Running head: LESSON PLAN 1

Annotated Lesson Plan

Stephanie Simmens

EDTP 635 9040

Professor Kimberly Fleming

University of Maryland Global Campus

March 23, 2020

Annotated Lesson Plan

LESSON PLAN 2

Teacher Standards I Will Demonstrate through this Lesson

Standard 1: Content

C.4.a. Core Competencies

7. Patterns and changes in the atmosphere, weather, and climate.

C.4.c. Supporting Competencies.

23. Biology, including evolution, ecology, population dynamics, and the flow of energy and
materials through Earth systems.

Grade: 9th Lesson Carbon Footprint

Topic: and Weather

Unit: Climate Change Time 50 minutes

Allotted:

Context for Learning

This lesson, which focuses on our carbon footprints how humans can affect the weather,
is a developmental lesson. This lesson falls within Unit 3: Climate Change, within Baltimore
County Public School (BCPS) high school science curriculum design (BCPS, 2019). The
overarching objective of the Climate Change unit for BCPS is for students to be able to analyze
data to refine or design a technological solution that can reduce their school’s CO2 emissions.
This lesson is not an introductory lesson but will fall closer to the middle of the unit as students
have been introduced to different kinds of pollution and greenhouse gas emissions, and how
ecosystems are affected by them. Students will have recently had a three-day lesson on the global
carbon cycle so they will understand how carbon flows natural systems. Students will already
have been introduced to what climate change is, have an understanding of the greenhouse effect,
and will have already been introduced to the characteristics of different earth systems such as
biomes, habitats, the different layers of the atmosphere, normal climate patterns, the water cycle,
earth’s atmosphere, water in the atmosphere, and normal weather patterns.

Ideally, all my students will have access to EdTech devices such as laptops or tablets in
my classroom. The classroom’s EdTech devices will be in a single location in the classroom that
cannot be accessed without permission. The classroom will have four to five students per table
which each contain a small, nonintrusive caddy that holds student materials such as sharpened
pencils, highlighters, and erasers. The teacher’s desk will be located to the side of the front of the
classroom to facilitate a student-centered approach in learning and also allowing me to have full
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visual and spatial access to the front of the classroom, as well as to the students. Creating a
student-centered approach in the classroom encourages students to take a more active role in
their learning (Keiler, L., 2018). The classroom is arranged in a way that I can move about freely
and have easy access to students that may need help.

Curriculum Standards Addressed

HS-ESS2-2
Analyze geoscience data to make the claim that one change to Earth's surface can create
feedback that causes changes to other Earth systems.

HS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural
systems.

RST. 9-10.2
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of
a complex process, phenomenon, or concept; provide an accurate summary of the text.

Objectives

● Students will identify the most abundant types of greenhouse gases emitted into the
atmosphere and how. DOK-1, Bloom’s Taxonomy- Understand | Observable Objective
● Students will examine how elevated greenhouse gas emissions from anthropogenic
sources can contribute to changing weather patterns. DOK-3, Bloom’s Taxonomy-
Analyze | Observable Objective
● Students will determine their carbon footprint and analyze the data to determine what
they can do differently to reduce their own carbon emissions. DOK-3, Bloom’s
Taxonomy- Evaluate | Measurable Objective

Materials

● Whiteboard
● Smartboard
● Earth’s Atmosphere Worksheet (Entry Ticket)
● YouTube music video with CC: https://www.youtube.com/watch?v=08z-Hw7s54E
● PowerPoint Presentation
● Science journals
● Online stopwatch: https://www.online-stopwatch.com/countdown/
● Laptops
● Internet connection
● Carbon Emissions Calculator: https://ei.lehigh.edu/learners/cc/carboncalc.html
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● Carbon Calculator Investigation Sheet

● Guiding Questions Exit Ticket
● Extension activity- Read the article: https://phys.org/news/2018-06-co2-dangerous-
weather-extremes-global.html

● Homework handouts

Proactive Behavior Management

Students will have assigned seating starting from the beginning of the school year. The
original seating arrangement will be based off students’ prior behavior and academic
achievement as to avoid forming cliques.

