Description
For this project, you will write ONE complete lesson plan and submit each one for evaluation and feedback. You MUST use TEK 7.8.A (Grade 7) 7.8 The student knows that natural events and human activity can impact Earth systems. The student is expected to: (A) predict and describe how catastrophic events such as floods, hurricanes, and tornadoes impact ecosystems. 1. Select a standard from your content area, and using the approved template, write Lesson Plan 2. 2. You must use the template provided to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format, but is designed to walk you through the process of what is evaluated. YOU MUST ALSO MAKE SURE THE LESSON PLAN YOU CREATE IS IN ALIGNMENT WITH 700.3P TEMPLATE SUBMISSION 2 (attached below). 3. The alignment and appropriateness of the instructional strategies with the learning objective Explicit, targeted activities that include flexible grouping and individualized instruction, as appropriate Literacy strategies include the STR components (required for certain certificates), embedded vocabulary explicitly taught (all candidates) Technology is integrated and aligned to the standard (T-PACK) and aligned to ISTE standards Decision-making reflection 4. DO NOT PLAGARIZE OR COPY FROM NON-CREDIBLE SOURCES: In this context, appropriate use of generative AI might be asking for examples in order to spark your own creativity and thought process. You might use it to precheck assignments for feedback suggestions or to summarize an article you are considering using to support your work. It is not an appropriate use to copy the response you receive and submit it as your own. You are responsible for the caliber of content you submit, and AI is not an acceptable substitute for your unique and original work. Submissions that are inaccurate, fail to correctly attribute others’ work, contain offensive material, or are plagiarized will not be considered to be proficient. To use generative AI in lieu of original work is a violation of our Academic Integrity Policy. Teachers of Tomorrow instructors have been trained on AI-generated material and may reach out to you if they suspect your work is disproportionately composed of material found by using AI tools. To keep your work above suspicion and your academic integrity intact, it is your responsibility to carefully consider and edit any research done with generative AI. In addition, you are expected to cite your sources in a recognized format (APA, MLA, or Chicago). ATTACHED ARE SOURCES THAT WILL HELP YOU COMPLETE THE ASSIGNMENT: 1.700.4BP Rubric- Must score a maximum of 85 points to pass so please be mindful of the quality of work! 2. 700.4P Example Guide- A resource you can use to assist you while developing the interactive lesson plan. 3. 700.3P Template Submission 2- The lesson plan you create must correspond with this lesson plan that is already complete. 4. 700.4P Literacy Lesson Plan (Blank) 2- The document you will complete 5. Science TEKS side by side- The only TEKS you can use.
Unformatted Attachment Preview
CRITERIA
RATINGS
STRATEGIES FOR
INSTRUCTION
EXPERT: 20 pts
Explicit and detailed
opportunities for authentic
engagement through an
anticipatory set, student
collaboration, and/or writing
activities.
Small group instruction fully
supports learning objectives,
activities and outcomes.
PROFICIENT: 16 pts
Meaningful opportunities for
authentic engagement
through an anticipatory set,
student collaboration,
and/or writing activities.
Multiple strategies for
learning lesson content,
utilizing at least three
different modalities, are
available to students.
May include nontraditional
activities, or assessments.
Strategies for learning lesson
content include at least three
different modalities, used
appropriately.
Standard 1:
Instructional
Planning and
Delivery
A. Teachers design
clear, well organized,
sequential lessons
that build on
students’ prior
knowledge.
ii. Teachers
effectively
communicate goals,
expectations, and
objectives to help all
students reach high
levels of
achievement.
iii. Teachers connect
students’ prior
understanding and
real-world
experiences to new
content and
contexts, maximizing
learning
opportunities.
C. Teachers design
lessons to meet the
needs of diverse
DEVELOPING: 12 pts
Adequate opportunities for
authentic engagement using
an anticipatory set, student
collaboration, and/or
writing activities.
NOVICE: 8 pts
Limited opportunities for
authentic engagement through an
anticipatory set, student
collaboration, and/or writing
activities.
