Jordyn Somers

4-21-2023

When choosing a text I knew right away what I wanted to do. SInce I was unable to

teach the lesson in my placement I knew I could pick something that I was interested in.

However, I still would be able to teach this lesson in my placement because it ties into their unit

very well which is something I liked. When looking for a strategy I wanted something that was

simple while also being something I was familiar with so when I found the spin on a K-W-L I

knew that was the perfect choice. When thinking about my purpose I was trying to think of it as

if I was a student. What would I want to take away from this? What I came up with was the idea

of being able to learn about water access and how it connects to climate change which is

something the students in my placement have been learning a lot about. I incorporated the survey

because my students at my placement do not like reading at all so I wanted something that was

short and easy to read. I think that if I would have taught this in my placement the students

would have really enjoyed it because I always talk to them about climate change and they get

really involved with it. I think that the students were only partially engaged in the lesson. One

half of the room was participating while the other side of the room was doing random homework

assignments that had nothing to do with our task. I was able to tell my one half of the class was

engaged because they were participating in the discussion and as I walked around I was able to

see them filling out the K-W-L and making notes on the document which was really insightful

for me.I think that I had a strong graphic organizer but it would have been better if I was able to

model it more clearly and for some reason I think I was more nervous today which is strange

because when I taught at my placement today I had no issues. I believe that I should have written

the graphic organizer down first before going over my slideshow so that the students could have
gotten to sort of take a peak at what they would be doing. The changes I would make to this

lesson is to make sure the students clearly understand the strategy and how it can help us when

writing and understanding text and what we can do to go from there. The whole point of me

teaching this lesson was for them to be able to use the strategy to help better understand why

water access is so important and if I had taught this in my placement I would have this be at the

end of the unit so that we could pull it all together by having a short paper or story to engage

them and show their knowledge from the unit and this article. I would make these changes so

that the student could get the proper strategies in place to help them with comprehending.

Overall, I don't think I did a terrible job but it was very hard for me to engage my classmates and

I think that I let it get to me and threw me off of what I had planned for the lesson which is not

what I should have let happen. This situation however, will allow me to grow and now I am able

to reflect and see what changes I could have made.

Word count: 606

 https://education.nationalgeographic.org/resource/how-climate-change-impacts-water-access/
UWP Lesson Plan Template
Teacher Name: Jordyn Somers Grade Level: 7th date: 04-21-2023

Target Content/Lesson Topic: Climate Change

This lesson is for a(n) ____x_ whole class ___x__ small group ___x__ individual

Planning
Essential Question - How can water access change our lives over time?
- 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 take place during the climate change unit where students
- How does this lesson fit are working on learning about the different challenges that people face in
into the larger unit of due to climate change
study?
- Focus on a
logical/hierarchical - This lesson will be focusing on water access availability and its effect on
sequencing of skills (e.g., people and animals
main ideas before details,
similarities before
differences).
State Learning Standards SCI.LS2.D.m Changes in biodiversity can influence humans’ resources,
List the complete, relevant such as food, energy, and medicines, as well as ecosystem services that
grade-level standard(s). humans rely on — for example, water purification and recycling.