It is thought that all students are negatively affected when experiencing classroom
interruptions, so to avoid this, I will have developed appropriate hand signals for the students
from the beginning of the school year to ask basic questions such as “can I use the bathroom?”
and “can I sharpen my pencil?”. This will cut back on interruptions and maintain the flow of the
classroom.

I will implement predictable procedures and routine in my classroom for students to feel
safe and comfortable. Class rules are posted in the classroom where students can easily be
reminded of acceptable and unacceptable behaviors. One of the classroom rules is to return class
items and materials to their designated places after use and the way that they were found, to
clean up after yourself, and to keep your work area clean. This teaches the students
responsibility; keeping a clean, uncluttered work area can enhance the student’s ability to focus
on learning (Lock, R. and Babkie, A., 2006).

Provisions for Student Grouping

Students will remain seated in their usual seats. Students are seated in group pods of four
to five students. The group pod seating is to help fulfill the students’ need for community as
described in McLelland’s Learned Needs Theory, the need for affiliation (Motivation Theories,
n.d.). This lesson does not call for students to work in small groups, and for this reason, students
may stay in their normal seating arrangements. I will reevaluate seating arrangements every unit
to spread the students around so that they do not get territorial over their seating and so that it
cuts down on chatting during lessons.

Procedures
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Warm-Up/Opening (5 minutes)

The lesson will begin with a simple warm up. Students will each receive an entry ticket
upon the arrival to class to complete silently at their desks. For this lesson, I will inform students
upon arriving to class that they will need their laptops today and get them prepared at their desks.
Five minutes after the bell rings using the online stopwatch (https://www.online-
stopwatch.com/countdown/), students should be completely settled in their seating arrangements
and entry tickets completed. Students will all pass their entry tickets up to the front of the
classroom where one student will be tasked with setting the neatly stacked pile of entry tickets on
the teacher’s desk. The entry ticket is to help students recall prior knowledge learned during a
previous lesson on the atmosphere which will help with their understanding of today's lesson.
This warmup is to help students transition into a scientific mind frame after a day full of other
classes, subjects, and topics.

Motivator/Bridge (10 minutes)

After silent work is done and the entry tickets are on the teacher’s desk ready to be
assessed, I will begin the lesson at the front of the classroom and use the overhead projector to
display the first slide of this lesson’s PowerPoint presentation. The first slide is an introductory
slide with the lesson’s title, Carbon Footprint and Weather. I will go to the next slide with
today’s guiding questions on it:

• What is a carbon footprint?

• Can human activity affect the weather?

• What can we do together and individually to reduce our CO2 emissions?

I will read each question out loud to the classroom. I will then instruct the class to write
today’s guiding questions in their science journals so that they can go back and think about them
throughout class. These guiding questions will help students accomplish the objectives written
for this specific lesson, but also work towards accomplishing the unit’s overall objective of
students analyzing data to help reduce the school’s carbon emissions. After the students write
down the guiding questions in their science journals, I will switch to the next slide with the key
terms for the lesson: parts per million (ppm) and metric tons. I explain to the students the
differences between measuring CO2 in ppm and why we use metric tons to measure CO2 when it
comes to determining how much carbon we emit.

I will then move focus from the PowerPoint slides to the whiteboard by verbally
expressing that we are going to start talking about climate and weather, where I write the words
“Climate” and “Weather.” I will call on different students to explain to me what these words
mean to them and if the terms are different from each other, all the while noting what their
responses are on the whiteboard under the corresponding word. After a few moments, I will
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explain that weather is the display of temporary effects within the lower atmosphere, where
climate is the long-term average of weather phenomena within a geological area. This is an
attempt to help students recall prior knowledge they have learned already about global climate
and how it relates to weather phenomena. At this point in the unit, students will already have a
firm understanding on how human activity impacts global climate, so I will express to the class
that our goal for this lesson is to understand how human activity, like our carbon footprints, can
not only affect global climate, but local weather phenomena as well.

I will then use the smartboard to play a 4-minute rap music video, Take AIM at Climate
Change, which covers topics such as global climate, weather patterns, and ways people can help
reduce CO2 emissions. The video is the motivator which will help bring the students’ attention to
the lesson.

Take AIM at Climate Change link: https://www.youtube.com/watch?v=08z-Hw7s54E

Above is what the screenshot of the video looks like on YouTube.

