawn images on the whiteboard when saying the weather Help students maintain focus by giving
verbal reminders of the task at hand.
back to the teacher.
types to choose from.
Part III: Formative Assessment 2
General
Identify the assessment title.
Describe when the assessment will occur within the lesson.
Drawing weather and sentence frames
Independent student practice
Identify the learning objective(s) to be evaluated.
Describe the resource(s) or material(s) needed.
To see if they can describe why they like a certain kind of weather by describing it. This will help me make sure they understand the characteristics of types of weather.
A copied sheet of paper with the sentence frame (My favorite type of weather is ___ because ____.) at the top with room to draw their favorite type of weather.
Assessment
Describe the assessment, including the following:
Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s).
format/type
length
setting
delivery method
-Handout
-10 minutes
-sitting at desks
-Written
This will be helpful to see if students can articulate a type of
weather and identify its characteristics.
Note: Return to the task for directions on how to provide this formative assessment.
Evaluation
Describe how you will evaluate the assessment, including the following:
Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results.
format/type/process/tool
evaluation criteria
-Checklist- Did they identify 1 type of weather and describe why they liked it?
-I will check in with each student and see if they are struggling to describe the type of weather, they like best when they dictate this to me. If so, I will help them by asking clarifying questions.
Again, the lack of weather might have some students confused as to what other kinds of weather are.
Student Feedback
Describe how you will provide feedback to students, including the following:
Discuss how the planned feedback will engage students in their own learning.
format/type
delivery method
-Student/ teacher dialogues
-oral
-this type of feedback will give more one-on-one clarification if needed.
Differentiation
Describe differentiation of the assessment or accommodations needed for the following groups of students:
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Gifted and Talented
English Learners
Students with Other Exceptionalities
Have them write in their sentence frames.
Point to the images of weather when talking about them and use gestures to
indicate the types of weather. (i.e shivering for snowy, fanning self for sunny)
Keep them on task by providing verbal reminders to the class as to how much longer they have for the task.
Part IV: Summative Assessment
General
Identify the assessment title.
Describe when the assessment will occur within the lesson.
Tallying up the favorites
Closing activity Identify the learning objective(s) to be evaluated.
Describe the resource(s) or material(s) needed.
To see if they can identify why they like certain weather and why they do not like others. This will help me assess whether or not they get the types of weather we’ve been discussing.
Whiteboard and markers.
Assessment
Describe the assessment, including the following:
Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s).
format/type
length
setting
delivery method
- Written or verbal prompt
-10-15 minutes
-At the classroom whiteboard
-Oral
This will give each student a chance to discuss what they’ve learned, and little ones love to share about themselves.
Note: Return to the task for directions on how to provide this summative assessment.
Evaluation
Describe how you will evaluate the assessment, including the following:
Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results.
format/type/process/tool
evaluation criteria
Checklist- Did they identify a type of weather they liked? Did they give a reason? Did they explain why they chose it over the other types of weather?
They might get confused about what to call other types of weather, but they will be able to refer to the images on the board for reference.
Note: Return to the task for directions on how to provide the evaluation tool for this summative assessment.
Student Feedback
Describe how you will provide feedback to students, including the following:
Discuss how the planned feedback will engage students in their own learning.
format/type
delivery method
-Peer response
-having the students answer questions from the class will help them understand if they are describing the weather
correctly and self-correct.
Differentiation
Describe differentiation of the assessment or accommodations needed for the following groups of students:
Gifted and Talented
English Learners
Students with Other Exceptionalities
Let them describe the type of weather in whatever verbiage they wish.
Let them put a tally mark under the weather they like and do their best to describe it.
Help them focus on the task by asking questions that keep them on track.
C. Formative #1- Verbal prompts “First we will choose between two types of weather. Let’s think about snowy versus rainy weather. I’d like a show of hands of those of you who think more students will like snowy weather over rainy weather (count the hands)? Ok now, who thinks that more students will like rainy weather over snowy weather (count the hands)? Our class prediction is ______. So now let's see if we are right. Those who like snowy weather over rainy weather go to the left of the classroom. Those who like rainy weather over snowy weather go to the right of the classroom (count
the students). Our prediction was right/wrong” then have a quick discussion on why they have made their choices and the weather associated with each choice, and pick 2 new types of weather and repeat.
Formative #2- Blank paper with the sentence frame (my favorite type of weather is ______ because _____.) at the top with room on the bottom for drawing.
Summative- “(Student) please come to the board and put a mark under the type of weather you like best and tell us why.” (Student explains why). I’ll ask any clarifying questions and then ask “why did you not choose the other kinds of weather?” (Student answers). “Thank you, does anyone have any questions for (student)?” repeated with each student.
D. Checklist for the summative assessment:
Did they identify the type of weather they liked?
Did they give a reason? Did they explain why they chose it over the other types of weather?
Did they tell us one characteristic of that type of weather?
Did they tell us two characteristics of that type of weather?
Did they tell us three characteristics of that type of weather?
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Works cited:
CA Content Standards (CA Dept of Education)
. (n.d.-a). California Department of Education. Retrieved July 16, 2022, from https://www2.cde.ca.gov/cacs/id/web/5533
Sci Show Kids. (2016, April 5). Be a Weather Watcher | Weather Science | SciShow Kids
. YouTube. Retrieved August 8, 2022, from https://www.youtube.com/watch?
v=Uo8lbeVVb4M