Contextual Information

1. Knowledge of characteristics of students

The grade level for this lesson plan is 5th and 6th.

The student’s age range is from 10-11 years old.

There are 4 male students and 9 female students with a total of 13 students.

The student’s achievement levels range from remedial to advanced. North Douglas

Elementary has a population of about 724 students and 14:1 student to teacher ratio. In

comparison to other elementary schools in Georgia, North Douglas Elementary School

10.8% of the 3rd graders met the Milestones assessment in English Language Arts and

22.3% met the standards in math. In addition, 32.1% of the 4th graders met the English

Language Arts standards and 25.0% met the math standards. Around 31.4% of the 5th

grade students met the standards in English Language Arts, 20.7% met the standards in

Mathematics, 23.3% met the standards for Science, and 12.4% met the standards in

Social Studies. North Douglas Elementary is a Title 1 school and serves students with

disabilities.

The socio-economical status of the students is low income to middle class. North

Douglas has 85.6% recipients of free/reduced lunch. The population consist of 72.4

percent African Americans, 17.3 5 Hispanics, and 7.5% Whites. While observing the

students at North Douglas Elementary, there are some students with behavior issues and

needs constant redirecting. The student’s performs within the range of below average,

average, and above average. The students responds well to collaborative learning, one

student displays outburst and needs to be redirected, the students respond well to

challenging lessons. The students express interest in learning STEM related projects, a

are very helpful, shows motivation to learn, and demonstrates at great deal of creativity.
The tutorial after school program has 15 students and the afterschool program has about

30 students.

2. Narratives for EAP students

A male who has ADHD has behavior issues and needs modified lessons as well as

redirecting. He sometime make outburst and can perform about average but he has to be

redirected and encouraged. I focused on this student because I believe if he finds the

work interesting he will perform on task for longer periods of time. I also picked him

because if I can keep him busy my class is easier to manage. He has no economic

disadvantages but come from a single parent home. It is my belief that he acts out

because he longs for a father influence and he finds fitting in with other males a substitute

for that need. His friend choices are not good, but will listen to sound advice.

My other student is not from America and is from the Latino descent. He is a little slow

because of a language barrier. He understands simple words but gets confused at times

when too much talking is done at one time. He sits close to the board to hear and view

the content during class. Because he has limitations learning the English language, I will

make the lesson more visual by printing out the content of the lesson. I placed the

student in a group of students that speak Spanish. He sometimes gets confused during the

lesson because he can’t understand some words so I pre-teach the lesson whenever

possible. He meets with a Spanish interpreter twice a week to learn and understand

English better. I also honor the “silent period” that the student goes through when he feels

he can’t speak to give him time to gather his thoughts, he usually speak when he has

enough time to organize his thoughts.

Another male student has speech impairment. He has an IEP that requires him to see the

speech-language pathologist (SLP) twice a week. The student has trouble pronouncing
words that start with a W and TH sounds. The SPL works with the student twice a week

to help the student better articulate his words. The student speech problem makes him

very shy, hesitant to volunteer in class, and take longer to complete assignments. The

other support given to this student is additional time to complete assignments, allowing

student to demonstrate learning one-on-one with me. I work very closely with the SLP to

facilitate communication and learning in the classroom. At times the student have issues

with following directions so I stand directly in front of the student and speak slow enough

for the student to understand what I am teaching.

I have a female student who is on an advanced learning level and often completes task

before time. To challenge her more by allowing the students to work at a learning center

provided in the classroom that ask higher level questions that require the student to look

at the cause, allow for flexible seating arrangements, and project assignments that

challenge the student. The female advanced student will be evaluated individually

instead of a group and administered an early assessment to determine how far in advance

to plan lesson for the student. The student is very self-sufficient and can work alone so

allowing her to work independently will help her stay engaged. I will also pair the

student up with a mentor that shares similar interest. To help each student various

experts will be invited to the classroom. The students will also enjoy a visit from a water

sewer worker from Douglas County Water and Sewer Authority. He will discuss the

issues with water and sewer pollution as well as they ways to prevent pollution. The

student will be allowed to ask the worker questions. Mentor (science teacher) from local

technical college will discuss green house effect to students during class time. Have a

CDC worker visit the school and conduct an informative description of normal cells and
cancerous cells. The science teacher will share how important STEM is to the

community. Student visits the Speech Language Pathologist two times a week (Tuesday

and Thursday). Payton Millinor is the STEM Coordinator for Lithia Springs High School

in Douglasville, Georgia and he will speak to the students via Skype.

3. Knowledge of students’ varied approaches to learning

Based on my interaction with the students in the classroom, the students enjoy project-

based learning. The students love watching quick knowledge and concept videos from

the Smart Board. The students have access to travel laptops from the library and tutorial

programs after school.

