UWP Lesson Plan Template

Teacher Name: Grace Heide Grade Level: 7th Grade

Target Content/Lesson Topic: How can your smartphone make water safe to drink? Date: October 24, 2021

This lesson is for a(n) _____ whole class _X____ small group ___X__ individual

Planning

Essential Question How can we incorporate new ways to comprehend words in our science article?

- What is the essential question that

this lesson addresses?

- What is the core purpose of the

lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?

Sequencing This lesson will be used within a science class. They will be learning about technology and the environment. This
lesson will be towards the beginning of the year, because it demonstrates good vocabulary skills. Which will be a
- How does this lesson fit into the good model for the students for the rest of the year. In science classes, students are constantly learning new key
larger unit of study? terminology. Therefore, by modeling this strategy and or other strategies early on- students are able to model these
skills in all of their readings.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

State Learning Standards
List the complete, relevant grade-level
standard(s).
L.7.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading
and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials,
and apply word solving strategies (for meaning) as appropriate

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 Learning Target(s) and Learning Learning Targets:
Objective(s)
I can learn how smartphone make water safe to drink, by breaking down the text.
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s). Learning Objectives:
- Write focused targets and objectives Students will be able to understand how smartphones make water safe to drink, by deep diving into the text.
that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Students will start this assignment independently, and then they will work in partners to complete their graphic
organizer packet.
Describe how and why students are
grouped based on

- homogeneous, heterogeneous, They will work individually on highlighting the listed key terms, defining the key terms, and writing their own
randomized sentence using the key term.

- ability, interest, IEP goals, social or

social-emotional, behavioral, language

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 acquisition

Co-Teaching Strategy N/A for this lesson

Does this lesson involve co-teaching?

If not, state N/A. If yes, identify the
co-teaching model and what role each
teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content

Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness,
interests, and learning preferences.
Students will be able to access the graphic organizer and or poster either digitally or they will be able to have a
physical copy. Whichever is easier for them to navigate. The article is a digital article, that students will be able to
highlight right from their computer screen.
Process

If it is too hard for the students to access the article digitally and read it, I will have some printed copies for them to
be able to highlight and read.

Product

The students will be able to submit their graphic organizers and posters either digitally or through a physical copy.

Environment

The environment for this project will be pretty relaxed. Students will sit at their desks, but if it is easier for them to
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 work on the carpet, or with the flexible seating chairs- they will be allowed to do that.

IEP Goals Relevant to Lesson (Add rows as necessary.) N/A for this lesson
Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.) N/A for this lesson
Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.) N/A for this lesson
Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment

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 Formative Assessment To monitor my students growth

- How will you monitor student I will be collecting their graphic organizers. This will help me to not only see how they are doing with the
learning throughout the lesson? vocabulary, but how they comprehended the story.

- Be specific about how your practice

assessments connect directly with the
lesson objective.

Formative Evaluation Criteria

- What material(s) will you use to

evaluate learning?

- Attach a copy of your checklist,

rubric, observation criteria, or other
measure.

Summative Assessment The words that the students used today, will continue to be used throughout the technology and the environment unit
in seventh grade science.
How will students demonstrate

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 mastery of the standard?
Note: This assessment does not have to
occur during/after this lesson but in
upcoming lessons.
Throughout the unit, the students will read some more articles, where they can continue to use this strategy to keep
them up to date with the terminology.
At the end of the unit they will be creating a project, on the different types of technology they use in different
environments.

Summative Evaluation Criteria For the project I will use a rubric similar to the one above that will break down the key components of the project.

- What material(s) will you use to

evaluate learning?

- Attach a copy of your checklist,

rubric, observation criteria, or other
measure.

Procedures

Opening: Introduction and Introduction:

Connection to Previous Learning
One of the students will pass out article: How can your smartphone make water safe to drink? And the graphic

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 ● Anticipatory Activity (Hook) organizer titled: How can your smartphone make water safe to drink? Graphic Organizer

● Activate prior knowledge. Each student will also be given a highlighter.

● Be sure students understand

procedures and instructions for the
lesson. Once the students have the 2 documents, they will sit in their seats and I will introduce the article:

● Establish clear expectations.

● Model concept. - I will read the abstract located on page one of the document, to give the students a preview into the
article, and to model what the students will be doing in their graphic organizer.
The groupings/instruction/lesson
progression may look different in
different parts of the lesson!