SL.7.1 Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on topics,
texts, and issues, building on others' ideas and expressing one’s thinking
clearly.
Learning Target(s) and LT:
Learning Objective(s) I can use scholarly resources to better understand how water access affects a
- Choose your learning person and their community
target(s) and objective(s)
based on the relevant state
learning standard(s). LO:
- Write focused targets and Students will be able to identify what water access is and how it can affect
objectives that describe the individuals as well as communities.
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 be in whole group discussion when learning about the
Describe how and why strategy
students are grouped based - Students will work as individuals to read and complete their spin on K-W-L
on
- Students will work in small group based off of who they are sitting with fo
- homogeneous,
heterogeneous, a post reading discussion
randomized
- ability, interest, IEP goals,
social or social-emotional,
behavioral, language
acquisition
Co-Teaching Strategy N/A
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
Describe how you will
meet individual students’
needs by adjusting the
content, process, product,
and environment based on
their readiness, interests,
and learning preferences.
Process
Product
Environment
Formative Assessment
- How will you monitor
student learning
throughout the lesson?
- 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?
Content
- I will be explaining verbally while using visuals to show the students about
the strategy. I think that this is important because not all students can just
be given a worksheet without a prior understanding so by having it
modeled for them all students can use that to help them as they try it on
their own.
- Students will be able to complete their spin on K-W-L and read at their
own pace. Students who need additional support while working on their
strategy will get support from me as I check-in with each student while they
work independently. This support can be through probing open-ended
questions such as “what is one thing you learned from the article that you
didn't know prior?”
- For their assessment students will all have the same strategy and discussion
questions but they will be able to answer in any way so they may have a
different end product such as by answering in short answers or bullet
points. For the discussion students can also choose to take notes of what
they discuss or just share with the class.
- They can break off into areas of the classroom and they are also allowed to
move around to whatever spot makes them most comfortable. This can be
by standing up or walking around if they would like.
Assessment
- Students are going to be completing a spin on K-W-L strategy in their
notebook or on their laptop.
- As they complete these I will go around and check in with them to see what
they knew about prior to the reading, what they thought they knew, if they
had to add more to anything as well as what they still may be wondering
about for example
- I will be looking to see that the students complete at least one thought for
each part. It could look something like this:
- What I know for sure:
Before reading I knew what water access was
After reading I knew that it could affect anyone across the world
- Attach a copy of your
checklist, rubric,
observation criteria, or
other measure.
Summative Assessment
How will students
demonstrate mastery of
the standard?
​Note: This assessment
does not have to occur
during/after this lesson
but in upcoming lessons.
Summative Evaluation
Criteria
- What material(s) will
you use to evaluate
learning?
- Attach a copy of your
checklist, rubric,
observation criteria, or
other measure.
Opening: Introduction
and Connection to
Previous Learning
● Anticipatory Activity
(Hook)
● Activate prior
knowledge.
● Be sure students
understand procedures
and instructions for the
lesson.
● Establish clear
expectations.
● Model concept.
- What I think I know:
I think that people in rural regions may have a harder time with a lack of
water access
- What I wonder after reading:
I wonder if I will have to worry about water access as I grow up
- The summative assessment will take place at the end of the unit. They will be
completing a poster project on one of the key topics from the unit (water
access, disease, poverty, rising temperatures, animal poaching) to show their
knowledge of the topic
- For this assessment the students will present their information either to me
or to the class and they will get graded on if they included pictures, gave
definitions, at least one statistic and what they would do to stop this issue
from happening
Procedures
- First I will engage the students through a hook: “okay guys so today we are
learning about water access and its relation to climate change”
- I will then activate prior knowledge: “can anyone tell me what climate
change is? Or maybe an example that we have learned about from our
classes?” I will then build off of the students definition so that they are
getting positive interaction while also making sure that the class is getting
correct information
- I will then go over our goals for today: “so today we are focusing on
learning about what water access is or maybe for some of us, improving our
understanding of it because water access is something that is making a big
The
groupings/instruction/lesson
progression may look different
in different parts of the lesson!
During: Lesson
Progression
In this portion of the
lesson, you will be letting
go and letting students
engage in productive
struggle; engaging in
gradual release (“I do, we
impact on the world and you're going to read more about that in just a few
minutes”
- I will then go over our strategy: “okay so you guys know how we have done
K-W-L’s before right? Well today we are going to do a special K-W-L
because we are going to be reading about how climate change is affecting
water access”
- I will then model the strategy “so in this version of the K-W-L you are
writing down or typing what you know for sure, what you think you know
and what you wonder. So we are going to practice this by doing an example
on climate change”
- I will then work with the students to create an example on the board of the
strategy
- “So you see how this one is just a little bit different? In this one you are
focusing on three things. What you know for sure, what you think you
know and what you wonder. We are going to do this twice so before I hand
out our article I want you guys to write down at least two bullet points
about what you know about water access and then, once we finish reading I
want you to go back in with a different color or even a highlighter and
write what you know for sure after reading, what you think you might be
starting to know about and what questions you still have”
- Expectations: “so while you guys are working on this I want you to makes
sure you try your best and if you have any questions either raise your hand
or quietly ask someone next to you because we don't want to distract any of
our classmates from reading”
- During this part of the lesson students will be working on the strategy and
the reading.
- I will be walking around and checking in on the students as they do this to
make sure they are staying on task and to be there to help them if they have
any questions.
do, you do”), inquiry, - Once all students are done we are going to share some of the things we
guided or independent
wrote down which will allow the other students to hear what others wrote
practice, or other learning
methods. Please write what as well as for students who struggle, they are able to see that others may
you are looking for in
have struggled too.
terms of:
● Students’ thinking - “Okay guys can I get some volunteers to share with us one thing they
and how they will wrote down before reading and if anything changed after reading the
start the lesson.
● Provide article”
appropriate - After completing the discussion I will assign them the discussion
support (not
explaining how to - “So now that we learned a little about water access I am going to split you
do it). guys in groups of four and each group is going to talk about what you took
● Provide worthwhile
extensions. away from the reading and how you think water access will affect your lives
● Provide personally”
opportunities for
students to engage - I will also give them some prompts: “you guys can talk also talk about how
in using the water access or climate change in general may affect certain areas of the
academic language.
This is where you will be world more than others, maybe you travel a lot and if these places are being
suggesting or modeling flooded or losing water then maybe you can travel there anymore”
specific strategies and
helping students choose
which strategy makes sense
to them. However, you
must make sure ideas come
from students.
Closing: Wrap-Up and - To wrap up, I will restate our goal and ask the students some questions to
Extension
see what they learned.
End the lesson with a final
review of key ideas and - “Okay guys so today we learned all about water access. What is one thing
knowledge. This is where
you discussed in your small groups? Is there something you and a group
you have students talk
about their thinking and mate agreed on or shared the same idea?”
share strategies with the
- I will then ask if they liked using this strategy and if they found it helpful
whole class. It’s important
to name strategies and use while reading.
academic vocabulary here,
extending the lesson to
broader ideas.
● Promote a
community of
learners.
● Listen actively and
probe thinking
without evaluating
or telling them how
you would do it.
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 - I will have the article printed out for all students
Instructional Resources - Students will use either their notebook or laptop to complete the spin on
or Materials K-W-L
- List and provide a brief
rationale for all necessary
lesson resources and
materials. If not original,
cite the 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.
Supplies, Equipment - Pencil, highlighter, smart board
and Technology
- List all other supplies that
need to be available.