Procedural Activities

Marking (during 4-minute music video)

I will mark the students’ entry tickets as students view the music video. I will disperse the
entry tickets with a proficiency-based grade to the students when the video is complete.

PowerPoint Presentation (15 minutes)

After the music video, I will turn the student’s attention back to the PowerPoint
presentation by using a verbal cue such as “Now everyone, please focus on me.” The PowerPoint
slides and verbal presentation will help students understand in depth the different sources of
greenhouse gases with a focus on carbon dioxide. The PowerPoint presentation will also discuss
ways in which humans can impact the weather through high greenhouse gas emission (EPA,
n.d.). I will go over how greenhouse gases (again, with a focus on CO2) are measured in parts per
million (ppm) and will include a chart visually displaying the rise in CO2 emissions from the
years 1958-2019. Next is the slide that depicts the types of extreme weather events that are
associated with the rising levels of atmospheric CO2 levels. At this point in the PowerPoint
presentation, I will be scanning the room for students with questions. The following slide is of a
comic from The Washington Post (2017) depicting extreme weather effects from climate change
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on the White House. I will pause on this comic for a moment and prompt the students to think
about the meaning of this comic. In their science journals, I instruct the students to summarize
the meaning and analyze the central idea of the comic for about three minutes while working
quietly and independently after I give them a verbal keyword to start working. This is an activity
that students on every reading and comprehension level can accomplish as it is subjective to the
student and will act as a self-assessment on their personal understanding of the comic depicting a
complex idea in a simple form. To ensure students stay on track I will utilize the online
stopwatch on the smartboard so that students can see how much time they have left to complete
their summarizations. This will ensure that we have enough time to discuss some of the student’s
summarizations and conclusions. The students know that they must create their summarization in
their science journals even if they choose not to share it with the class because it will be a part of
their grade at the end of the unit according to the science journal rubric.

Confidence Boost and Stretch (2 minutes)

After the 15-minute PowerPoint presentation, many students may start feeling restless.
Since there is still more work to be done in this lesson, I will give the students a two-minute
break to stand up and do the Superhero Pose. The student in the wheelchair will still be able to
participate in the stretch by sitting up straight, as possible, and taking in deep breaths. I will
encourage everyone to take a few deep breaths as they stand in this Superhero Pose which helps
boost confidence.

Carbon Footprint Activity (10 minutes)

The next slide is a transition into the next activity. I start off by saying “... in a moment,
we will be working on an activity online on your laptops…” to get students prepared for the next
part of the lesson. I explain the metric ton and that this is the way we measure how much CO2
human activities produce. I will create a segue into this next activity by asking the students if
they know what their “carbon footprint” is. The next slide is the website I will have the students
visit to determine their carbon footprints. As students are pulling up the website on their laptops,
I will hand out enough Carbon Calculator Investigation Sheets for each student at the student
tables. The online Carbon Emissions Calculator will help students understand how much carbon
their individual households produce in tons and will compare their emissions to the national
averages (Environmental Literacy and Inquiry, n.d.). I believe that for the students to accomplish
this unit’s overarching objective, they must first have a firm understanding of how much carbon
individual households produce.

This activity should take about five minutes for most students, but I will give everyone
ten minutes to complete it since some students may need more time to think about the questions,
answer the investigation sheet, and synthesize the information. For students who finish the
carbon calculator activity and filling out the investigation sheets early, I will provide a link to an
article for them to read https://phys.org/news/2018-06-co2-dangerous-weather-extremes-
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global.html, about how rising CO2 levels in the atmosphere are contributing the extreme weather
events.

Open Class Discussion (5 minutes)

After the students have finished their carbon emissions activity, and some may have even
had the opportunity to read the article for the extension activity, I will open a class discussion
about the activity they just completed. I will guide the conversation towards getting the students
to think critically about how much carbon human activities produce. I will invite some students
to share their household’s carbon footprint and how it compares to the national average, but this
is completely optional. The goal of this discussion is to think critically about what they can do
individually and within their households to reduce their carbon output.

