USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL SC.2.E.7.5 State the importance of preparing for severe weather, lightning, and other
applicable standards. Rarely weather related events.
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you Students are going to walk away with knowing how to be prepared for four different kinds
want students to come away of severe weather.
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition, Students will be able to describe the different characteristics of each serve weather.
and degree of mastery, i.e.,
"C: Given a sentence written Students will be able to act out the severe weather and correctly identify the severe
in the past or present tense, weather performed by others
A: the student B: will be able
to re-write the sentence in Students will be able to write down why the way to prepare for one specific storm is the
future tense D: with no errors best way for that storm.
in tense or tense contradiction
(i.e., I will see her
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this objective because I want my students to be able to protect themselves
questions: when severe weather happens. We live in Florida and 3 out of the 4 severe weather
Why are you teaching this storms can happen in Florida and it is important to be prepared.
objective?
Where does this lesson fit This lesson also connects to a previous language arts story we read called The Most
within a larger plan? Dangerous Storm and students wrote a paper on which storm they believed to be the
Why are you teaching it most dangerous.
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives? I will know my students will have mastered this objective by their performance when they
act out their weather and by their class participation.
Address the following:
What formative evidence Students will also be writing what they are acting out down on paper so they will not
will you use to document forget what they learned in this lesson.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher A teacher should know the different kinds of ways to protect themselves from storms.
to teach this material?
What background
knowledge is necessary for
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

a student to successfully Students have background knowledge from reading a story called The Most Dangerous
meet these objectives? Storm a few weeks ago that explain in detail how those storms are formed and why they
are dangerous.
How will you ensure
students have this I will check for their knowledge by starting the lesson as a review by asking students to
previous knowledge? describe what happens in each storm and why that storm is dangerous.
Who are your learners?
What do you know about I know my students like to talk and share their ideas and this is a great topic that all of
them? my students are interested in because they can connect themselves to the scenario.
What do you know about
their readiness for this
content?

What misconceptions
might students have about Students may not know how to start a news cast skit.
this content?
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Partner work
Examples include guided Acting Out Vocab words
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

address the following: 10

What Higher Order min Student
Thinking (H.O.T.) questions Students will brainstorm ideas on what kind of severe weather and
will you ask? descriptive words that explain what each storm is. I will also allow
How will materials be students at this time to share stories about their experiences.
distributed?
Who will work together in 2 min Teacher
groups and how will you I will pass out flash cards at random that say the name of a storm or
determine the grouping? how to be prepared for one. I will explain to students that they are
How will students acting out their cards with the person who matches their card
transition between
activities? 10 Student
What will you as the min Students will have 10 minutes to work with their partners on how to
teacher do? act out their severe weather or how to prepare or one.
What will the students do?
What student data will be Student
15 I will call on student pairs to come up to the carpet to act out their
collected during each
min weather.
phase?
Student
What are other adults in
the room doing? How are
5min Students will write in their notebooks about how to be prepared for
they supporting students
their storm. Students will also be able to explain why that is the
learning?
best.
What model of co-teaching
are you using?
What will you do if a student struggles with the content?

I have a feeling that my ESOL student will stuggle with presenting to the front
of the class. I will coach him through what to say in front of the class.

What will you do if a student masters the content quickly?

I will have the students think of additional ways to be prepared for weather.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This lesson connects to the students because we live in Florida where it has
been known to have thunderstorms, hurricanes, and tornadoes.

If applicable, how does this lesson connect to/reflect the local community?

If students know how to be prepared and severe weather is it the first step to
teach students how to become independent.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Students will think of a skit for all four weathers, however they will still only
present the flashcard they have.

How will you differentiate instruction for students who need additional
language support?

I had created this an act it out lesson to meet his needs. I will also provide
sentence starters.

Accommodations (If
needed)
(What students need specific O.M will have his ESOL teacher half of the lesson and provided sentence starters
accommodation? List J.B
individual students (initials), K.N
and then explain the C.B are all being staffed and leave the classroom for half of the day.
accommodation(s) you will
implement for these unique
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

learners.)

Materials
(What materials will you use?
Why did you choose these Flashcards with name of storms on them.
materials? Include any
resources you used. This can
also include people!)