UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Isaura Espinoza 2nd applicable):
Jenna Scully EDBE 4490

Subject area(s): Unit Topic/Theme: Lesson Title:

Social Studies Weather Migration
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
(7) Geography. The Speaking(E): share
student understands how information in
physical characteristics cooperative learning
of places and regions interactions.
affect people's activities
and settlement patterns. Writing(B): write using
The student is expected newly acquired basic
to: vocabulary and content-
based grade-level
(A) Describe how vocabulary.
weather patterns and
seasonal patterns affect Reading(D): use
activities and settlement prereading supports such
patterns. as graphic organizers,
illustrations, and
pretaught topic-related
vocabulary and other
prereading activities to
enhance comprehension
or written text.

Lesson Objective(s)/Performance Outcomes:

Content
The Student will be able to explain how weather affects where people live and what they
do.

Language
The Student will research, discuss and write reasons why people might migrate due to
weather.

Assessment of Objectives (Description and Criteria):

Content

Language

1
Materials and Resources:
Journals
Computers
Management of the Instructional Environment (strategies for engaging,
motivating, and inspiring students):
Brainbreaks will be conducted whenever the children start to get off topic. Also we will
be walking around making sure the students are doing what they are supposed to be
doing. Will praise children for sharing their ideas.

Technology Integration:
The students will use the computer to watch a YouTube video named Why people move
(https://www.youtube.com/watch?v=TULlroYYJJw). They will use the weather wiz website
to do their research and answer the prompt questions.
(http://www.weatherwizkids.com/weather-rain.htm). Students will also use the Kids
Discover website to map and navigate migrations that they will later share with each
other. (https://online.kidsdiscover.com/unit/migrations/topic/mapping-and-navigating-
migrations)
Diversity and Equity:
Language Adaptations/Modifications (for beginning, intermediate, and
advanced students)
Beginner: Research will be provided for them, they will be allowed to use pictures
instead of words for their writing. Can work with a partner for the entire assignment.
Oral modification: Students will be able to speak in English as well as in their own
language to another student who speaks it. They would also be able to use any notes
they have taken over the topic. Can use pictures to help them out.
Intermediate: Certain websites will be provided for research, they will be allowed to work
with a partner. Oral modification: The students will be allowed to write down what they
want to say before sharing with the class, they will be allowed to use the paper while
talking.
Advanced: Can work with a partner to find the research. Oral modification: Students will
speak to the class normally. Will be allowed to use notes.

Special Needs Modifications

None Needed
Activities/Procedures (Include timeline and grouping configurations):
We will start off by watching a YouTube video about why people move. We will
discuss what we saw as a class. (10 minutes)
Students will be in groups of two while researching their information using the
weather wiz website. They will be allowed to explore throughout the site to find the
information that they need. (20 minutes)
They will also visit the Kids Discover website to explore the mapping and
navigating of migrations, they will later share their information with their partners.

2
 (10 minutes)
Students will then go back to their desk and write about what they have learned
about the migration of people due to weather. They will need to answer some
prompt questions that are given to them. (Why do you think people must move
when there is a natural disaster? Where would you move if you could go anywhere
in the world?) (10 minutes)
Students will go back to their partner and discuss what they wrote. (5 minutes)
As a class we will get together to discuss what we have learned, as well as ask
questions. (10 minutes)
Oral language: THINK/PAIR/SHARE- During the discussion time students will be
asked to think about what they wrote. Then they will share their writing with a
partner and discuss between them. After everyone is done we will come together
as a class to discuss what they were talking about. (15 minutes)
Reflections and Documentation/Evidence of Lesson Effectiveness (Only for
lessons actually delivered):