Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
I will be teaching high school special education students. These students are enrolled in a partial hospitalization program and qualify for special
education for a variety of reasons. They are 9th-12th grade students functioning at a wide range of levels from 1st-12th grade. Each student has
individual needs; these needs include but are not limited to- providing typed notes, differentiated assignments and materials, manipulatives for
AH/HD, behavior support plans.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
I have a TA present in the classroom, but his main roll is to manage behavior. He occasionally adds information to the lessons, but he does not
present any of the information.

What is the long range goal(s) that is tied to this lesson?

The long- range goal for these lessons is for the students to become knowledgeable about weather and natural disasters; including conditions
that make weather occur, preparation, prevention, tracking and aftermath.

What is the specific learning objective(s) for this lesson?

Students will identify the conditions that cause different types of weather, including hurricanes, volcanoes and earthquakes. Students will
complete a variety of weather related activities demonstrating their knowledge of weather and natural disasters with 80% accuracy or better.
Students will identify the process a volcano goes through before erupting by creating a PowerPoint identifying the key aspects of a volcanic
eruption with 80% accuracy. Students will graph the date and magnitude of all earthquakes that have occurred during their lifetime with 80%
accuracy. Students will create a poster identifying preparation steps needed for a specific category of hurricane (the students will be assigned a
category. Lower functioning students will be assigned lower category hurricanes) with 80% accuracy.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Prior knowledge needed by students includes tectonic plates, the water cycle, layers of the atmosphere, Greenhouse effect, Richter Scale,
National Weather Center, and basic weather knowledge.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
Each of these 3 lessons will be presented as a closure activity at the end of discussing the natural disaster. The unit will begin with the parts of
the earth, earth’s interior, tectonic plates, Richter Scale, and faults. Then students will complete the Earthquake graph and identify the
earthquake that did the most damage based on numbers graphed. Then we will discuss volcanoes; eruptions, island creation, and famous
globally effecting volcanoes. Students will then complete the PowerPoint on how a volcano erupts. The unit will continue with erosion,
atmosphere and parts of, air pressure, energy transfer, and Greenhouse gases. The unit will continue with the hydrosphere and biosphere,
water cycle, oceans, hurricanes and tsunamis. Students will then create a poster for preparation for a specific category of hurricane. We will then
review the unit for a few days and students will complete the final unit test.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
Each of the 3 activities is a part of a large unit in science. The unit will take place over the course of at least a month. Students will be given at
least one class period to work on the assignment, then based on performance the assignment will either be homework and assigned a due date
a few days away, or the students will be given additional time in class to work, before being assigned as homework and given a due date.

Where should this lesson be presented to ensure maximum student access and participation? (Computer lab, classroom, science lab…) AND
what materials will be needed?
These lessons are best suited for the classroom (we are lucky to have enough computer for each student). Materials needed include; textbook,
Scholastic supplemental reading on volcanoes and earthquakes, notebook, pencil, proximo, teacher made Power Points, videos, computers,
Internet, overhead projector, and overheads.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
PA standards state students must know the information covered in this unit. Students need to know this information to graduate or earn their
GED. Students should be exposed to this information so they can become familiar and knowledgeable about the world they life in.

How does this lesson relate to the PA Academic Standards?

3.1.12- Apply concepts of models as a method to predict and understand science and technology. Evaluate technological processes by
collecting data and applying mathematical models (e.g., process control). Apply knowledge of complex physical models to interpret data and
apply mathematical models.
3.5.12- In entirety.
3.7.12- Demonstrate the safe use of complex tools and machines within their specifications. Select and safely apply appropriate tools, materials
and processes necessary to solve complex problems that could result in more than one solution.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
The course is Environment and Ecology. Each of these lessons is a closure for a section in one chapter of the textbook. (Refer to the When
within the stages of learning will this lesson be presented?)

How will you determine if students have met the lesson objective? (Think assessment)
There will be a rubric and requirements for each of the 3 assignments. Students will receive points based on their performance and their final
product according to the rubric. Students will also complete a larger unit test at the end of the chapter.

How should this lesson be presented to ensure maximum student access and participation? (Lecture, whole group activities, small group
activities, cooperative learning groups…)
The beginning of each section will be lecture, class discussion and whole group activities. There will be activities prior to the assignments that
will be small group activities. The 3 assignments will be completed independently.

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

3.5.10 A- Relate earth features and processes that change the earth.
• Illustrate and explain plate tectonics as the mechanism of continental movement and sea floor changes.
• Compare examples of change to the earth’s surface over time as they related to continental movement and ocean basin formation (e.g.,
Delaware, Susquehanna, Ohio Rivers system formations, dynamics).
• Interpret topographic maps to identify and describe significant geologic history/structures in Pennsylvania.
• Evaluate and interpret geologic history using geologic maps.
• Explain several methods of dating earth materials and structures.
3.5.10 B- Demonstrate the effects of sedimentation and erosion before and after a conservation plan is implemented.
• Evaluate the impact of geologic activities/hazards (e.g., earthquakes, sinkholes, landslides).

