ETF Lesson Plan Template
Date:
Friday, 11-21-14
Unit Name:
Changing weather (unique learning unit 4, lesson 26)
Lesson Focus:
Science/meteorology
TEKS Standards:
BIOL 8.1A *significant modifications for IEPs and pre-requisite skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Use and read grade and reading-level appropriate text, including social studies and
technical texts.
SWBAT: Demonstrate knowledge of basic meteorology and name at least 1 historical figure linked
to Earth Science.
Student friendly/written on board: “I will be able to identify at least 3 scientist.”
Key Points: What, What: Students will learn about historical scientists in the field of meteorology.
How, Why?
How: By participating in a group trading card activity and adding important
figures and their accomplishments to our class timeline and word wall.
Why: To increase their knowledge and appreciation of Earth sciences and how
they are important for everyday life.
Materials:
Unique learning trading cards, brain pop, internet pictures and visual supports
for DD/JS/AG.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Al Roker
 Daniel Gabriel Fahrenheit
 Galileo Galilei
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
This activity is a participation grade and will count as a daily grade. Putting information on the word
wall and class reading will be placed on a rubric for grading.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 DO NOW activity: “For your DO FIRST,
you will have 7 minutes to respond to the
question on the board, “Who studies the
weather?”
 “This is a silent and solo activity. You
should turn your paper over and be
prepared to share out one everyone has
finished.”
 “Now we will do a turn and talk. Can
someone remind me of our 3 steps of a
turn and talk?” T takes a volunteer from
the class.
7 min
Student Actions:
 Ss will take 7 minutes to write or circle
their correct answers.
 Ss will not interrupt others while working
or disrupt the class during the silent/solo
 If needed, Ss will discuss their responses
with the teacher for any corrections
needed.
 Ss will answer the steps to the turn and
talk.
 Ss will participate in the turn and talk
with their elbow partner.
ETF Lesson Plan Template

“What are some things you HEARD while
doing the turn and talk?”

Ss will volunteer to answer the question.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T reviews the answers of the DO FIRST
with the class.
 “We will be important individuals in the
science of meteorology today and adding
them to our word wall.”
 “Juan, can you read our objective for the
day?”
 “We are going to learn about AL Roker,
Galileo Galilei and Daniel Gabriel
Fahrenheit.”
 T will repeat show a brain pop of Galileo
and Fahrenheit and a today show clip
and pictures of Al Roker.
 Key topics to discuss are as follows;
 Al Roker: Weatherman on NBC today
show, Wrote 2 cookbooks.
 Has 3 children and wrote a book about
fatherhood.
 Daniel Gabriel Fahrenheit: Loved science,
developed a temperature scale based on
the boiling and freezing points of water.
Made the mercury thermometer.
 Galileo Galilei: Born in Italy. Developed a
better thermometer, telescope,
microscope and clock.
Student Actions
 Ss will watch and may comment as asked
by the teacher.
 Ss will track the teacher, raise hands if
they have questions relevant to the
topic, and may take notes if needed.
 Juan will read the objective out loud
posted on the board.
 Ss will actively listen, sitting in SLANT
position, tracking the T.
 Ss may raise their hands to answer
questions.
 Ss will wait for further instructions from
the T.
 Ss will watch the brain pop videos and
the information on Al Roker and
contribute to conversation.
 J/G/D will receptively identify the people
by pictures and visual supports.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 “Now we have mixed up some of the
people’s stories and I need you to figure
out which story goes with which person!”
Student Actions
 Ss will listen to the T’s instructions for
the group work activity.
ETF Lesson Plan Template

“I will be passing out envelopes with
 Ss will get their envelopes and begin
stories and pictures in them. From your
working with the members of their table.
notes and what you remember, I would
 Ss will discuss only relevant information
like you and your table partner to put
and share only with their table until the T
them back together.
gives further instructions.
 This is a group activity so you may speak
about the topic to your table only.
 Be prepared to share your answers when
finished.”
 T passes out the envelopes.
 T circulates the room and helps the Ss
and checks their work.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
20 min
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
Teacher Actions
 “Now we will each add someone to our
word wall. I am passing out materials for
you to cut out pictures and write a few
sentences about the scientific figures we
just learned about. I will randomly assign
them to you. You will have 20 minutes to
work independently on your picture for
the word wall. When you are finished we
will place it on the wall.”
 “Once your work is completed, read a
library book or begin a game in the rec
room until everyone is finished.”
 T will circulate to room throughout the
independent work time, to check student
work.
 T has modified the assignment for
AG/DD/JS.
Student Actions
 Ss will listen to the T’s instructions,
without speaking.
 Ss will raise hands if they have questions
during the independent practice activity.
 Ss will take their supplies and create a
picture and short sentence
representation of the scientific figures
discussed in the lesson.
 Ss who finish early will get a book or
begin a game in the rec room.
 AG/DD/JS have a modified assignment,
handing the TA or teacher visuals of the
items needed, presented in a field with
up to 2 distractor items (Matching task).
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
 Exit ticket “Putting your picture on the
word wall will count as your exit ticket.”
 “If you finish early, get a library book or
you may request the computer, signing
up on the sign-in sheet.
Student Actions
 Ss complete their work and place it on
the word wall.
 Ss will take part in an approved leisure
activity.
ETF Lesson Plan Template
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)