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A Differentiated Lesson Plan

Walden University

Evelyn Thompson

Reaching and Engaging All Learners through Technology EDUC-6714I-3

12 December, 2010
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A Differentiated Lesson Plan

The following is a lesson plan that uses technology to differentiate product by learning

profile. The format was adapted from the book Differentiating Instruction with Technology in K-

5 Classrooms.

Lesson Plan
Lesson Title: Hurricane
Grade Level 5th Grade
Subject Area ICT & Social Studies – with connections to other core curricula
Curriculum Unit Area: Relief and Climate
Standards Focus Questions:
1. What is the effect of climate on local lifestyle – economic, social?
2. How can we be prepared for a disaster?
3. How do disasters impact our lifestyle – economic, social
4. How do local, regional, or international organizations assist countries
before, during, and after a hurricane?
Time Allotted 3 – 4 Sessions (45 minutes per session)
Lesson In this lesson, students choose and use technology activities based on multiple
Summary intelligences Tic-tac-Toe Board for the study of Hurricanes and Hurricane
Preparedness.
Objectives Students will be able to:
To identify weather conditions leading up to a hurricane.
To use technology to create an informative preparedness guide about hurricanes.
To explain the effects of a hurricane on a country.
Pre-requisite Lesson on Natural Disasters Affecting the Caribbean
Materials • Copies of the Hurricane Tic- • Word processing, desktop
Tac-Toe Board publishing, presentation,
• Computer drawing software spreadsheet software.
• Printer • Tape Recorder
Web Resources Internet Access
Lesson Steps 1. In heterogeneous groups of four, the teacher will encourage students to reflect
on the previous lesson on Hurricanes within the Caribbean region.
2. The teacher will ask students to share with the entire class some of the
resource material located on hurricanes and indicate how the information can
be used to help citizens prepare for a hurricane.
3. Indicate to students that based on their research, they will individually choose
three activities to complete a Tic-tac-Toe Board.
4. The teacher will distribute copies of the Tic-Tac-Toe Board and discuss the
choices and expected results. Also distribute the guidelines and rubrics for
each activity.
5. Ask students to choose activities that complete a three-in-a-row Tic-Tac-Toe
that uses all three-column categories (only diagonal cells or horizontal rows).
Students will indicate their choices on the handout.
6. Ask students to Pair-Share their choices.
7. The teacher will collect the handouts, read choices, and determine whether
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any changes need to be made.

8. The teacher will create a chart to indicate students’ choices and the timeline
for when each activity is due.
9. Ask students to start on their first activity. In the case of group work, help
students organize work and resources.
10. Upon completion of products, group students according to activities they have
chosen where they will share information.

Extension Students will upload their products unto the class wiki. Each student is required to
comment on at least two other products.
Evaluation Completed products will be graded using a rubric.
Reflection on learning activities posted on the class wiki.

Hurricane Tic-Tac-Toe Board Using Multiple Intelligence and Technology

Analytic Intelligences Interactive Intelligences Introspective Intelligences

Logic Smart
Technology: Internet, Word, Excel
Product: A comparison graph
between temperatures recorded in one
week and those recorded one week
prior to a named hurricane. The
student will use the local newspaper
or daily weather reports to track the
temperature for a week, and the local
meteorology website to retrieve the
recorded temperatures for one week
prior to a storm.
Music Smart
Technology: VirtualPiano.net,
PowerPoint
Product: Original jingle about
hurricane preparedness. Students will
create a karaoke slide in PowerPoint
and embed their jingle so that other
students can sing along.
Nature Smart
Technology: Kidspiration or
Webspiration
Product: Compare and Contrast the
quality of life after a major hurricane.
Use Internet and own experiences.
Body Smart
Technology: Publisher
Product: Construct a board
game on hurricane facts and
show classmates how to play it.
Print product and mount on
construction paper.
People Smart
Technology: Tape Recorder,
PowerPoint
Product: In groups students will
interview disaster preparedness
personnel to discover how that
person’s organization prepares
citizens for a hurricane and the
aftermath. Group will create a
presentation with embedded
audio to demonstrate their
findings.
Word Smart
Technology: Publisher
Product: Informational Poster
on hurricane preparedness.
Product answers the question of
how to prepare, who to call, and
includes clipart or original art.
Wonder Smart
Technology: Publisher or Word
Product: A letter to local
parliamentary representative
highlighting the possible
relationship between global
warming and hurricanes. Print
the product to share.
Picture Smart
Technology: Kidspiration, or
Paint
Product: Students create a
drawing depicting the do’s and
don’ts before and during a
hurricane. Students will print
their work and save the file for
sharing.
Self Smart
Technology: Publisher or Word
Product: Creates a personal
journal recounting the feelings
experienced before, during and
after a major hurricane. Print the
product to share with the class.
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References

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms.

Belmont, CA: International Society for Technology in Education.

Retrieved from Education Research Complete database.