Summary/Closure (3 minutes)

I will cue the students that we are approaching our last five minutes of class asking the
students to recall what our three guiding questions were for today’s lesson. I will have my
student helper pass out the exit tickets and homework sheets to every student. Students will
complete the exit tickets, which contain a variation of the three guiding questions for this lesson:

1. What is the most abundant greenhouse gas (GHG) emitted into the atmosphere through
human activity?
2. What is the main way that this GHG is emitted into the atmosphere through human
activity?
3. What can you do to lower your carbon footprint?

Students may answer these questions concisely in one-to-two sentences. Students will
work on their exit tickets until the bell rings where they will then stack their exit tickets on the
teacher’s desk as they leave the classroom. The students bring their homework sheets home to
complete later that day.

Adaptations

In my classroom, I will make a few adaptations to fit my students who need them. It is
important that no matter what the circumstance, the students in my classroom feel accepted, safe,
and comfortable and can achieve the high academic standards placed upon them.

The class clown: There is a student in my class who identifies as the “class clown.” This
student interrupts the learning environment by being inappropriate, making noises, gestures,
facial expressions, and making jokes. To help this student focus more on learning, and for the
other students whose focus is being directed toward the class clown instead of learning, I will
implement a few techniques that should redirect this student’s attention to the topic of the lesson
and not of their fellow students reaction to their antics. I will use non-verbal signals to let this
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student know when they are starting to become distracting. These non-verbal signals can include
hand gestures such as putting my hand to my mouth or side of my face. This is a signal that this
student and I already discussed and agreed upon. I will also implement proximity control. This
way I can draw this student’s attention to the lesson by not bringing attention to their antics.

The very shy, overweight newcomer: For the newer student who is shy and overweight, I
will want to make them feel safe and comfortable in the classroom. This student will be assigned
to a student pod table with students who have shown to be friendly and who usually participate
in class discussions. I will avoid seating this student with very opinionated or boisterous students
as to not intimidate the shy student. This is to help the newcomer feel more welcomed and
accepted into their new class environment and to gain confidence while observing active class
participation within their own group pod.

The student who reads two grades below level: I have added on a few minutes to the
Carbon Footprint Activity so that my student who reads two levels below grade will be able to
complete the task. Because I have added on a few minutes for this student, I included an
extension activity of an article to read relating to the lesson for other students who finish the
activity early.

One opinionated female student perceived as a leader by her peers: This student is
opinionated, which is not inherently a bad thing, but needs to be kept under control so that other
students can express their thoughts and opinions before our discussion time is up. If this student
tries to monopolize the open class discussions, I will redirect the discussion towards another area
of the topic by gently saying “I’d like to respond to [name of another student]” or “I just had a
thought. What if … or maybe…” and also “What [name of another student] said reminds me
of…” which then I will be able to use my body language and facial expression to call the
attention to another student to express their opinion (Krulder, J., 2018).

A hearing-impaired student who is very conscientious: I like to adjust seating

assignments after every unit so that students do not form cliques or become too laid back in their
learning. However, for the hearing-impaired student who is conscientious, I will keep them
seated at the front of the room, by the teacher’s desk throughout the school year. This is so the
hearing-impaired student can more easily see my body language, facial expressions, and have a
better opportunity to pick up on what I am saying. In the music video in this lesson, I have
included Closed Captioning so the hearing-impaired student can experience the lyrics and get the
message from the music. I will include CC for every video or audio piece I share with my class.

Gifted student with ADHD: For this student, I will give them a designated job, such as
collecting papers, activities, and materials from other students and bringing them to me. I will
have this student oversee dispersing materials, activities, and papers out to the students so they
can get up and move more frequently during class. I will also offer this student frequent praise
when I notice them paying attention or working hard on staying focused on an assignment. This
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student will benefit greatly from use of the stopwatch during assignments to stay motivated and
on task. I will also implement a chart for this student to check off every 30 minutes of on-task
behavior during an assignment where they will be rewarded from a prize from a prize box filled
with prizes appropriate for the grade level.

A student who uses a wheelchair: Like the student who is hearing impaired, I will keep
the wheelchair bound student in the same seating arrangement throughout the school year
because they will be at a wheelchair accessible desk or table. This table or desk will be placed
close to the entrance to the classroom for easy access in and out of the room.

