EDU215 - OL - LP3

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Western Governors University *

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215

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Geography

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Apr 3, 2024

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docx

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Uploaded by lindseythomas023

Student Name: Lindsey Thomas Date: 23 June 2020 Topic: Social Studies (Geography) Grade Level: 2 nd Introduction to Lesson Plan: This lesson was designed for a 2 nd grade classroom in the suburb of Philadelphia. There are 24 students in the class, there is one student in the class who has Auditory Processing Disorder (APD). This is an introductory lesson on natural disasters in a science block. This period usually ranges from 30-45 minutes. The students have already learned about different landforms and water forms. State/PA Core Standards: Standard - 7.2.2.B Identify the basic physical processes that affect the physical characteristics regions. Essential Question: What are some of the natural disasters and what characteristics do they have? Student Objectives: SWBAT Identify and describe the characteristics of natural disasters (e.g., tornadoes, blizzards, hurricanes, tsunamis, floods, earthquakes) and their effects on the environment. Materials Needed: BrainPOP website on natural disasters, natural disaster matching cards, natural disaster worksheet, tornado stimulation supplies (soda bottles, tape, water – already prepared), natural disaster books, index cards, tapes, straws (enough for every student to have ONE) Activating Strategy: I will start the lesson with, “Raise your hand if you think you know what a natural disaster is” . After a show of hands, I will then ask, “Who can give me an example of what they think a natural disaster is?” . After we go over some examples, I will show them a brief (4 minute) BrainPOP video on natural disasters. Vocabulary: Natural disaster, hurricane, tornado, earthquake, flood, blizzard, tsunami, drought Procedures: 1. Once the BrainPOP video is over I will quickly review with the class the 7 types of natural disasters and one main characteristic by calling on different students. 2. I will then go over the different activities we will be doing that day to learn more about natural disasters. “Today we are going to be going to a couple of different centers to learn more about natural disasters. In the Reading Nook you will be reading and looking at different books about the different types of natural disasters. At the group work table you will be

working together to build houses with flashcards and tape, to see if they could withstand a “hurricane” winds. You will be doing this by taking turns trying to blow down the house with a straw. Everyone will get ONE straw, do not share with your group members. On circle carpet you will be playing a matching game to match the natural disaster photo with the name of the disaster. At your desks you will be completing a worksheet about natural disasters that you will hand in to me at the end of the lesson. And finally, with me over at the kidney table I will be showing you a little experiment on making a tornado in a bottle. ” 3. I will have preassigned groups where student will go, there will be 4 groups of 5 and one group of 4. Each group will have about 5-7 minutes in each center (depending on time) 4. Once all the students have gone around to each center, we will come back together on circle carpet. 5. The 6 natural disasters we have discussed will be written up on the board. I will begin to call on students to share a new fact that they have learned about a natural disaster today or a story about a time they remember a natural disaster. 6. I will be listing these facts below each natural disaster. Each student should get a chance to share. Differentiated Instruction: Students with gifted abilities – These students may write a short summary of a time they experienced a natural disaster if they complete a center early. (This will also help manage the classroom during centers). Students with special needs – The natural disaster worksheet will only need to be completed by matching the name to the picture. If the students can finish this first, if time allows, they can try to finish the rest of the worksheet. There will be additional reading level friendly books at the Reading Nook. Accommodations (IEP/504/ELL/GIEP/Other) Student with APD – There is one student in the class who has APD. This student will be placed in priority seating at the front of the classroom. The student will also be presented with simplified instructions after the initial lesson. When working with this student it is important to speak clearly, slowly, and repeat as needed. I will be periodically checking in to make sure student has understood instructions. Summarizing Strategy: We will come together at the end of the lesson for each student to share different characteristics/facts of the natural disasters or personal stories the students remember. I will be writing these on the board. Student Evaluation: Students will be working in several centers to show their comprehension and understanding. I will also be collecting the worksheet that has been completed to check for correctness. We will

come together at the end of the lesson to share something new we learned about natural disasters that day. Reflections/Lesson Evaluation: I will evaluate the worksheets after the lesson. Through my observations, worksheets, and sharing at the end of the lesson I will be able to take note of what worked well with the lesson and what did not. Contingency Plans for technology “glitches”: (When applicable) If BrainPOP website is not working, I will use the print outs from the website I have printed in advance for this reason. References/Resources BrainPOP Website – Natural Disasters https://www.brainpop.com/science/earthsystem/naturaldisasters/ SAS Standards Website https://www.pdesas.org/ContentWeb/Content/Content/31413/ Documents%20and%20Manuscripts

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