You are on page 1of 6

ST.

LOUIS PUBLIC SCHOOLS: CURRICULUM-BASED LESSON DESIGN TOOL


(WEEKLY)

Teacher: Ms. Dix Date/Week of: April 2nd


Grade Level: 10th

CONTENT AREA DIFFERENTIATED


Contemporary Issues INSTRUCTION/CROSS-CONTENT
INTEGRATION
Goals: Big Idea/Concept HOW will you teach the Content?
(strategies, accommodations, groups,
content variation, etc.)
Unit IV: Global Warming I will cater to all of the students learning
How does Global Warming have an effect abilities. Some of the students are visual
our planet environmentally, politically, learners, some auditory, some kinesthetic.
economically and socially? Some work well individually, others work
well in groups. All of these different
learning strategies will be implemented
within this unit. There will be various note-
taking using power point (visual), lecture
(auditory), and there will also be hands on
learning (kinesthetic, visual) (as will be
demonstrated through various projects and
mini activities throughout the entire unit.
Students tend to have an attention span of
about 10 to 15 minutes. After that the
students must do something with that
information. My instructional strategies
will accommodate that to the best of my
ability by giving notes for about 10 minutes,
then doing a short activity with that
information, then a little more notes or
teacher facilitation, then another activity
using that information which was just
introduced. Technology will be a huge
factor within a majority of my strategies.
Day 1:
 Do Now Activity
 Cornell notes over Unit V Section 1
 Discussion of grades/passing out
engrade sheets
 Handing out graded work
 Reviewing results for Unit IV
Sections 1-3 Test
 In-Class independent reading and
assignments
 Independent Reading/Work
Day 2:
 Emints training session
 No Students
 Sub-Work Packet
Day 3:
 Professional Development
 No Students
Grade Level Expectation/Objectives
(WHAT are you going to teach?)
Historians develop a research plan and Teacher Reflections/Student Work
identify appropriate resources for Analysis
investigating contemporary issues topics. I will record a journal log describing what
The study of history requires an methods work and what methods do not
examination of multiple perspectives and work.
relies on examination of multiple parts of I will informally assess students based on
society. observations, class discussion, and
Historians use primary and secondary participation. I will formally assess students
sources in order to identify and analyze based on results of their homework
patterns in history. assignments and other various mini
Historians distinguish between fact and activities/short projects (hands-on
opinion, and analyze sources to recognize activities). All of the information can be
bias and points of view in any given source. pulled directly from the text and the
Historians use maps, statistics, charts, classroom notes, so the students should have
diagrams, graphs, timelines, pictures, no problem completing this assignment. I
political cartoons, written resources, art, will also ask questions to check for
artifacts, and other ways to interpret history.clarification of the material being presented
during the lecture. I plan to use the results of
Alignment to Show-Me Standards for Social the homework assignment/Q & A as a guide
Studies: in measuring what needs to be taught again,
Standard 2: Continuity and Change in World and how much the students comprehend the
History text when required to read on their own. If
Standard 5: Major Elements of Geography the students appear to be struggling with
Standard 7: Tools of Social Science Inquiry reading the text I may use reading strategies
such as choral reading or the read aloud
In this Chapter the students will learn about: method.
1. Definition of Global Warming. Student Analysis:
2. Effects of Global Warming on  Do Now’s
society.  Review and Critical Thinking
3. Greenhouse Effect. Questions
4. Causes of Greenhouse Effect and  6 Degrees Could Change the
Global Warming. World Video/Guided Reading
5. Relation of Greenhouse Effect and Video Worksheet
Global Warming.  Unit IV Sections 1-2 Quiz
6. Difference between Climate Change  Unit IV Sections 1-3 Quiz
 Watch “Planet in Peril” Guided
and Global Warming. Viewing Video Worksheet
7. Solutions to Global Warming both Worksheet
socially and politically.  Unit IV Sections 1-3 Test Review
(Jeopardy)
 Unit IV Sections 1-3 Test
Essential Questions(s)/DOK:
Higher Order Questions scaffolded to
reach the Big Idea
1. Identify: Global Warming and Reteaching Strategies
Greenhouse Effect. I plan to use the results of the homework
2. Identify: UN, Joseph Fourier, IPCC assignment as a guide in measuring what
3. Define: ecosystems, global warming, needs to be taught again, and how much the
carbon dioxide, climate change students comprehend the text when required
4. What are greenhouse gases? Explain to read on their own. Before I begin
the positives and the negatives of instruction for the new section I will review
greenhouse gases on our planet. some of the material we addressed the other
5. What is one way that the earth day by writing three review questions on the
naturally tries to cool itself? board just to refresh their memory about the
6. Explain the effects of rising sea lesson from the other day. If the majority of
levels on the planet. the students do well on the mini quizzes as
7. What would happen without the well as the review questions, then the format
greenhouse effect? of instruction that I am using (15 minute
8. What do researchers believe will note taking using power-point) is working.
happen to Mount Kilimanjaro if However, if the students do not do well on
Global Warming continues to move the mini quiz, then I must change the way
at the pace that it is right now? that I present the material to the class. The
9. How does Global Warming affect important thing is for the students to have a
strong knowledge base of the material being
our planet politically, economically,
introduced, and then having the students
socially and environmentally? apply the material that was presented to
10. Identify and explain some solutions them. Another important aspect of
to Global Warming? observing success within the classroom is if
11. When did Global Warming start? the students are retaining the information
12. What is the United States stand on successfully, reflecting the hands-on
Global Warming? activities, then more hands-on activities will
be incorporated within the lesson. One
thing is certain, the students love
technology. The more technology
incorporated within the lesson plan
activities, the more engaged the students are
with the lesson or activity. This increases
the students’ ability of retaining the
information that is taught to them
throughout the unit. If most of the students
have trouble retaining the information, then
I will split the students into small learning
groups and retackle the learning objectives.
If a small percentage of the students have
difficulty passing the learning goals, then I
will get the help of a resource teacher. With
the aid of the resource teacher I will re-teach
the learning objectives to that group of
students while continuing slowly with the
rest of the class, who passed the learning
goals, giving those students more
challenging objectives for the next lesson
that I am going to go into.

