Ex Unit Plan Part 1: Overall Concept-Based Unit Plan Description 1) Grade level for this unit plan: Kindergarten 2) Concept-based title of the unit: Daily and Seasonal Weather Changes in Ohio: This two-week unit plan and the teacher-initiated lesson will focus on the short term and long term changes in the weather. Lessons will be leant on the diverse types of weather changes that occur throughout the day and from day to day. 3) This unit might be developmentally appropriate for learners at grade level K due to the reasons below: a) The students will acquire knowledge about the weather and the diversity that characterizes it as it changes on a daily or seasonal basis. This is meaningful since the weather is a part of everybody’s daily life and tends to have an impact on many things. For instance, choice of activities or clothes. Also, it might have huge impacts such as the damages that are usually accompanied by tornados and hurricanes. Normally, children can be seen jumping in water puddles and looking at rainbows even though they are afraid of the thunderstorms that precede them. Hence, making notable observations about the diverse weather changes and discussing seasonal or climate changes might be essential means of teaching children about basic science concepts since the weather is an aspect that children can easily understand and relate to (Kaplan, 2016). b) According to MCP Staff (2016), students at grade level K tend to learn effectively when there is the incorporation of practical and experiential learning to the traditional form of learning. This is because it ensures that they can pursue individual personal interests, in addition to working through challenges when they come up in practical situations. With this regard, this unit will incorporate practical learning experiences through the incorporation of diverse study techniques. MCP Staff (2016) further reiterate that, practical learning is collaborative and facilitates children in working out their individual unique strategies as opposed to following a rigid defined rule. c) This unit helps learners move closer to mastering the following standards statements from the science content standards in Ohio: “Observe and ask questions about the natural environment” “Plan and conduct simple investigations” “Employ simple equipment and tools to gather data and extend the senses” 4) The unit will take a span of two weeks. Students will be exposed and participate in a varieties of activities that will expose them to knowledge about the weather and the diversity that characterizes it as it changes on a daily or seasonal basis. On the first day, I will give the children a brief introduction on the topic by taking them outside the classroom and asking them to describe the weather on that instance. I will then record their observations and encourage them to provide extensive details on the same. After they are done providing me with their observation, I will introduce the term meteorology ...

1. Ex
Unit Plan
Part 1: Overall Concept-Based Unit Plan Description
1) Grade level for this unit plan: Kindergarten
2) Concept-based title of the unit: Daily and Seasonal Weather
Changes in Ohio: This two-week unit plan and the teacher-
initiated lesson will focus on the short term and long term
changes in the weather. Lessons will be leant on the diverse
types of weather changes that occur throughout the day and
from day to day.
3) This unit might be developmentally appropriate for learners
at grade level K due to the reasons below:
a) The students will acquire knowledge about the weather and
the diversity that characterizes it as it changes on a daily or
seasonal basis. This is meaningful since the weather is a part of
everybody’s daily life and tends to have an impact on many
things. For instance, choice of activities or clothes. Also, it
might have huge impacts such as the damages that are usually
accompanied by tornados and hurricanes. Normally, children
can be seen jumping in water puddles and looking at rainbows
even though they are afraid of the thunderstorms that precede
them. Hence, making notable observations about the diverse
weather changes and discussing seasonal or climate changes
might be essential means of teaching children about basic
science concepts since the weather is an aspect that children can
easily understand and relate to (Kaplan, 2016).
b) According to MCP Staff (2016), students at grade level K
tend to learn effectively when there is the incorporation of
practical and experiential learning to the traditional form of
learning. This is because it ensures that they can pursue
individual personal interests, in addition to working through
challenges when they come up in practical situations. With this
regard, this unit will incorporate practical learning experiences

2. through the incorporation of diverse study techniques. MCP
Staff (2016) further reiterate that, practical learning is
collaborative and facilitates children in working out their
individual unique strategies as opposed to following a rigid
defined rule.
c) This unit helps learners move closer to mastering the
following standards statements from the science content
standards in Ohio:
“Observe and ask questions about the natural environment”
“Plan and conduct simple investigations”
“Employ simple equipment and tools to gather data and extend
the senses”
4) The unit will take a span of two weeks. Students will be
exposed and participate in a varieties of activities that will
expose them to knowledge about the weather and the diversity
that characterizes it as it changes on a daily or seasonal basis.
On the first day, I will give the children a brief
introduction on the topic by taking them outside the classroom
and asking them to describe the weather on that instance. I will
then record their observations and encourage them to provide
extensive details on the same. After they are done providing me
with their observation, I will introduce the term meteorology to
them and briefly discuss what it entails.
On the second day, I will give the students several books
that talk about meteorology, seasonal weather changes, and the
significance of the weather patterns to our everyday life. I will
ensure that these books are appropriate for their age and filled
with illustrations and minimal writings. I will allow each of
them time to go through the books before we start a discussion
about what they learnt from them. I will ask each of them to
share what they read from the book with the rest of the class.
Based on what they read, I will also ask them to describe the
type of weather and season at that instance.
On the third day, I will show them a Quick Time Video
called "The Kid Meteorologist". This video will be essential for
the students to learn basic concepts about meteorology as a