Specific evidence of
planning for small group
instruction (content for
different groups, minilesson objectives, etc.)
where applicable.
Instructional examples,
teacher modeling, or other
input is specifically aligned
with objective and lesson
activities.
Adequate evidence of
Instructional examples, teacher
planning for small group
modeling, or other input is not
instruction (content for
aligned with objective or lesson
different groups, miniactivities.
lesson objectives, etc.)
where applicable.
Instructional examples,
Instructional examples,
teacher modeling, or other
teacher modeling, or other
input is detailed and explicitly
input is adequately aligned,
supports the objective and
but may lack detail or be
lesson activities.
loosely supportive of the
objective and
lesson activities.
Explicit evidence of activities
Activities that require critical Activities that require critical Activities that require critical
that require critical thinking
thinking or problem solving
thinking or problem solving are
thinking or problem solving
or problem solving are
are in place and align well with are inferred but may lack detail lacking or not included. No
expertly aligned with the
or alignment with objective.
apparent alignment with the
the objective.
lesson objective.
objective.
Strategies for learning lesson
content include at least two
different modalities used
appropriately.
Lack of strategies for learning
lesson content or strategies used
inappropriately.
learners, adapting
methods when
appropriate.
iii. Teachers
integrate the use of
oral, written,
graphic, kinesthetic,
and/or tactile
methods to teach
key concepts.
E. Teachers promote
complex, higherorder thinking,
leading class
discussions and
activities that
provide
opportunities for
deeper learning
ii. Teachers provide
opportunities for
students to engage
in individual and
collaborative critical
thinking and problem
solving.
CRITERIA
LITERACY
STRATEGIES
Standard 2:
Knowledge of
Students and
Student Learning
C. Teachers
facilitate each
student’s learning
by employing
evidence-based
practices and
concepts related
to learning and
social-emotional
development.
iii. Teachers apply
evidence-based
strategies to address
individual student
learning needs and
differences, adjust
their instruction, and
support the learning
needs of each student.
Standard 3:
RATINGS
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
* Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
detailed and enhance the
lesson content along with
literacy development, where
appropriate.
* Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
present in all appropriate
areas.
* Some Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
present where appropriate.
* Literacy components
(comprehension, text structures,
opportunity for written
response, etc.) are minimal or
may not be present.
* Detailed information about
required vocabulary for lesson,
detailed and specific indication
of direct or indirect vocabulary
instruction.
*Specific information about
required vocabulary for
lesson, adequate indication of
direct or indirect vocabulary
instruction.
* Adequate information about
required vocabulary for
lesson, some indication of
* Limited information about
direct or indirect vocabulary required vocabulary for lesson,
instruction.
little or no indication of direct or
indirect vocabulary instruction.
*Meaningful supports
(graphics, animations,
examples, etc.) for
academic language
included.
*Some supports (graphics,
animations, examples,
etc.) for academic
language included.
*Minimal supports (graphics,
animations, examples, etc.)
for academic language
included.
*Materials presented are
specifically intended for
reading level of the
students.
*Materials presented are
appropriate for reading
level of the students.
*Materials presented may not be
appropriate for reading level of
the students.
*Detailed and specific supports
(graphics, animations,
examples, etc.) for academic
language included.
*Materials presented are
specifically intended for
reading level of the students,
with consideration given to
students below level.
Content
Knowledge and
Expertise
B. Teachers design
and execute
quality lessons
that are consistent
with the concepts
of their specific
discipline, are
aligned to state
standards, and
demonstrate their
content expertise.
iii. Teachers promote
literacy and the
academic language
within the discipline
and make disciplinespecific language
accessible to all
learners.
*Writing requirements (if
present) are explicitly
matched to the level of the
students and enhance the
learning and
engagement of the
lesson content.
*Writing requirements (if
present) are meaningful and
well matched to the level of
the students.
*Writing requirements (if
present) are
appropriately matched to
the level of the students.