Assessment/Performance Task:
How will students SHOW what they have
learned?
The students will demonstrate what they
have learned by completing various
homework assignments and activities that
addresses what was discussed during class.
(Homework: assigned questions from Unit
IV. Global Warming Project; Journal Article
Reviews)

After studying this chapter, students should


be able to:
1. Explain the causes of Global
Warming and Greenhouse Effect.
2. Identify the effects of Global
Warming and Greenhouse Gases.
3. Define the relation of Global
Warming and Greenhouse Effect.
4. Differentiate between climate
change and global warming.
5. Identify and explain solutions to
global warming and limiting
greenhouse gases.
6. Determine United States stand on
global warming.
Vocabulary Vocabulary
Strategies
Global Warming, The students
Greenhouse Effect, bell work will
Greenhouse Gases, IPCC, consist of using
Joseph Fourier, CO2, vocabulary that
climate change, rising sea they are about
level, deforestation, to learn for that
ecosystems, Industrial days lesson.
Revolution, NASA, fossil This gives the
fuels, atmosphere, students 2-3
reducing global warming minutes to read
goals, wind power, solar some of the
power, fuel efficiency material that we
are about to
cover and
identify for
themselves
what these
vocabulary
words are
before we
discuss it that
day. The
students are
more likely to
pay attention to
its meaning if
they attach
value to it.
Identifying new
vocabulary
words before
the lesson
begins will also
reinforce the
information that
is going to be
presented to the
class.
Technology/Manipulatives
Major use of power-point displaying the key
terms and identifications. The format of the
power-point is in Cornell note format.
There is also use of internet. The smart
board is used for displaying the power-point
during the students’ note-taking session.
KEY

Big Idea- The core concepts, principles, theories and processes that should serve as the focal
point of curriculum, instruction and assessment.

Grade Level Expectations-The thought or belief of what a student should know at a particular
grade level by the end of the school year. Missouri’s grade level expectations are aligned to the
Show-Me Standards and The Frameworks from the Curriculum Development.

Objective-The desired concept/skill that is to be learned.

Evaluation-The way that you will assess what the student has learned.

Performance Task-An assessment exercise that has specific performance criteria (this type of
assessment needs a rubric/scoring guide).

Essential Questions-A thought-provoking question designed to engage student interest and


guide inquiry into the important ideas in a field of study.

DOK-Depth of Knowledge-The degree of knowledge (thinking) complexity elicited from


students on an assessment.

Vocabulary-The words that are necessary for students to know in order to grasp a skill/concept.

Vocabulary Strategies-The research based method/strategy used to help students figure out the
meaning of unfamiliar words.

Technology-The tools or aids used to teach your lesson.

Differentiated Instruction-A process to approach teaching and learning for students of differing
abilities in the same class. To differentiate instruction is to recognize and acknowledge students
with varying background knowledge, readiness, language, preferences in learning and interests.

Teacher Reflections-A conscious mental and purposive process relying on


thinking/reasoning/examination of one’s own thoughts and feelings.

Student Work Analysis-The explicit process used to analyze student work against a set of
standards and scoring guide.

You might also like