Lesson Plan Format

Teacher Candidate: Jessa Paczkoski Date: 2/27/23 Time: 60 minutes

Cooperating Teacher: Mrs. Fry Coop. Initials:
Group Size: 24-26 Students Grade Level: 6th Grade
Subject or Topic: Science / Climate Zones (Microclimates) Section: 601, 602, 603, 604

I. Objectives, Standards and Assessments

0. Standard(s)

NGSS:

MS-ESS2-6: .Develop and use a model to describe how unequal heating and rotation of the Earth

cause patterns of atmospheric and oceanic circulation that determine regional climates.

Disciplinary Core Idea

- Weather and climate are influenced by interactions involving sunlight, the ocean, the

atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude,

and local and regional geography, all of which can affect oceanic and atmospheric flow

patterns.

PDA SAS/PDE Common Core:

Standard -

B. Performance Objectives (Learning Outcomes) and Assessment Plan (Evaluate!)

Learning Objective Formative Assessment Data Collection Tool Connection to Summative

     The student will be able to… Design/Plan for each Assessment (when

objective applicable)

1. proficiently identify a microclimate, based

off of the data that they are given Investigation CER Framework
(temperature, humidity, and precipitation),
given the mini lesson. Climate
2. accurately identify the characteristics of Post Test
climate, and the measurement tools we Collaborative Web Class Participation
used to measure them, given the
collaborative web.

II. Instructional Materials

Teacher:
 - Microclimates Google Slideshow

- Investigation Worksheet

o 20 copies of Card 2 handout

o 20 copies of Card 3 handout

o 20 copies of Card 4 handout

o 20 copies of Card 5 handout

o 20 copies of Card 6 handout

o 20 copies of Card 7 handout

- Promethean Board

- Personal computer

- Expo markers

Students:

- Pencil

III. Subject Matter Explanation

a. Prerequisite Skills and/or Prior Knowledge

i. Students should have an understanding of climates, and the characteristics that we use to describe

them.

b. Key Vocabulary

i. Microclimate - a localized climate that is different from the climate of the larger area surrounding

it.

ii. Swamp - an area of low-lying, uncultivated ground where water collects; a bog or marsh.

iii. Desert - a barren area of landscape where little precipitation occurs and, consequently, living

conditions are hostile for plant and animal life.

iv. Mountains - a large natural elevation of the earth's surface rising abruptly from the surrounding

level; a large steep hill.

c. Content (Today’s Knowledge to be Acquired)

i. SWBAT:
 1. proficiently identify a microclimate, based off of the data that they are given

(temperature, humidity, and precipitation), given the mini lesson.

2. accurately identify the characteristics of climate, and the measurement tools we used to

measure them, given the collaborative web.

IV. Implementation

A. Introduction

1.  Hook

- Ask the students to brainstorm a list of characteristics that would be used to describe the

climate of different areas.

- Create a list on the board that display these characteristics to the class.

2. Activation of Prior Knowledge

- Ask them to think of the terms that would describe the measurement of those descriptive

terms.

- Lead them to humidity, temperature, and rainfall.

- Question where we would find the extremes of each of these types of measurements (high

humidity, low humidity, etc.)

3. Setting Today’s Objective

- SWBAT:

- proficiently identify a microclimate, based off of the data that they are given

(temperature, humidity, and precipitation), given the mini lesson.

- accurately identify the characteristics of climate, and the measurement tools we

used to measure them, given the collaborative web.

B. Development

- Introduce microclimates to the class.

- Ask the students what they think a microclimate could be, given our previous lesson on climates

and climate zones.

- Define what a microclimate is, for the class.

- Identify some key characteristics of microclimates through a precreated web.

 - Project an image of a desert onto the promethean board.

- Ask the students to work as a class to develop a definition that would describe the area in

terms of rainfall, humidity, temperature

- Create a class definition of a desert

- Project an image of a swamp onto the promethean board.

- Ask the students to work as a class to develop a definition that would describe the area in

terms of rainfall, humidity, temperature

- Create a class definition of a swamp

- Project an image of a mountain onto the promethean board.

- Ask the students to work as a class to develop a definition that would describe the area in

terms of rainfall, humidity, temperature

- Create a class definition of a mountain.

- Distribute the investigation handout.

- Explain to the class that on the front of the handout is a microclimate that we are going to work

through together, and on the back is their own microclimate that they have to identify,

independently.

- Model Card 1 for the students while explaining the CER Framework.

- Tell the students that they will have 15 minutes to identify the microclimate that they are given on

the back of the paper.

- Circulate the classroom to scaffold, observe, and check for clear understanding of both

the investigation and the CER Framework.

- Regroup with the class.

- Review the addition six cards, asking the students who had each card to share what they found

during their investigation and to see if they were successful or not successful in identifying their

microclimates.

C. Closure

- Ask the students to identify one microclimate that we see every day, and how that may affect the

climates around us.

 D. Differentiation and Accommodations

1. Differentiation Plan

Tier 1 (Striving Learners):

- Allow the option for students to work with a teacher, within the classroom, in a small

group environment to work through the investigation together.

Tier 3 (Accelerated Learners):

- Allow the student to assist others at their table, to help them identify an additional

climate, other than their own.

2. Accommodations Plan

Section 601:

- YC (Attention Deficit) - Have regular “concept checks” throughout the lesson to keep the

student’s attention on the work rather than varying factors.

Section 602:

- JC (Attention Deficit) - Have regular “concept checks” throughout the lesson to keep the

student’s attention on the work rather than varying factors.

Section 603:

- AM (Primary: SLD) - Check in frequently to make sure the student understands the work

- DA, OP (ID) - Allow the student to take extra time to comprehend the information and

instructions given in class.

- OS, DZ (OHI - ADHD) - Have regular “concept checks” throughout the lesson to keep

the student’s attention on the work rather than varying factors.

- DA, SC, LD, NF, EP, DR, SR (ESL - Level 1) - translate google slideshow, when

needed, and allow for verbal translation of the investigation handout.

Section 604:

- YC (SLD) - Check in frequently to make sure the student understands the work

- CO, CA, JB, RD, LM (ESL - Level 1) - translate google slideshow, when needed, and

allow for verbal translation of the investigation handout.

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives 

(Reflection on student success written after lesson is taught, includes remediation for students who

failed to meet acceptable level of achievement)

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is

taught.)

1. How well did the students understand the CER Framework during the investigation, given this was

their first time using it, in this class?

Including the leading questions in parenthesis really helped the students understand the claim,

evidence, and response parts of the CER Framework.