*Writing
requirements
(if
present) are not well matched to
the level of the students.
CRITERIA
USE OF TECHNOLOGY
Standard 1:
Instructional Planning
and Delivery
E. Teachers promote
complex, higher-order
thinking, leading class
discussions and
activities that provide
opportunities for
deeper learning
iii. Teachers
incorporate
technology that
allows students to
interact with the
curriculum in
more significant
and effective
ways, helping
them reach
mastery.
RATINGS
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Explicit evidence of
integration of technology
with pedagogy and content
(TPACK) and alignment with
ISTE standards.
*Appropriate evidence of
integration of technology
with pedagogy and content
(TPACK).
*Some attempt of alignment
with ISTE standards and/or
TPACK integration.
*Vague alignment with ISTE
standards, or standards do
not match lesson objective.
*Technology is efficiently
used for learning in a manner
that is inconceivable
without the technology.
*Technology enhances and
supports mastery of the
objectives.
*Student use of technology is
present, but connection to lesson
content is weak.
*Minimally supports the
lesson content.
*Supports student
collaboration, creativity,
critical thinking, problem
solving, and digital
citizenship.
*Some indication of support
of student collaboration,
creativity, critical thinking,
problem solving, and digital
citizenship.
*Student use of technology may
not necessarily enhance learning
of content, but it is not a
distraction.
*Use of technology may be
disorganized or feel
disconnected to student
learning.
*Lesson includes meaningful
components of blended
learning with online
assignments, instruction,
opportunities for
collaboration, or product
creation.
*Teacher models digital
fluency, innovation or
citizenship preparing for
student use.
*Teacher’s use of technology is an
attempt to model digital fluency,
innovation or citizenship.
*No student use of
technology present in
lesson.
*Provides immediate
feedback to students about
learning.
**Technology is used to
assess learning when
appropriate. May provide
some feedback to students
about learning.
*Used to deliver content, but
there may be minimal student
interaction with technology.
*Technology is used to
address diverse student
needs.
*Technology is available to
address diverse student
needs.
CRITERIA
RATINGS
REFLECTION
EXPERT: 20 pts
PROFICIENT: 16 pts.
DEVELOPING: 12 pts.
NOVICE: 8 pts.
Fully explains how the
instructional strategies used
make the subject matter
more accessible to students.
Strategies used are correctly
targeted to meet learning
needs of 3 different groups.
Explains how the instructional
strategies used make the
subject matter more accessible
to students Strategies used are
correctly targeted to meet
learning needs of at least 2
different groups.
In depth analysis of grouping
strategies used. Match well
with task and goal. Applies
cooperative grouping best
practices.
Criteria used to group students
is fully explained and
appropriate for the task.
Demonstrates understanding
of cooperative grouping best
practices.
Makes connection between
instructional strategies and
relevant motivation and
learning theories, which are
applied correctly.
Somewhat explains how the
instructional strategies used
make the subject matter more
accessible to students. Strategies
used are targeted to meet
learning needs of at least 2
different groups, but may not be
effective.
Criteria used to group students
is somewhat explained and
appropriate for the task.
Demonstrates some
understanding of cooperative
grouping best practices.
Some connection between
instructional strategies and
relevant motivation and learning
theories. May be incomplete.
Weak or lacking an
explanation of how the
instructional strategies used
make the subject matter more
accessible to students.
Strategies used are not
targeted to specific groups
and/or not effective.
Criteria used to group
students either not explained
or inappropriate for the task.
Demonstrates little or no
understanding of cooperative
grouping best practices.
Very little or no connection
between instructional
strategies and relevant
motivation and learning
theories. May be incomplete
and/or incorrect.
Reflection paragraphs are
loosely or not organized.
Mechanics and language
usage are poor and detract
from meaning.