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will identify the conditions that cause different types of weather/natural disasters, including hurricanes, volcanoes and earthquakes.
Students will complete a variety of weather related activities demonstrating their knowledge of weather and natural disasters with 80% accuracy
or better.
Students will identify the process a volcano goes through before erupting by creating a PowerPoint identifying the key aspects of a volcanic
eruption with 80% accuracy. Students will also work in small groups and build a volcano, which will erupt with baking soda and vinegar. Students
will also participate in Mentos and Diet Coke eruptions.
Students will graph the date and magnitude of all earthquakes that have occurred during their lifetime with 80% accuracy.
Students will create a poster identifying preparation steps needed for a specific category of hurricane (the students will be assigned a category.
Lower functioning students will be assigned lower category hurricanes) with 80% accuracy.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Students will create a PowerPoint identifying the steps or process a volcano goes through prior to erupting. Each slide of the PowerPoint will
focus on one step in the process. The slides must flow in a logical order, the same order a volcano goes through. PowerPoint will be graded
according to the rubric. Students will be given the rubric prior to beginning the PowerPoint so they can plan accordingly.
Students will create an accurate graph (students will select the type of graph they want to use) using excel of the earthquake year and
magnitude for all earthquakes that have occurred during their lifetime and identify the top 2 most damaging. The graph will be graded according
to the rubric. Students will be given the rubric prior to beginning their graph so they can plan accordingly.
Students will create a poster using Glogster illustrating the necessary preparations people should take for various categories of hurricanes, each
student will be assigned a category to base their poster on. The poster will be graded according to the rubric. Students will be given the rubric
prior to beginning their poster so they may plan accordingly.
Students will also complete a chapter test.

Materials:
Textbooks, notebooks, whiteboard, PowerPoints, Proximo, overhead projector, overheads, Scholastic Readers, computers with PowerPoint and
Internet, videos and rubric.
Textbooks, notebooks, PowerPoints, Proximo, overhead projector, overheads, whiteboard, videos, computers with excel, Scholastic Readers
and rubric.
Textbooks, notebooks, whiteboard, PowerPoints, Proximo, my personal photos (lived in NC for 10 years), overhead projector, overheads,
whiteboard, videos, computers with Internet, and rubric.

Inclusion Techniques for Students with Special Needs:

These inclusion techniques are for all 3 lessons. Since the entire class is special education the book is written at a lower level than the
typical Environment and Ecology textbook. Scholastic Readers are also written on an elementary level. The use of videos, the Proximo and
overheads provides a visual learning opportunity. All notes are written on the board to be copied in their notebooks or typed copies are provided
for students to paste in their notebooks. Chapter test is provided in multiple forms- all multiple choice, some multiple choice and some short
answer, some multiple choice, short answer and essay. Bonus questions provided. Tests and answers will be read for some students. Extended
time or take home opportunities provided. One-on-one for all projects. One-on-one aides provided for students that have illustrated a need for
this. Time set aside in computer lab for assistance from the technology teacher.

Enrichment Techniques:
A more challenging version of the chapter test.
Students can prepare a report or presentation to share with the class on Mt. St. Helen’s or Pompeii. Students can use the Discovery website to
make their own volcano erupt technologically. Students can prepare a report or presentation to share with the class on the global effects of
volcanoes. Students are welcome to design their own project that relates to volcanoes.
Students can prepare a report or presentation to share with the class on the earthquake of their choice. Students can research the invention of
the Richter Scale. Students are welcome to design their own project that related to earthquakes.
Students can prepare a report or presentation to share with the class on the eye of a hurricane. Students can prepare a report or presentation to
share with the class on the hurricane of their choice or on a hurricane that effected PA. Anything to do with Katrina. Students are welcome to
design their own project that related to hurricanes.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
These differentiation ideas are for all 3 lessons. Since the entire class is special education the book is written at a lower level than the typical
Environment and Ecology textbook. Scholastic Readers are also written on an elementary level. All notes are written on the board to be copied
in their notebooks or typed copies are provided for students to paste in their notebooks. Chapter test is provided in multiple forms- all multiple
choice, some multiple choice and some short answer, some multiple choice, short answer and essay. Bonus questions provided. Modified
assignments based on functioning level.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
A video of a reenactment of the Volcanic eruption at Pompeii. K-W-L chart on volcanoes.
Ask class what they know about California (usually someone says ‘Its gonna fall off!’), ask class if they know why. K-W-L chart on earthquakes.
PowerPoint of my personal hurricane experiences. K-W-L chart on hurricanes.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
• Read the chapter.
• Complete section review questions and all special readings within the chapter.
• Share personal stories and special information in the teacher’s edition.
• After completing the section on volcanoes revisit the K-W-L chart.
• Videos and computer generated volcanic eruptions
• Read Scholastic Reader on volcanoes
• After completing the section on earthquakes revisit the K-W-L chart.
• Videos of earthquakes
• Read Scholastic Reader on earthquakes
• After completing the section on hurricanes revisit the K-W-L chart.
• Complete worksheets and assignments dealing with each section on the chapter. For example map a route around the word using
ocean currents provided on a map; write a narrative or journal entries about surviving a volcanic eruption or an earthquake.
• Review any questions the students may have.

Guided Practice/Independent Practice/Assessment Activities

• After completing the section containing volcanoes and completing all assignments, the students will create a PowerPoint illustrating an
understanding of the eruption process of a volcano.
• After completing the section containing earthquakes and completing all assignments, the students will create a graph of the year and
magnitude of all earthquakes that have occurred during their lifetime.
• After completing the section containing hurricanes and completing all assignments, the students will create their poster of preparation
techniques for a specific category of hurricane.

Closure:
• Students will share their PowerPoint presentations (only 2 will go a day, so we do not get bored).
• If any enrichment activities were completed those will be shared with the class.
• Focus on Mt. St Helen’s in the U.S that erupted in 1980.
• Review for chapter test
• Bonus point opportunity for a picture of the youngest volcano on earth (Paricutin in Mexico 1943)
• Read the story of Paricutin
• Students will compare and contrast their graphs with the graph I created for my lifetime.
• If any enrichment activities were completed those will be shared with the class.
• Review for the chapter test
• One student from each hurricane category will present their poster for the class.
• All posters will be hung in the classroom or hallway.
• If any enrichment activities were completed those will be shared with the class.
• Review for chapter test
• Chapter test