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Walden University M.S. in Education Program, specialization: Integrating Technology in

the Classroom
Formative Evaluative Criteria for Application and Reflection Assignments

A: Exemplary C: Minimal F: Work

Work Work Submitted but
A = 4.00; A- = Unacceptable
B: Graduate C+ = 2.50; C = F = 1.00
Quality of Work 3.75 Level Work 2.00;
Submitted B+ = 3.50; B = C- = 1.75
3.00;
Work reflects B- = 2.75
graduate-level All of the All of the
critical, previous, in previous, in
analytical addition to the addition to the
thinking. following: following:
Assimilation and
Synthesis of Demonstrates the Demonstrates a Shows some Shows a lack of
Ideas ability clear degree of understanding of
intellectually to understanding of understanding of the assignment’s
explore and/or the assignment’s the assignment’s purpose.
implement key purpose. purpose.
The extent to
instructional
concepts.
which the work
Does not apply
Demonstrates Provides careful theories,
reflects the
insightful consideration of Generally applies concepts, and/or
reflection and/or key instructional theories, strategies
student’s ability
critical thinking, concepts. concepts, and/or
as well as strategies
to-
creativity and correctly, with
originality of ideas unclear
ideas. and/or *Does not
* Includes underdeveloped include specific
1. Understand * Demonstrates specific information from
the exceptional information from * Minimally creditable
assignment’s inclusion of course videos or includes specific sources.
purpose; major points, required readings information from
2. Apply using creditable to support major course videos or
presented sources**, in points. required
strategies addition to readings.
3. Understand course videos or
and apply required
material in readings.
videos,
readings, and ** May include,
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discussions; but are not

limited to,
scholarly
articles, web-
* It may not
based
always be
information,
appropriate, or
wikis, blogs,
needed to
collegial
include major
discussions;
points from
information from
creditable
conferences, in
sources in Blogs;
service, faculty
however MSED
development,
students should
and/or meetings.
try to cite in
Blogs creditable
sources (if and
when
appropriate) to
demonstrate
their application
of the concepts.

**When
referencing web-
based sources,
an active
hyperlink to the
original source
must be
embedded in
blog.
Adherence to Assignment All parts of the Most parts of Does not fulfill
Assignment exceeds assignment are assignment are the expectations
Expectations expectations, completed, with completed. of the
integrating fully developed assignment.
The extent to additional topics.
which work material and/or
meets the information. Topics are not Key components
The work is
assigned criteria fully developed. are not included.
presented in a
and integrates Assignment thorough and
technology demonstrates detailed manner.
appropriately. exceptional Assignment lacks
breadth and Assignment breadth and
Assignment demonstrates
depth. depth.
demonstrates minimal depth
appropriate and breadth. No technology
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breadth and integrated or

depth. integration
Some elements method is
Assignment of technology are inappropriate for
integrates included. application.
technology
appropriately.
Written
Expression and Work is unified Ideas are clearly Ideas are not Major points do
Formatting around a central and concisely clearly and not reflect
purpose with expressed. concisely appropriate
The extent to well-developed expressed. elements of
which scholarly, ideas, logically communication.
critical, organized in
analytical paragraph
writing is structure with
presented using clear transitions.
Standard Edited Elements of
English ( i.e. Effective effective No effort to
correct sentence variety; Elements of communication express ideas
grammar, clear, concise, effective such as an clearly and
mechanics). and powerful communication introduction and concisely.
expression are such as an conclusion are
When evident. introduction and not included.
referencing web- conclusion are
based sources, Work is written included. Work contains
an active in Standard more than a few Work is not
hyperlink to the Edited English. grammatical, or written in
original source No prominent Work is written mechanical Standard Edited
must be errors interfere in Standard errors. English. Contains
embedded in with reading. Edited English many
blog. with few, if any, grammatical or
All web-based grammatical or Some web-based mechanical
Stated fair-use, sources are mechanical sources are not errors
copyright, credited through errors credited through
licensing, and/or embedded links. embedded links. Web-based
creative Few, if any, sources are not
commons *Represents errors in credited through
crediting web- *Somewhat embedded links.
guidelines scholarly writing
based sources represents
should be in a correct APA
through mature, * The quality of
followed for all format.
embedded links scholarly, writing and/or
web-based graduate-level APA formatting
resources.
*Work is well writing, with are not
organized with APA generally acceptable for
*APA formatting
correct APA followed. graduate level
guidelines need Fair-use, formatting work.
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only be followed copyright, throughout.

if applicable to licensing, and/or Fair-use,
Some errors in
assignment. creative copyright,
following fair-
commons licensing, and/or
use, copyright,
guidelines are Few, if any, creative
licensing, and/or
followed. errors following commons
creative
fair-use, guidelines are not
commons
copyright, followed.
guidelines.
licensing, and/or
creative
commons
guidelines.
Final A: Exemplary B: Graduate C: Minimal F: Work
Assignment Level Work Work Submitted but
Grade Work Unacceptable
B+ = 3.50; B =
3.00; F = 1.00
A = 4.00; A- = C+ = 2.50; C =
B- = 2.75 2.00;
3.75 C- = 1.75

It is expected that all applications and reflective essays will be submitted according to the
assignment due dates indicated. Exceptions may be made at the discretion of the faculty member
if contacted by the student prior to the due date describing extenuating circumstances. Last
Updated: 1.07.09