This assignment

is due on
Saturday, Feb 27.

Weekly Plan - 6 (Feb. 22 Feb. 26)

Current unit: _Atmosphere/Weather________
Standard(s) addressed by this unit: Standard 3, Objective A, B & C____
Date/Day
02/22--Monday

Class Procedures
Lesson Topic: What is the atmosphere?
Activity: Cornell Notes
Materials: Science Notebooks, PPT
Assessment: Grizz Buck Questions. PreTest built into the PPT

Post-Lesson Reflection
Starter: Define Atmosphere.
Why does convection
happen? We spend more
time in this class recalling
prior knowledge so that we
can build on it with the new
knowledge. This was our
first day with the material
from the new unit. After the
starter, students completed
the Weather Log. While
students were working on
the log I asked questions
about what they saw in the
data. Did any of the factors
relate to each other? Lots of
good participation. They are
more eager to try than my
other classes. We began the
notes with a Pre-Quiz built in
to the PPT. Students were
encouraged to vote using
hand signals. Lots of good
participation again. Some
students explained the
answers in their own words,
as they did so I gave them
the vocabulary term they
needed for the topic. We
were able to make it
through the PPT to slide
#12. We will start next time
on slide #13. During notes,
some students were not
participating and a few more
side conversations than
normal. Most behavior
problems were curbed once
I took away points from
students. Mohammed had a
particularly rough day today
and lost 3 points which is
unheard of! I spoke to him
after class that it is hard to
lose so many points so early
in the week. I encouraged
him to try harder on Wed.

02/24--Wednesday

Lesson Topic: How do we measure the

Atmosphere?
Activity: Demonstrations, Cornell Notes
Materials: Science Notebooks, PPT,
Sponge, Prism, Flashlight, Water, Mirror,
Infrared Gun.
Assessment: Grizz Buck Questions during
Direct Instruction. Starter Questions

Students know that once

they have lost all of their
points, they go to Think
Time in another class and
then they go to Mr. Wilson if
they misbehave again. :(
Starter: What does a
barometer measure? What
is the main element in the
air?
Students struggled to find
the answer to the starter
questions, even though they
were a review from Monday.
I reminded them to be
highlighting their important
words in their notebooks. I
was able to give highlighters
to those that didnt have
one. As we moved through
the rest of the Atmosphere
PPT I used the sticks to
choose students to write the
vocabulary words on the
VOCAB board. I reminded
them that these are the
words they should be
highlighting. I used
demonstrations to teach the
Absorb, Reflect, Scatter and
Emit terms. I encouraged
students to draw pictures
near these words to remind
them of the terms. In a
previous class some
students made Gak/Slime
and brought it with them.
This was a major distraction.
Some students lost points
after they continued to play
with it after I asked them to
put it away. By the end of
the class, I had collected 3
students Gak on my desk. I
chose to return it to them
and encouraged them to put
it in their lockers and NOT
take it to their next period.
Mohammed lost his
remaining points for the
week and had to go to
THINK TIME in Coviellos
class. He returned with his
reflection written. I will take

02/26--Friday

Lesson Topic: Energy in the Atmosphere

and Greenhouse Effect
Activity: Cornell Notes, Video
Materials: Science Notebooks, PPT, Video
Assessment: Grizz Buck Questions

a minute to talk to him on

Friday before class and set
some goals for that day as
he will be out of warnings
and be required to go to Mr.
Wilsons office if he is not
compliant. We finished class
on slide #22 (the picture).
We will start next class
period drawing the picture
as the starter.
Short day, so no starter.
Instead students were
instructed to turn to page 74
and finish their drawing of
the Energy Balance of the
Atmosphere. We were able
to complete the notes
regarding Greenhouse
Effect. We had a few
students who came late due
to WIDA testing and some
who were never made it to
class. We were able to finish
the Atmosphere notes, but
not able to start the Coriolis
Effect notes. We may
have to push the quiz if we
arent able to cover the
material as fast as the other
classes. I feel that it is more
important to make the
content clear than to stay
on schedule with the other
periods. No students lost
points. I discussed todays
behavior goals with
Mohammed before class. He
did great today! For the
assessment piece of the
lesson, I tried to implement
questions with a higher
cognitive load. We began by
reviewing examples and
definitions of the new vocab.
We also discussed the
impact of the Earths Tilt on
the phenomenon of Earths
seasons. I tried to ask more
how and why questions
instead of yes and no. I
think it led to a better
discussion which is mutually
beneficial to my ESL kiddos.

Weekly Plan - 6 (Feb. 22 Feb. 26) for current unit:_________________________________

Due Saturday,
Date/Day
02/22--Monday
Lesson topic:

02/23--Tuesday
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02/24--Wednesday
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02/25--Thursday
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02/26--Friday
Lesson topic:

Standard(s) addressed by this

unit:_____________________________

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**You can choose this format if you want to chunk your lesson according to class procedures. You can
write a one reflection or can reflect on each procedure.