4. Knowledge of students’ skills and prior learning

The student’s prior knowledge was not available for me to research.

5. Knowledge of community and school district (Include a description of the

community and school district)
North Douglas has a population of 724 students with 72% African American, 17%
Hispanic, and 7.5% White.

Performance Task(s):
The unit includes tasks of formative assessment that checks for student
understanding/misunderstanding and or progress toward the
standard/learning goals at different points during a unit of instruction.
Formal Assessments:
The unit lessons includes formal assessment that support content knowledge taught by the
teacher in formative assessment which both reveal and develop students’ understanding
of key science, engineering, mathematical ideas and technology applications. These
lessons enable teachers and students to monitor in more detail their progress towards the
targets of the standards.
Informal Check(s):
The unit lesson includes informal assessments allow the teacher to evaluate the progress
of comprehension skills of my students.
Academic Prompt(s):
The academic prompts used in this unit lesson plan are quizzes and assessment rubrics.
 STAGE 3: Daily Plans
Monday Tuesday Wednesday Thursday Friday
Include objective, Essential Questions Essential Questions Essential Questions Essential Questions Essential Questions
essential questions Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
The student will The student will Describe the The student will The student will
(must have 2+ understand water understand the water greenhouse effect understand air understand air
content daily) pollution. cycle. and global pollution and the pollution and the
The student will The student will warming. human body. human body.
understand the understand how the Explain the The students will The students will
health and water walking water concept of global understand the 6 understand the 6
system. project is related to warming. criteria pollutants. criteria pollutants.
The students will the water cycle. Consider the The students will The students will
understand what The student will effects of global understand how understand how
sewage treatment understand the change on pollutants harm the pollutants harm the
plant function. scientific method. extreme weather. body. body.
The student will The student will Recognize ways The student will The student will
understand what not understand how to that they can lower understand how to understand how to
to flush down the conduct research on their impact on the calculate ratios. calculate ratios.
toilet. the Internet. environment at Objectives: Objectives:
The student will Objectives: home. The student will The students will
understand how to The student will The student will use identify the sources describe at least one
create a line graph explain how water technology to of air pollution. method that doctors
The student will move through the transfer meaningful The student will list use to treat cancer.
understand percent water cycle. learning experience effects that pollution The students will
data. The student will through research. has on the human explain major
The student will relate the walking The student will body limitations of current
understand how to on water project to demonstrate their The student will use cancer treatments.
design a filter the water cycle. ability to convert create a flyer to The students will
system. The student will use units of temperature. create awareness to demonstrate
The student will the scientific method The student will air pollution with knowledge of cancer
understand what to communicate create a Microsoft Word. and how it is related
sludge bags are used scientific ideas. greenhouse effect The student will use to genetics.
for. The student will use with a jar project. ratios to compare The students will
Objectives: the Internet to what Objectives: household air apply the 5-step
The student will types of water make Describe the pollution deaths. engineering design
recognize the up the earth and the greenhouse effect The student will process to design,
significant role of percentages. and global demonstrate how air build and test a
water in the earth The student will warming. pollution is harmful device to remove
process. demonstrate how to Explain the to the body using a cancer cells.
The students will convert percent to concept of global human body chart The student will
explore the fractions. warming. and literature learned research the Center
importance of The student will use Consider the in class for Disease and
curiosity, honesty, technology to effects of global . Georgia Science Control website for
openness, and transfer meaningful change on Standards statistical data of
skepticism in learning experience extreme weather. S6E5, S6CS3 population cancer
science. through research. Recognize ways Common Core rates.
The student will Georgia Standards that they can lower Standards The student will
understand the for Science their impact on the CCSS.MATH.CONT demonstrate their
importance of—and S6E3, S6CS6 environment at ENT.6.RP.A.1 mathematical
keep—honest, clear, Georgia Standards home. knowledge of
and accurate records for Math The student will use probability when
in science. MGSE4.NF.5 technology to graphing population
The students will CCSS.MATH.CON transfer meaningful tables of cancers.
question scientific TENT.6.RP.A.1 learning experience Science/Engineerin
claims and ISTE Standards through research. g NGSS
arguments for Students The student will
effectively. 3. Knowledge demonstrate their Engineering Design
The students will Constructor ability to convert Standards
display numerical units of temperature.
data in plots on a The student will
number line, 3-5-ETS1-1. 3-5-
create a ETS1-2. 3-5-ETS1-
including dot plots, greenhouse effect
histograms, and box 3.
with a jar project.
plots.
Georgia Science Common Core
The students will
Standards Math Standards
critically curate a
S6E4.
variety of resources
Common Core
using digital tools to CCSS.MATH.CON
 construct Standards for TENT.7.SP.A.1
knowledge, produce Math
creative artifacts and CCSS.MATH.CON CCSS.MATH.CON
make meaningful TENT.5.MD.A.1. TENT.7.SP.C.6
learning experiences ISTE Standards
for themselves and for Students
others. Students: 3. Knowledge Technology - ISTE
plan and employ Constructor Standards for
effective research Students
strategies to locate
information and NGSS K-
other resources for 12
Science/Engine
their intellectual or ering Standards
creative pursuits
The student will MS-ETS1-1, MS-
asking questions and ETS1-3, MS-ETS1-4
defining problems
The students will
Georgia Standards
how to plan and
for Science 7th
Carry out
grade
investigations
The students will
analyzing and S7C Technology -
interpreting data ISTE Standards for
The students will Students
constructing
explanations and S6
designing solution

