Lesson Plan

Subject: World Geography Grade: 9th Lesson Topic: Climate

Candidate’s Name: Robert Rubicco ID # 023470000

Site Supervisor: Denis Dufour NU Supervisor: Rod Hust

Date: 11/18/20_____________________________________

Lesson Overview

Title of Lesson [Climate and Climate Zones] Subject [World Geography]

Grade Level [9th] Time Frame [45-50 mins]

California Content Standard(s) [MS-ESS2-5.- Students collect data to provide evidence to explain
which factors determine climate and the various climate zones found in the world.]

California ELD Standard(s) [ Cite specific textual evidence to support analysis of science and technical
texts (MS-ESS2-5). RST.6-8.9 - Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading a text on the same topic.
(MS-ESS2-5]

Learning Goal(s) [Students will be able to explain how climate is formed and describe how different
climate zones differ in relation to the factors such as latitude, global winds, and elevation.]

Measurable Learning Objective(s) [Students will demonstrate their comprehension of the subject by
taking down notes and giving a summary of the lecture. Students will also be taking a quiz which will
contain questions on today’s lesson that will further gauge their understanding of the material.]

Within each section below, identify each TPE subcategory. For example: During the warm-up activity, I will
model (TPE1.4) the water cycle by showing the students a video (TPE4.8) illustrating the concept.

Content of Lesson

What do you expect students to deeply understand about the lesson? What do you expect students
to retain after the lesson and use in future learning?
[Students will learn how climate is formed around the world. Students will also learn about the
different climate regions around the world as well as the factors that dictate how these various

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climate zones come about (TPE3.1). Students will analyze how things like latitude and global winds
affect the climate of a given region of the world.]

What misunderstandings or misconceptions do you expect students might have from the lesson?
[I expect students to have some misunderstandings or misconceptions concerning the lesson. They
might confuse some of the material with our most recent lessons which dealt with the seasons and
weather. I will clarify the lesson by clearly pointing out the differences and the similarities between
weather and climate. I will build off of the prior lesson and connect the pertinent information with the
main factors that cause climate throughout the world (TPE1.1).]

What knowledge, skills, and abilities (higher-order thinking and academic language development) do
you expect students to have after engaging in the lesson?
[Students will know how climate is created and be able to take that knowledge and apply it to
understanding how climate zones are formed across the globe. They will use this new understanding
to analyze how factors like latitude, elevation, and global winds affect climate (TPE1.5).]

Instruction to Support Learning

What resources, materials, and/or educational technology will you or your students use during the
lesson?
[ During this lesson, students will use their laptop computers because of distance learning. They will
use their resources, including extensions, on the Google classroom site. This includes their notes
template and exit ticket which I placed under their assignments folder (TPE2.1). I will be using my
laptop and phone throughout the lesson so I can stay in contact with my master teacher. I will show
the students videos on global winds and climate to better demonstrate these concepts (TPE3.7).
Students will be shown a Google slides presentation with pictures and text to accompany the lecture
to engage them to help them better attain their learning goals. Students will use their laptops to
access the formal assessment quiz from the Quizizz website (TPE4.8).]

What instructional strategies will you use to support student learning through multiple modalities?
[ At the start of the lesson, I will ask my students about their knowledge of climate and climate zones.
After some more informal questioning, I will share my screen (TPE1.4) to show them a slide which
contains academic vocabulary that pertains to this lesson. I will go over this vocabulary to help my
students familiarize themselves with it so they are not confused when they encounter it in the unit
(TPE3.5). This will benefit my ELD students and students who are having issues with grammar or
language acquisition. I will lecture from a Google slides presentation which contains both visual
pictures and text which helps engage students whether they are EL, special needs, or other kind of
learners. I will show videos on global winds and climate zones which will present the information in a
different medium (TPE1.7). I will discuss these videos with the class so they can ask questions and
refine their ideas in order to be prepared for the formal assessment exit ticket at the end of the class
(TPE1.8). I will go over a few of their responses to see how effective the lesson was and what can be
done better next time (TPE5.2).]

What adaptations and accommodations, including, as appropriate, assistive technologies, will support
focus students and other individual student learning needs beyond the UDL supports built into the
lesson?

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[Adaptations for students include adding captions on the videos for any student that needs them
(TPE4.4). Students that are having difficulty keeping up with the rest of the class, or anyone with an
IEP or 504 plan, will be given additional time to complete assignments. Those students will not be
penalized if they do not turn in their work on time. Students who need more time on the assessment
quiz can have unlimited time to answer the questions.]

Structured Student Learning Activities

What activities will the students be involved in during the lesson to support, engage, and challenge
their achievement of the learning objective(s)?
[[I will informally question students to engage students and to check for understanding throughout
the lesson. They will be engaged with the lesson through the Google slides presentation which is a
good method to differentiate instruction. I will check for understanding by asking questions pertaining
to the slides (TPE4.7). I will gauge their achievement of the learning objective through informal
assessments (TPE5.2). The students will do a quick-write summary of the slides which they will later
submit at the end of class. Students will also complete a quiz in the form of a formal assessment
which contains five questions on the last three lessons. These assessments will let me know if they
comprehend the main emphasis of the unit and achieved the learning objective (TPE5.5). Students
will be shown videos on climate, climate zones, and global winds which will further their
understanding of the subjects (TPE4.2).]

How will you group students and manage group work to support student learning?
[Distance learning limits the amount of group activities available to us. A breakout room can be used
but only for a few students at a time and another teacher has to be in the main room with the rest of
the class. For these reasons I did not include one in this lesson.]

How will you engage all students in higher-order thinking (i.e., analysis, synthesis, evaluation,
interpretation, and transfer) activities?
[The students will analyze the information that is presented to them through the Google slides
presentation and adjoining lecture. Students will then apply this knowledge to evaluate the
circumstances that causes climate to take place. I will engage them and spur their interest by asking
them questions about climate and climate zones that appeals to prior knowledge and their
experience with the climate here in California (TPE4.1). Videos will be shown to help support the
material by explaining it in a different medium and also teach the students how to access the internet
for information (TPE3.7). The quick-write and exit ticket helps students re-access what they learned
and then transfer that knowledge to another medium (TPE5.7).]

Checking for Understanding/ Assessment

What evidence will all students provide to demonstrate steps toward the learning objective during
the instruction and student learning activities?
[The students, at the end of the lesson, will provide two things that reflects their comprehension of
the learning objective. They will do a quick-write where they will summarize the information
displayed on the Google slides presentation (TPE5.5). Students will also answer the five questions in
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the form of quiz that I constructed on the website Quizizz. This will contain questions collected from
the last three lessons. This will aid in planning further instruction and to gauge the students’
comprehension of the learning objective for this lesson.]

What essential questions will you ask to determine if students are not meeting, meeting, or exceeding
the objective(s) of the lesson?
[Students will be expected to explain how climate is created and explain why there are many different
climate zones. Students will also be expected to explain how global winds, elevation, and latitude
affect climate around the world.]

What evidence will students provide at the end of the lesson that reflects the learning objective?
[Students will provide two things that reflects their comprehension of the learning objective. They will
turn in a quick-write summary of the lecture and accompanying Google slides presentation. They will
also complete a five question quiz which will act as a formal assessment of the lesson.]

Independent Practice

What activity will students perform independently that reflects the learning objective?
[[The students will do a quick-write summary of the slides presented during the lesson. At the end of
the lesson, they will fill out their answers to a five question quiz that will act as a formal assessment
which will let me know what worked and what didn’t in my lesson plan (TPE5.3).]

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