Abstract:

Clean drinking water is essential for our health. Water containing bacteria or viruses can make us very sick.
Unfortunately, not everybody has access to clean water from centralized water plants. However, nearly everybody
nowadays has a smartphone! That’s why we developed a small device and an app which can be used with a
smartphone to kill harmful bacteria in water. It could mean that people without a clean water supply can easily
disinfect their drinking water and avoid getting sick.

-When reading the abstract, I am going to stop at the word centralized.

I am going to tell the students that I am stopping at this word, because it was something that was
confusing/unfamiliar with.

By doing this, I will model what is to come from their during the reading activity.

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 First, I will ask the students what words they see around the word centralized, that may help them figure out the
definition of the word.

- The students may say words or phrases like: “water plants, or clean water”.
- From there, I will have the students discuss with their seat partners what they think centralized
means based off of the context clues/words surrounding the word centralized.
- The students may say something like: “centralized is perhaps having to do with clean water in water
plants” or “centralized water plants are where there is clean water”
By doing this, I am demonstrating how good readers look at context clues to define unfamiliar terms.

Once, we have defined “centralized” I will continue to read the abstract paragraph.

Before continuing, I will have the students get their highlighters handy.

I will tell the students that the highlighter can be used to “highlight” unfamiliar words/phrases; context clues; you
name it to help them define the words that may be tricky for them.

During: Lesson Progression Once the students have had a brief introduction, I am going to introduce them to their graphic organizer.

In this portion of the lesson, you will This graphic organizer is titled How can your smartphone make water safe to drink? Graphic Organizer.
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we I will have them pull it out, and I will go through each category
do, you do”), inquiry, guided or
independent practice, or other learning The categories are “word, sentence from text, what I think it means, context clues, and definition from context clues”
methods. Please write what you are
looking for in terms of:

● Students’ thinking and how There are a list of words located in the graphic organizer that are highlighted that the students can include in their

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 they will start the lesson. organizer, or they can pick any other unfamiliar terms.

● Provide appropriate support

(not explaining how to do it).
We will do one example as a whole group.
● Provide worthwhile
extensions. I will have the students read independently until they get to the word disinfect (which is highlighted on the article).

● Provide opportunities for When they get to “disinfect”

students to engage in using the We will fill out the first row together.
academic language.
I will ask the students each question. We will go over it together, and come up with the answers together.
This is where you will be suggesting
or modeling specific strategies and Each group may vary, but this is what the answers will look like:
helping students choose which strategy
makes sense to them. However, you Word: Disinfect
must make sure ideas come from
Sentence from text: “That’s why, people living in rural areas need to disinfect (clean) their water before they drink it.
students.
What I think it means: To clean, get rid of bad germs, etc/

Context Clues: clean, water before drinking it,

Definition from context clues: To disinfect is to clean or get rid of the bad germs on something.

Then, I will have the students read and fill our their organizer as they read. This will help them better understand
ways of defining the words that are in their readings.

I want the students to take their time on this, so they get the most on it. Therefore, they will work on this the majority
of the class period. That way they are able to take their time and really focus on the words and to understand them.

Closing: Wrap-Up and Extension To wrap up this lesson,

End the lesson with a final review of

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 key ideas and knowledge. This is
where you have students talk about
their thinking and share strategies with
the whole class. It’s important to name
strategies and use academic vocabulary
here, extending the lesson to broader
ideas.
I will have the students in small groups.
Within those small groups, I will have the students each pick a word off of their graphic organizer that they learned
and share it with their small groups.
I will then have them pick a word from their list of 4 that they like the most or thought was the most interesting to
share out with the class.

● Promote a community of
learners. This will be a good way to wrap up the lesson, and allow the students learn new words.

● Listen actively and probe

thinking without evaluating or
telling them how you would do By doing this lesson, I am gibing the students a tool that may help them in the future. Especially, with all of this
it. content area terminology. I chose this article specifically, because it is something we will be talking about later on in
the year with science and technology.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.

Curricular and Instructional Article: How can your smartphone make water safe to drink?
Resources or Materials
https://sciencejournalforkids.org/wp-content/uploads/2021/01/smartphone_article.pdf
- List and provide a brief rationale for
all necessary lesson resources and
materials. If not original, cite the Graphic Organizer: How can your smartphone make water safe to drink? Graphic Organizer *NEW
source.

- Attach/link a copy of all materials the

teacher and students will use during
the lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.

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 Supplies, Equipment and Construction Paper
Technology
Markers, Crayons, coloring supplies
- List all other supplies that need to be
available. Pencil

Google Slides (If students choose to use it)

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