Standard 1:
Instructional Planning
and Delivery
B. Teachers design
developmentally
appropriate,
standards-driven
lessons that reflect
evidence-based best
practices.
i. Teachers plan
instruction that is
developmentally
appropriate, is
standards driven and
motivates students to
learn.
ii. Teachers use a range
of instructional
strategies, appropriate
to fit the content area,
to make subject matter
accessible to all
students.
C. Teachers design
lessons to meet the
needs of diverse
learners, adapting
methods when
appropriate.
ii. Teachers plan
student groupings,
Explicit connection between
each instructional strategy
and specific motivation and
learning theories, all of
which are applied correctly.
Reflection paragraphs are
well-organized. Mechanics
and language usage are
excellent with few or no
errors.
Reflection paragraphs are
organized, Mechanics and
language usage are good with
few errors.
Reflection paragraphs are
somewhat organized. Mechanics
and language usage contain
errors that do not detract from
the meaning.
Includes fully elaborated
description of how a growth
mindset and persistence will
be encouraged throughout
the lesson.
Includes solid description of
how a growth mindset and
persistence will be encouraged
throughout the lesson.
Includes some idea of how a
growth mindset and persistence
will be encouraged throughout
the lesson.
Includes little or no
description of how a growth
mindset and persistence will
be encouraged throughout
the lesson.
including pairings and
individualized and
small-group
instruction, to facilitate
student learning.
TEXAS TEACHERS LESSON PLAN FORMAT
LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)
INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as
indicated below to facilitate identification of the required elements.
Use of Groups
Critical Thinking or Problem Solving
Learning Modalities used
Blue or Aqua
Pink or Magenta
Underlined
NAME:
SUBJECT/GRADE: __________________________________
CERTIFICATION AREA: _______________________________
STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN
FOCUSES ON
PHONOLOGICAL/PHONEMIC AWARENESS
PHONICS
FLUENCY
COMPREHENSION
***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS
TEKS OR PRE-K GUIDELINES:
Grade 2, Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
LEARNING OBJECTIVE(S): The student will use text features and structures such as the cover, title, table of contents, and back
blurb to identify the characters, setting, and problem of the story to make a prediction before reading a fiction text.
ASSESSMENT:
Informal Assessment: Today, the students each make a prediction in the listening station based on their audio book. Students
will turn this in at the end of the class period as an informal/formative assessment. The teacher will score this based on two
parts: a realistic prediction based on the book’s text features a confirmation or denial of this prediction upon completion of the
text.
Formal Assessment: Since this is the first day of this skill, a formal assessment isn’t needed. The skill could be broken down into
two parts- one identifying the character, problem, and solution, and the next one making the prediction. To formally assess
later on in the lesson cycle, readers will use another level “G” book, read aloud the title, cover, back blurb, and table of
contents, and identify the character, setting and problem in order to make a prediction.
MATERIALS and SETTING
What materials do you need for
this lesson? What is the setting?
Are students in pairs, groups,
stations, floor, library, science lab?
Mentor text: Katie Woo: No Valentines for Katie (Guided Reading Level G)
Sticky Notes
Anchor Chart: How to use a Sneak Peek to Predict. The anchor chart will be created as
a class.
Students will start in whole group, move to stations and guided reading groups around
the classroom.
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must
students know to understand the
concept being taught?
Sneak Peek (this is really previewing and orienting to text, but we don’t need second
graders to use that language)
Title, Table of Contents, Back Blurb
Predict
**Include specific method for
working with vocabulary
ex: Marzano, Frayer model,
Greek/Latin roots
Characters, Setting, Problem
Frayer Model for the term “back blurb.” Students will complete a 4 square grid with
this term using the following steps:
1. Define the target vocabulary word.
2. List facts about the target word
3. Generate examples and non-examples.
FOCUS ACTIVITY
What activity will students engage
in that will pique their interest
about the upcoming lesson? Think
of this like a preview for an
upcoming movie – something that
ignites curiosity
Teacher wears a detective hat and holds a magnifying glass to rally the
class. Emphasizes that readers are like detectives sometimes making predictions
before they read.
