Assignment 11.docx

1 LESSON PLAN TEMPLATE You are required to use this template for the lesson plan. Instructions and explanations have been included to help you create a well-developed plan. YOU MUST USE THE TOURO APPROVED TEMPLATE BELOW FOR YOUR LESSON PLAN. Candidate Name: Bayleigh Kalvar Touro Course #: 606 Context for Learning School: (Public DOE, Charter, Private): Syosset High School Location: [e.g.: suburban/urban; high needs/underserved, etc.): Syosset; suburban; highly rated public schools, residential areas and commercial districts Grade Level: 9 th Subject: Science Number of Students: 11 Instructional Type: [General Ed, Integrated Co-Teaching(ICT), Special Education Teacher Support Services(SETTS)]: General Ed

2 Lesson Title: The Water Cycle and Weather Patterns Standard(s) : Choose standards that align with the goals and objectives of your lesson. You should have no more than 2 standards. You must have at least one content and one literacy standard. Big Idea: (Overarching statement of the major concepts of the lesson plan) Connection to Standard. State major course goals and synthesize the language of the standards. Ø Identify core concepts, principles, theories, & processes by unpacking the standard(s). Hint: to unpack a standard underline the nouns and circle the verbs. Note the actions defined in the verb and the content to be addressed in the noun. Ø Organize important facts, skills, or actions in a bulleted list highlighting the big ideas within the standard. Ainsworth (2021) defines Big Ideas in 3 ways: Topical Big Ideas—A Pathway to Broad Big Ideas (Excerpted from Book, pp. 67-68) Big Ideas can be topical (“Fractions represent quantities less than, equal to, or greater than one whole,” applicable to math only), broad (“People can justify their own conclusions with data,” applicable to several content areas), or both (“Objects can be compared and classified by their

3 different attributes,” applicable to math and science). Topical Big Ideas relate primarily to a particular unit of study, a related series of lessons, or a section of the standards. The following topical Big Idea in reading is specific to standards that emphasize story elements and how they are arranged: “All events in a story—present, past, and future —play a strategic part in its conclusion.” Broad Big Ideas are the generalizations derived from one area of study that connect to many standards and even several subject matter areas, such as “Research brings together divergent viewpoints.” Unpack the standards’ big idea and core concepts, theories and processes here. State major course goals and synthesize the language of the standards: Next Generation Science Standards (NGSS): 1. HS-ESS2-4: Earth's Systems - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. 2. HS-ESS2-5: Earth's Systems - Develop a model to illustrate the role of the atmosphere in Earth's systems. 3. 3. HS-ESS2-6: Earth's Systems - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Common Core State Standards (CCSS) for Literacy in Science and Technical Subjects:

4 1. RST.9-10.4: Craft and Structure - Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context. 2. RST.9-10.7: Integration of Knowledge and Ideas - Translate quantitative or technical information expressed in words into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 3. WHST.9-10.2: Writing - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Big Idea: The Water Cycle and Weather Patterns Shape Our Environment Connection to Standard: The major course goals for this lesson are to help students understand the processes involved in the water cycle, analyze weather patterns, and recognize the impact of these phenomena on our environment. By unpacking the NGSS and CCSS standards, the following Big Ideas can be identified: Unpacked Standards: 1. NGSS Standards: • HS-ESS2-4: Use a model to describe how the water cycle is driven by energy from the sun and the force of gravity. (Big Idea: The water cycle is a dynamic system influenced by solar energy and gravity.) • HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (Big Idea: Water has unique properties that influence Earth's processes.)

5 • HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Big Idea: The water cycle is interconnected with other biogeochemical cycles.) 2. CCSS for Literacy in Science and Technical Subjects: • RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context. (Big Idea: Understanding key scientific vocabulary is essential for grasping scientific concepts.) • RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words. (Big Idea: Scientists use different modes of communication to convey information.) • WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (Big Idea: Effective communication of scientific concepts is crucial in the field of science.) Big Ideas within the Standards: • The water cycle is a dynamic system influenced by solar energy and gravity. • Water has unique properties that influence Earth's processes. • The water cycle is interconnected with other biogeochemical cycles. • Understanding key scientific vocabulary is essential for grasping scientific concepts.

6 • Scientists use different modes of communication to convey information. • Effective communication of scientific concepts is crucial in the field of science.’ Measurable learning Objectives : Write 1 or 2 learning objectives for this lesson. Learning objectives must be quantifiable. They help you identify exactly what the teacher wants students to achieve as a result of instruction, and they give specific criteria to track student progress. A measurable learning objective is a statement that clearly and precisely describes what it is that the student knows and can do as a result of the learning activities/experiences. Make sure your objectives are measurable. Use verbs from Bloom’s Taxonomy , Webbs Depth of Knowledge (DOK) , Hess Rigor Matrix to guide you. Example: Students will write a four-paragraph essay using APA style citations and references. Write your measurable learning objectives here: 1. Students will explain the processes involved in the water cycle, including evaporation, condensation, precipitation, and transpiration, using appropriate scientific terminology. (Bloom's Taxonomy: Understand - DOK Level 2 - Hess Rigor Matrix: Recall & Reproduction) 2. Given a set of weather data and diagrams representing weather patterns, students will analyze and interpret the relationships between the water cycle and weather patterns, identifying cause-and-effect

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help