Several students who prefer athletics to academics: These students will benefit from the
stretch that falls in the middle of the lesson after the 15-minute PowerPoint presentation and
lecture. These students will especially benefit from a few moments to take a few deep breaths,
stretch their bodies by standing up tall and stretching out their chests and arms, and will help
them regain focus. This quick exercise will also benefit the shy, overweight newcomer and the
student struggling with ADHD as well as this stretch is meant to help boost confidence and
focus.

Musicians/students who like music: The students in my class who like music, or who are
musicians, will take interest in the music video meant to serve as the lesson motivator. This will
bring these students’ attention to the topic of the lesson.

Assessment

There will be opportunities for the students to be assessed throughout the class period.
Because of the open classroom layout, I will be able to move around when needed to observe
students working on activities. This will help me determine who is struggling and who may need
a little bit of encouragement or help.

The first assessment in this lesson will be the entry ticket. These are one-paged formative
assessments that will help students recall information they learned in a previous lesson about the
atmosphere and I will be able to determine that all the students are on track for learning this
lesson. These assessments are simple and will be graded as either proficient, emerging, or not
progressing. Students will be encouraged to do their best on the entry tickets as they already
know they will get the entry tickets back during the same class period with a grade. This
assessment will cover the lesson’s first objective: Students will identify the most abundant types
of greenhouse gases emitted into the atmosphere and how. DOK-1, Bloom’s Taxonomy-
Understand

The next assessment of the class is an activity that will add to a larger project. Students
will analyze a comic depicting extreme weather events due to a changing climate from
anthropologic sources. Students are instructed to summarize this comic and determine what
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makes it relevant to this lesson. The summarization goes in the student’s science journals which
is formally graded after every unit. The science journals should demonstrate the student’s ability
to record important information, such as every lesson’s guiding question and key terms,
document experimental evidence, and record data. The rubric for the science journals will be
provided to the students at the beginning of the school year and will be pasted into the front
inside cover of the journal. I have included the rubric the students will follow to get proficient
grades in their science journals. This activity will go into the student’s science journal which in a
summative assessment for the unit which will assess for the second objective for this lesson of:
Students will examine how elevated greenhouse gas emissions from anthropogenic sources can
contribute to changing weather patterns. DOK-3, Bloom’s Taxonomy- Analyze

The carbon footprint activity will be a formative assessment on how well the students
understand the concept of carbon emissions. This is an important formative assessment because
the current unit on climate change has an overarching objective for students to analyze data to
design or refine a technological solution to reduce the school’s carbon dioxide emissions.
Students must first understand carbon emissions generated on a smaller scale, such as their
households, before moving on to designing solutions for carbon dioxide reduction on a much
larger scale, such as a school. This activity and worksheet will cover the objective for this lesson
of: Students will determine their carbon footprint and analyze the data to determine what they
can do differently to reduce their own carbon emissions. DOK-3, Bloom’s Taxonomy- Evaluate

The final formative assessment of this lesson is the exit ticket. The exit ticket includes
variations of the three guiding questions that were presented to the students at the beginning of
the lesson. Students should be able to comfortably respond with reasonable answers to these
questions.

Generalization/Extension Activity

The Carbon Footprint Activity is the only activity in this lesson that gives the possibility
of some students finishing early. For this reason, am providing an article for these students to
read regarding extreme weather events and their correlation with increased atmospheric CO2
levels. The article: https://phys.org/news/2018-06-co2-dangerous-weather-extremes-global.html

Review/Reinforcement (Homework)

For homework, I am sending a paper copy of homework instructions. This will include a link to a
YouTube video explaining the difference between weather and climate, supplementing what the
students previously learned in this lesson, and a link to a short article by the NOAA on how
climate and weather differ. The students will use these sources to write a 350-400-word essay
containing two facts, due by the next class.

Reflection
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This lesson plan was based off Unit 3 of the Baltimore County Public School system’s
secondary science curriculum. I tried to create objectives for this lesson that would lead up to
students achieving the unit’s overarching objective of getting students to effectively analyze data
to design or revise a technological solution to lower the school’s CO2 emissions. I understand
that students must learn first how to curve their carbon emissions on a smaller scale, such as at
home or individually, before tackling reducing CO2 emissions on a larger scale such as for the
school. The objectives I created for this lesson are helping my students to achieve that goal while
also understanding how their carbon emissions affect natural systems, such as weather.

