Name: __Ariella Iovine__________________________________________________________________ Date: ___March 6th, 2015_____

Lesson Plan Format

Criterion
Name of Course/Class: Introduction to Environmental Science

Background
(4 parts)

Grade Level: 4th

Orient the leaner:

Essential Questions: What is suggested by the word cycle? What are some examples of cycles? What do you know about water
cycles?
Objectives: 4th grade students can demonstrate the water cycle by creating a flowchart on Ipads (mywebspiration) using notes from
class. Flowcharts must be clear, correctly include all eight stages of the water cycle, and present them in the proper order.
Standards: Science, Standard 1 Level III: Understand atmospheric processes and the water cycle. Science, Standard 12 Level III:
Understand the nature of scientific inquiry.
Interdisciplinary Standards: Students will practice math skills as they use measuring techniques. Students will also participate in the
following standards: Thinking and Reasoning, Standard 1, Level III: Basic Principals of presenting an argument as well as Working
with Others, Standard 1, Level IV: Contribute to the overall effort of a group.
Anticipatory Set/Hook/Daily Review: Ask interesting and surprising questions about the water cycle including a discussion about what
would happen to our world if the water cycle did not exist. Tech tool: Kahoot as a question based classroom response system.

Instructional Design:
(8 events)

Input/Modeling or Present Information: Present the new information in the form of Tristians Water Cycle simulation that is a virtual
water cycle.
Check for Understanding/Provide Learner Guidance: Allow small group discussion to talk about and answer questions out load once
called on, regarding the steps of the cycle. (Use the tech tool app called Random Team Selector to create fair and new groups).

Guided Practice with coaching /Elicit Performance: Students will use tech tool (Speed Match Review Game Creator) on IPads to match
images of the water cycle steps to their names.
Independent Practice/Provide informative feedback: Students will use tech tool mywebspiration to create their own flowcharts
individually displaying the water cycle. I will use the tech tool application called RandomStudent to randomly select the order in which
I will review the students flowcharts and provide constructive criticism.
Closure: Reinforce by asking students the question what makes the water cycle so important? through the tech tool Answer Garden.
Assessment: Students will demonstrate the water cycle by creating a flowchart on Ipads (mywebspiration) using notes from class.
Flowcharts must be clear, correctly include all eight stages of the water cycle, and present them in the proper order.
Enhance/Transfer: Show Powtoons animation that discusses how the water cycle affects other aspects o the environment and those who
live in it.

Recommendation:

Student / Teacher Feedback: Student: Students will the application Polldaddy to answer questions and allow the teacher to get a grip
on how clearly they understood the material. (Example question: The lesson was easy to understand. Circle one: Very true, true, unsure,
false, very false).
Teacher: Take the students surveys into consideration and revise according to their responses.

Lesson Plan Format Explained

Criterion
Name of Course/Class

Clarification
Provide name of course/class which will be listed in the schools curriculum.

Background

Grade Level:
Technology,
Resources, Materials:
Accommodations
and/or Modifications:

Provide the observer with the grade level as there may be more than one level in this particular course (Ex: 9 th/10th grade)
Provide all necessary materials needed to conduct this lesson. (Example: LCD projector, slide changer, scissors, paint, etc.)

Essential Questions
Orient
the leaner:

Objectives

Standards

Instruction customized towards a specific learner including individual educational plan (IEPs) and/or Section 504. Feel free to also include
modifications/accommodations to other learners if it enhances learning outcomes.
Lead the learner to the overall Big Idea. Some of these questions may not have a correct/incorrect answer. Visit the curriculum with the district to locate these
questions.
Objectives describe the specific skill the learner should acquire after the lesson is complete. Visit Blooms Taxonomy on the four domains of learning and action
verbs to support Higher Ordering Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Also visit the districts curriculum to access objectives for
the course. Note: The higher level of objective, the greater the learning.
Align the objectives of the course with standards set by New Jersey Core Curriculum Content Standards (NJCCCS), Common Core, New Jersey Core
Curriculum Content Standards (NJCCCS) for Technology, and the International Society for Technology in Education (ISTE)

Interdisciplinary
Standards

Instructional
Design:

Recommen
dation:

Hook:
Input/Modeling or
Present Information
Check for
Understanding/Provide
Learner Guidance
Guided Practice /
Elicit Performance
Independent
Practice/Provide
informative feedback
Closure
Assessment
Enhance/Transfer

Student Feedback
Teacher Feedback

Include standards that relate to more than one content area; (Ex: You are a freshmen science teaching identifying the parts of the microscope. When addressing
these parts, you also provide the historical background of the how the microscope changed by several scientists over the past 200 hundred years (history
connection) and you also explain how to calculate the magnification of the eyepiece and objective (math connection). You will include standards from both
history and mathematics that show the interconnection between several disciplines. Use the standards from NJCCCS, Common Core, and/or ISTE.
Provide a means to motivate/involve/gain interest in the lesson.
Provide a detailed summary of how the information will be provided to the learner.
Check to see if the learner makes sense of this material and/or provide learner with strategies to learn material.
Provide an opportunity for the learner to perform the objective with coaching if needed and watch to see if there are any problems with the learning.
Provide further application (alone) to the learner. The teacher will provide detailed, constructive criticism, and correction.
Provide the wrap-up of the lesson while reinforcing/clarifying any areas of confusion.
Process of gathering information to determine if the objectives were successfully met. The objectives of the lesson must match the assessment of the lesson.
Opportunity to make a connection from one lesson to the next and make the learning stick.
Provide the learner the opportunity to give feedback regarding the lesson as well as self-reflection. The learner will determine what went well and needs to be
tweaked regarding all components of the lesson. The learner also does a self-evaluation on how he/she can improve his/her learning.
Provide the teacher to reflect on what went well and what needs to be changed for the following day and/or the next time this lesson will be done. Also allows the
teacher to hone skills of how student learning can increase doing different strategies. The teacher will also learn from the standpoint of the learner what went well
and what needs to be re-evaluated.