SS Lesson 4

Teacher Candidate’s Name: Sienna Whaley

Date Created: 4/1/2021

Content Area: Social Studies

School: Siena Heights

Grade Level: 6th

Lesson Title: Water Pollution

Time: 1 hour
Michigan Academic Standards: (include code and standard)

6-P4.2.2 Engage in activities intended to contribute to solving a national or international problem

studied.

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect populations.

Performance Based Learning Objectives:

● Students will have completed or almost completed their project
Materials: (Low tech, including number needed)
Teacher:
● Various craft supplies for students to use.

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 Students:
● Pencil (optional)

Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/References: (in APA format)

● Teacher research/planning
● Source of learning materials

Prior Learning Connections: (Background knowledge support)

● Knowledge on how to navigate the web.

Differentiation/accommodations:
• Accommodation for non-white, middle class culture – N/A
• Accommodation for Visually different – N/A
• Accommodation for Hearing different – N/A
• Accommodation for Emotionally different – Chance to cool off if needed.
• Accommodation for Physically different – N/A
• Accommodation for Intellectually different – low – Provide extra help when needed.

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• Accommodation for Intellectually different – gifted – N/A

Special Concerns (including medical, behavioral, and/or environmental):

● Students may not have computer or internet access at home.
o If the school permits it, allow the student(s) to take class computer home.
o If not, provide the student with print resources to take home.

Assessment:

Formative:
● Research/Project check in final
o This is a final check in with student’s progress before presentations in the next
class.
▪ Project self-checklist

Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)

Part 1: Engagement/Warm-up: (5 min)

● Start off by asking students how they are coming along on their project
o Any questions? Concerns? Problems?
● Review the requirements for the project.

Transition: Get working on your project! Let me know if you need help!

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Part 2: Instruction/Exploration: (50 min)
● Students have the rest of the hour to work on their projects.
● When students are finished, they are to go through a project checklist to make sure their project is ready.
o When they have completed the check-list students may practice their presentation in hall.

Transition: Time to Clean up

Part 3: After Lesson: (5 min)

Closure:

● Students will put up their computers and clean up any supplies that they were using for their projects.
● I will explain to students what to expect for tomorrow’s presentations.
o Students will present their project.
o We will start with volunteers first and then move on to picking names from the popsicle sticks.
● Ask if students have any questions about the project before presentations tomorrow.

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)

● There is ample evidence on reflection of instructional effectiveness

● At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)