CONNECTION TO PRIOR LEARNING
OR REAL WORLD
This is what you say to students
about what they have already
learned and how it prepares them
for what they are about to learn;
review what they have learned to
prepare them for the upcoming
lesson.
OBJECTIVE STATEMENT
(including a performance
behavior)
This is what you say to students
about what students will learn
today, and how they will show they
have learned the content (that is
the performance measure)
“Readers, you’ve worked so hard on looking at the pictures before you start reading
every story, but today, you are going to do a grown-up sneak peek since you are almost
third graders! You are going to use that to help you make a prediction which will help
you understand and keep track of the story as you read these longer books!”
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in
what you will say to students and
should include both why it is
important to the content and why
it is relevant in their lives.
“You are going to use the sneak peek to help you make a prediction which will help you
understand and keep track of the story as you read these longer books!”
“Readers! Today we are going to take a sneak peek by looking at the cover, title, back
blurb, and table of contents so we can make a prediction before we read to help
understand longer books! After we read, we will check and see if our ideas were right!”
INSTRUCTIONAL STEPS
Include:
• Step by step instructions
• Key points
• Directions to give
• Small group instructional
plans
• Differentiated Station
Activities
1. “Readers! Today we are going to take a sneak peek by looking at the cover,
title, back blurb, and table of contents so we can make a prediction before we
read to help understand longer books!” Teacher uses hands to gesture like it’s
a book and pointing out the front and back.
2. Before beginning the lesson, students will work together as a class to complete
the Frayer model of “back blurb.” This is a new term for students so going
through the process of creating a vocabulary anchor chart will solidify this term
for them.
3. Teacher models through direct instruction doing this before reading. Teacher
models reading the title, cover, back blurb and table of contents (if applicable.)
4. Students are sitting next to a reading partner and then they discuss what they’re
thinking the character, setting, and problem might be. The teacher listens in to quickly
get an informal assessment on how students are responding to this information.
5. The teacher models thinking aloud and writing it on a sticky note. This is all direct
instruction so the teacher does not call on any students to gather their thinking. The
teacher is only modeling the correct response. The teacher will place the sticky notes
on an anchor chart. The chart will be set up in three columns. What I know (title,
cover, back blurb), what I predict (problem), and confirmed/denied.
6. The teacher follows the same procedure for making a prediction. The teacher reads
the whole story, stopping after each chapter to check on the prediction and maintain
information across chapters to see how the problem is developing. The teacher is
modeling correct thinking across the book aloud. Students can be given time to talk to
their partnerships quickly after each chapter to practice, but the teacher does not call
for their responses.
7. At the end of the story, the teacher confirms the prediction and repeats the gestures
and points to the anchor chart repeating the steps of how to take a sneak peek and
predict.
8. To wrap up the lesson, the class as a whole can confirm or deny the prediction that
the teacher has made. The students echo the steps and gestures.
9. The teacher will dismiss students out into their station activities now while pulling
guided reading groups. The station activities are:
•
Writing about Reading – Students will choose a book on their independent
reading level, read for 15 minutes and then choose a writing about reading
prompt card and write a written response. The prompt cards are of varying
difficulty levels. Students know which color cards they are to draw from to
match their skill levels.
LITERACY STRATEGIES USED
**Specifically identify ways you are
implementing literacy instruction!
STUDENT USE OF TECHNOLOGY
CLOSURE
Review: How will you cement the
learning that has taken place in
this lesson?
Connect to future learning: How
will what students learned today
help them in upcoming lessons?
•
Technology Station – Students will work on the computer or ipad on iStation.
This differentiated learning opportunity allows students to work on reading
passages and answer questions based on their specific reading needs and
abilities.
•
Listening Station – students will listen to a book on tape. Students will listen to
the book assigned to their reading group based on level. The books will be
differentiated and color coded. Students know which book they are to listen
to. They will write a prediction ahead of listening and then confirm or deny
after they listen. They will turn in this prediction for an informal
assessment/formative assessment.