Georgia
Performance
Standards for
Science
S6E3., S6CS1.
S6CS7
Georgia
performance
Standards for Math
MGSE6.SP.4
Science &
Engineering – NGSS
Practice Standards
6th grade

What aspects of Science Science Science Science Science

STEM are Math Math Math Math Engineering
addressed? Technology Technology Technology
Delivery method/ Project- Project- Community Project- Project-
context base/Problem base/Problem bas/Problem base/Problem base/Problem
(cb/pb or prj/prb base base base base base
based) Project
Anticipated Understand Formal Formal Formal Formal
outcomes - water pollution Informal Informal Informal Informal
assessment type and ways to
make it better
Formal
Informal
Designing
project
Equitable Access Student 1 male Students 1 Student 2 Student 2 female Student 1
Component (id ADHD Redirect ADHD Redirect female advanced level ADHD Redirect
focal student/s) student, sit student, sit advanced level Give students student, sit
student close to student close to Give students higher level student close to
teacher, give teacher, give higher level questions, give teacher, give
 student a print student a print questions, give project student a print
out of the out of the project assignment for a out of the lesson,
lesson, modified lesson, modified assignment for a challenge of her modified lesson,
lesson, give lesson, give challenge of her choice, allow give student
student extra student extra choice, allow student to work extra time
time time student to work at the learning Redirect student,
Redirect student, Redirect at the learning center in the sit student close
sit student close student, sit center in the classroom, allow to teacher, give
to teacher, give student close to classroom, the student student a print
student a print teacher, give allow the mentor to advise out of the lesson,
out of the student a print student mentor student at modified lesson,
lesson, modified out of the to advise learning center-4 give student
lesson, give lesson, modified student at extra time
student extra lesson, give learning center Student 4
time student extra Student 4 male Invite English
time Latino interpreter to
Student 3 male, Student 4 male class during
Speech Invite English lesson, speak
Problems interpreter to slowly for
Provide extra class during student, give
time, speak lesson, speak student more
slowly for the slowly for time, allow
student to student, give student to listen
understand, student more to recorded
place student time, allow lesson at home,
seat near me, student to listen give 1on 1
print out to recorded support, invite
directions and lesson at home, English
allow student to give 1on 1 interpreter to
list to video support, invite class.
lesson English
independently. interpreter to
class.

Equitable Access Plan for Unit

Example Student 1 Student 2 Student 3 Student 4

Question How to structure Male ADHD Female Male Speech Male student
difficulty speaking
guiding your EDP for a How to structure advanced level Problems
English/ Spanish 1st
Water Pollution How to What is the language
lesson design student who may Project for difference
challenge Explain what is
have never student who between cancer air pollution
visited a doesn’t know
student for cell and normal activity?
construction site? about water greenhouse cell?
pollution? project?

Type of Provide Provide a Make project Provide Have content

modification alternatives for tutorial video more alternative translated
experience review from challenging experience into Spanish
YouTube for student

Context for Low economic Low income Middle class Middle class Low income
student status

Context for Construction Water and Mentor Have a CDC Student visits
community crew members - Sewer worker (science worker visit the Speech
(guest?) will speak on teacher) from the school Language
water local and conduct Pathologist
pollution. technical an two times a
Payton college will informative week.
Millinor a discuss green description of (Tuesday and
STEM expert house effect normal cells Thursday)
will talk to to students and
the class during class cancerous
about STEM time. The cells.
in the science The CDC
community. teacher will worker will
share how describe how
important STEM
STEM is to education is
the related to the
community. CDC center.

Context for Live stream Provide a Independent YouTube Have the

lesson building project tutorial video Project video visual Junior
review from Assignment of cancer College
YouTube cells and non- Science
cancerous Professor
cells who speaks
Spanish
explain air
pollution to
the student