There are many diverse learners in this class, so I had to think about how to adapt the
lesson in ways that will accommodate their learning needs without drastically altering the lesson.
I used a few classroom management techniques, such as non-verbal signals, proximity control,
keywords to signal “go” or “start”, redirecting, and incorporated a motivator that included music
to draw the attention of the students, specifically those who are musically inclined, to get excited
for the lesson and ready to learn.

The classroom setup is an important aspect to me because it has a heavy impact on how
students feel, and therefore affecting their learning. I believe that it is important to keep the
wheelchair bound student comfortable with easy access to class supplies and the door so they can
easily participate in class discussions and activities as all other students. I was also concerned
about the student with a hearing impairment. I want to keep this student close to where I will be
spending the most time teaching so they do not have to strain to hear what I am saying and will
be using closed captioning on all videos I show the students. Some of the student adaptations I
found to be more difficult to incorporate into the lesson than others. I had to think of a way I
could help the ADHD student focus without isolating them in a quiet corner away from
windows, doors, or distractions. Instead I chose to keep this student busier than the other students
by giving them a job.

This assignment was not an easy one. I struggled with creating a lesson in the middle of a
unit in the middle of the school year, however, it is reality that as teachers, we may sometimes be
put into these situations and must learn these skills in order to provide a well rounded education
for students of all backgrounds and learning needs. I learned that every student is unique in what
helps them learn. Even students who seem to enjoy participating in class discussions and
activities, as in the case of the opinionated student, there must be boundaries to create an
equitable classroom environment. I was able to use some of the classroom management
techniques I incorporated into my recently completed personal Classroom Management Plan
(Simmens, S., 2020). This assignment was a good way to tie in these management methods while
using content standards, creating a more whole picture of what teaching will really be like. It was
difficult finding standards and writing objectives to align with them perfectly, but I found that
the standards helped form what I like to think of as a blueprint for the lesson. I attached the
documents needed for this lesson, including the entry ticket, carbon investigation sheet,
PowerPoint presentation, exit ticket, homework sheet, and rubric for the student’s science
journals.

Lesson Supplies
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PowerPoint Presentation
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References

BCPS, (2019). BCPS high school science curriculum design - Unit titles and culminating events.
Baltimore County Public Schools. Retrieved from
https://dci.bcps.org/UserFiles/Servers/Server_9046958/File/Science/High%20School%20NGSS
%20Curriculum%20Design%20July%202019.pdf

Calvin, W., (2019). The extreme weather crisis (Sway presentation #1). CO2Foundation.org. Retrieved
from https://co2foundation.org/the-extreme-weather-crisis/

Environmental Literacy and Inquiry, (n.d.). Climate change. Retrieved from

https://eli.lehigh.edu/climate-change/instructional-sequence/day-16

EPA, (n.d.). Climate change indicators. United States Environmental Protection Agency. Retrieved from
https://www.epa.gov/climate-indicators/greenhouse-gases

Keiler, L., (2018). Teachers’ roles and identities in student-centered classrooms. IJ STEM Ed (5)34.
https://doi.org/10.1186/s40594-018-0131-6

Krulder, J., (2018). Bringing all students into discussions. Edutopia. Retrieved from
https://www.edutopia.org/article/bringing-all-students-discussions

Lock, R. H., & Babkie, A. M. (2006). Be Proactive in Managing Classroom Behavior. Intervention in

School and Clinic, 41(3), 184–187. https://doi.org/10.1177/10534512060410031001

Motivation Theories, (n.d.). Retrieved from: https://regi.tankonyvtar.hu/hu/tartalom/tamop412A/2011-

0023_Psychology/030300.scorml

NSTA, (2003). Standards for science teacher preparation. National Science Teacher Association.
Retrieved from https://www.nsta.org/preservice/docs/NSTAstandards2003.pdf

Simmens, S., (2020). Classroom management plan. EDTP 600. University of Maryland Global Campus.
Retrieved from https://www.dropbox.com/s/avmibovrjoolpty/Classroom%20Management
%20Plan_EDTP600_Simmens.docx?dl=0