•
Independent Reading- Students will read a book of their choice at their table.
•
Guided Reading- Groups will be pulled to the guided reading table with the
teacher to work on their instructional level. Teacher will practice the
prediction skill with all groups using text on their level.
The preview of the book aids in comprehension. The Frayer model is an effective
strategy to help the new vocabulary stick. Students discuss various parts of the lesson
and make predications. At the writing about reading station, the students choose a
book on their independent reading level and write about it. At the technology station,
students answer comprehension questions. Students write predictions at the listening
station and work with the teacher to practice predictions in reading groups.
Technology Station – Students will work on the computer or ipad on iStation. This
differentiated learning opportunity allows students to work on reading passages and
answer questions based on their specific reading needs and abilities.
Gather students back on the carpet after their independent practice. They share their
work with their reading partner. Repeat steps and gestures from anchor chart.
Teacher tells students to be detectives all day thinking about predictions in all books
they read and will try it out in even longer books tomorrow.
The Reflection
Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be
at least one and no more than three paragraphs per question.
1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For
example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade
level?
2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct
meaning, and acquire knowledge and skills?
4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?
TEXAS TEACHERS LESSON PLAN FORMAT
LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)
INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as
indicated below to facilitate identification of the required elements.
Use of Groups
Critical Thinking or Problem Solving
Learning Modalities used
Blue or Aqua
Pink or Magenta
Underlined
NAME:
SUBJECT/GRADE: __________________________________
CERTIFICATION AREA: _______________________________
STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN
FOCUSES ON
PHONOLOGICAL/PHONEMIC AWARENESS
PHONICS
FLUENCY
COMPREHENSION
***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS
TEKS OR PRE-K GUIDELINES:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT:
MATERIALS and SETTING
What materials do you need for
this lesson? What is the setting?
Are students in pairs, groups,
stations, floor, library, science lab?
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must
students know to understand the
concept being taught?
**Include specific method for
working with vocabulary
ex: Marzano, Frayer model,
Greek/Latin roots
FOCUS ACTIVITY
What activity will students engage
in that will pique their interest
about the upcoming lesson? Think
of this like a preview for an
upcoming movie – something that
ignites curiosity
CONNECTION TO PRIOR LEARNING
OR REAL WORLD
This is what you say to students
about what they have already
learned and how it prepares them
for what they are about to learn;
review what they have learned to
prepare them for the upcoming
lesson.
OBJECTIVE STATEMENT
(including a performance
behavior)
This is what you say to students
about what students will learn
today, and how they will show they
have learned the content (that is
the performance measure)
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in
what you will say to students and
should include both why it is
important to the content and why
it is relevant in their lives.
INSTRUCTIONAL STEPS
Include:
• Step by step instructions
• Key points
• Directions to give
• Small group instructional
plans
• Differentiated Station
Activities
LITERACY STRATEGIES USED
**Specifically identify ways you are
implementing literacy instruction!
STUDENT USE OF TECHNOLOGY
CLOSURE
Review: How will you cement the
learning that has taken place in
this lesson?
Connect to future learning: How
will what students learned today
help them in upcoming lessons?
The Reflection
Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be
at least one and no more than three paragraphs per question.
1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For
example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade
level?
2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct
meaning, and acquire knowledge and skills?
4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME:
CERTIFICATION AREA: Science 4-8
SUBJECT/GRADE: 7th Grade
SUBMISSION # 2
TNT 700.3P – PLANNING LESSONS, PART 1
TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for word. This
must include the grade level, number and letter
of competency. For example, (Grade 6) 5.B.
(Grade 7) 7.8 The student knows that natural events and human
activity can impact Earth systems. The student is expected to:
(A) predict and describe how catastrophic events such as floods,
hurricanes, and tornadoes impact ecosystems.
PERFORMANCE MEASURE/ASSESSMENT
After the lesson, how will you know if they have
learned the content to the level of rigor
required? How will you measure their
performance?
Students will predict what would happen to an ecosystem if a
catastrophic event occurred. Then students will engage in a
short film over different catastrophic events and their impact on
the ecosystem. Students will then complete a catastrophic event
worksheet after reading a digital excerpt from the National
Geographic student learning platform. After utilizing their
digital resource students will use their new knowledge to
answer short answer questions and describe the different effects
of catastrophic events on an ecosystem. Students will
understand how to determine if a disaster is considered
catastrophic after watching and reading about the impact the
event has on the ecosystem.
The student is expected to predict and describe how
LEARNING OBJECTIVE(S):
catastrophic events such as floods, hurricanes, and tornadoes
Copy the TEKS word for word beginning with
“the student is expected to. . .” and the text of the impact ecosystems after engaging in a short film, reading the
interactive article, and completing the short answer formative
student expectation. Then end your learning
assessment.
objective by stating the performance measure.
OBJECTIVE STATEMENT (must include
performance measure)
This is what the teacher says to students about
what students will learn today, and how they
will show they have learned the content (that is
the performance measure)
Students today, we will predict and describe what
characteristics of an event can cause it to be classified as
catastrophic. We will first engage in a brief 4-minute video
introducing different catastrophic events. You will predict how
the disaster can impact the ecosystem. After watching the video
to its entirety, you will independently read an interactive article
online and answer free response questions describing: the
different types of catastrophic events caused by natural forces
and humans and their impact on ecosystems.
PURPOSE OF LEARNING
Why do students need to learn this today? This
should be written in what you will say to
students and should address both why it is
important to the content area (knowledge and
It is a necessity for students to learn about the different impacts
of catastrophic events on the ecosystem. It is important to
understand what a catastrophic event is, its long-term, and
short-term effects on the ecosystem. Catastrophic events can
have both negative and positive effects on the environment and
affect many citizens in our society. This knowledge can help
skills statement) and why it is relevant in their
lives.
students to be more prepared if they were to experience a
catastrophic event.
EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about what
they have already learned and how it prepares
them for what they are about to learn; review
what they have learned to prepare them for the
upcoming lesson.
Students we have utilized digital resources from National
Geographic before to learn how weathering, erosion, and
deposition can affect different landforms. Today we will utilize
a similar platform to learn how catastrophic events can also
causing ecosystems and landforms to be altered. We will all
begin with an intriguing video to help you predict the different
impacts of catastrophic events and natural disasters prior to
independent work. After the film, you will go to the National
Geographic website and read the article about the negative
impacts of catastrophic events to assist you with the free
response questions.
Grade 7 Side‐by‐Side
2021 Knowledge and
Skill
2021 Text
Statement/Student
Expectation
SCIENCE.7.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks
questions, identifies problems, and plans and safely conducts classroom, laboratory, and
field investigations to answer questions, explain phenomena, or design solutions using
appropriate tools and models. The student is expected to:
2017 Knowledge and
Skill
Statement/Student
Expectation
2017 Text
7.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time,
conducts laboratory and field investigations following safety procedures and environmentally
appropriate and ethical practices. The student is expected to:
7.2
Scientific investigation and reasoning. The student uses scientific practices during laboratory
and field investigations. The student is expected to:
SCIENCE.7.1.A
ask questions and define problems based on observations or information from text,
phenomena, models, or investigations;
7.2.A
plan and implement comparative and descriptive investigations by making observations,
asking well defined questions, and using appropriate equipment and technology;
SCIENCE.7.1.B
use scientific practices to plan and conduct descriptive, comparative, and experimental
investigations and use engineering practices to design solutions to problems;
7.2.B
design and implement experimental investigations by making observations, asking well
defined questions, formulating testable hypotheses, and using appropriate equipment and
technology;
7.1.A
demonstrate safe practices during laboratory and field investigations as outlined in Texas
Education Agency‐approved safety standards; and
7.4
Science investigation and reasoning. The student knows how to use a variety of tools and
safety equipment to c