3. science branch. After they are done watching the video, we will
engage in a discussion about three main aspects of the film: (a)
we will define who a meteorologist is, (b) we will discuss why
Amy (a character in the video) wishes to be a meteorologist,
and (c), we will reason out how Amy studies meteorology even
though she is too young to be a professional in that career
choice. I will then inform them that the class will be studying
about meteorology similarly to Amy by observing real weather
and watching the sky.
On the fourth day, we will discuss the importance of
tracking the weather changes and the impact that it has on us as
individuals. We will discuss various aspects such as dressing,
vacations, and holidays, in addition to any other aspect that is
affected for kids their age with respect to weather and seasonal
changes. I will ensure that there is the incorporation of pictures
and materials to draw on so that they can have an easier time to
describe and illustrate their views and thoughts coherently. I
will then ask them to relate the current weather conditions and
season that we are experiencing with their clothing and any
other outdoor or indoor related activities.
On the fifth day, we will work together to set up a weather
station for the class members. I will make provision for an area
outside the classroom in which the students can use to track the
daily weather changes with regards to aspects such as humidity,
precipitation, and temperature. The reason for ensuring that the
weather station is located outside is allow the students to have
the hands on experience of recording and collecting weather
data. I will make sure that there is the inclusion of common
weather instruments such as hygrometers, barometers,
thermometers, and any other relevant instruments that are safe
to be used by the children.
On the sixth day, we will share fun facts and observations
about the weather. I will take time to discuss the observations
and data collected by the children with respect to the weather. I
will then have a silent assessment of their progress so far with
respect to aspects such as their ability to identify season

4. changes, their understanding of the root causes of the
temperature decrease or increase, their understanding of the
characteristics and aspects of each season, and the diversity of
the daily weather changes. I will also incorporate fun facts,
which are usually given by the Weather Chanel with the aim of
sparking interest among the children in science and the weather,
in addition to making the topic appear more fun.
On the seventh day, I will help the children create weather
journals for themselves. I believe that weather journals are an
effective means of keeping track about the day to day weather
changes and information, in addition to any other form of
observations made on the climate and weather. I will help them
take pictures on the diverse weather related scenes and ensure
that they are added to each of their journals. Also, I will
provide them with crayons and any other drawing related
materials so that they can illustrate their observations in tier
journals to aid them better understand the weather and seasonal
changes in future.
On the eighth day, I will take time with them to watch the
local weather forecast. I have discovered that most news
stations nowadays make recordings of the daily weather
forecasts and go ahead to post them online for people to view
them. I believe that this platform presents a good opportunity to
view the local weather forecast together and give a basic
explanation to the children about whatever information is being
put across. They will also get an opportunity to learn some of
the diverse terms utilized by meteorologist when describing the
weather. Alternatively, I might choose to read out loud from a
newspaper or from an online source and given the children a
basic idea of what meteorology entails.
On the ninth day, we will engage in an activity that will
aid the children in learning about funnel clouds and tracking
hurricanes. Based on the individual ability of my students, I
will guide them in tracking hurricanes on a graph paper piece of
on a map. More so, we can also track the hurricanes
collaboratively as a class through the use of a computer

5. program or a bulletin board. I will take charge of this activity
and guide the children all the way since their age does not allow
them to properly comprehend the information by themselves. In
addition to this activity, we will also carry out science
experiments together as a class to ensure that we simulate the
vortex of a tornado but on a minimal scale. I believe that
carrying out such activities will offer valuable lessons to the
students about tornadoes and hurricanes so as to give them the
skills and tools necessary to protect themselves in case there is
the occurrence of a natural disaster.
On the tenth day, I will aid the children in reviewing the
lessons learnt during the course of the two weeks. All of them
will be required to fill in a KWL chart. In this chart, they will
either draw or write about what they know about the weather
and the seasonal changes in the same. Thereafter, the students
will be divided into two four groups. Each of these groups will
be required to gather information about one of the four seasons
with my help and narrate to the rest of the class about it.
5) Three critical facts students might learn during this unit:
a) The weather is a part of everybody’s daily life and tends to
have an impact on many daily activities or things, for instance,
choice of activities or clothes.
b) The weather might have huge impacts such as the damages
that are usually accompanied by tornados and hurricanes.
c) It is essential to measure certain elements of the weather in
order to read and predict weather patterns.
The Standard: “Yearly weather changes (seasons) are
observable patterns in the daily weather changes.”
6) Generalization: The study of the diverse components of
weather and the conditions of the atmosphere, for instance,
precipitation, wind, temperature, and clouds aid in the
prediction of future changes in the weather.
7) Specific content resources for this unit:
Authoritative source:
http://www.nws.noaa.gov/stormready/
Sources for students:

6. https://www.youtube.com/watch?v=7UckUHeWXD0
http://www.outstandingscience.co.uk/index.php?action=view_pa
ge&page=view_unit&unit=1d
8) Two teaching strategies or tools:
The two teaching strategies that I will utilize with respect to the
activities discussed in #4 are experiential learning and
cooperative/ collaborative learning. With regards to experiential
learning, the focus is emphasized on learning through action
with respect to the subjective experience of the participant. The
teacher’s role in this case is to design and formulate direct
experiences, which entail reflective and preparatory exercises.
According to Miller and Almon (2009), experiential learning
gives young children rich experiences that allow them to
become avid learners.
With regards to cooperative/ collaborative learning, the
Educational Broadcasting Corporation (2004) states that the
students who learn study under such conditions obtain several
benefits as opposed to those who do not. These benefits include
celebration of diversity, acknowledgement of personal
differences, and interpersonal development, among others.
More so, such students show more positive perception towards
their teachers, their classes, and their school in general as they
thrive under cooperative partnerships. This teaching strategy
sparks engagement between the students as they interact among
themselves as opposed to one student being handled by the
teacher, there is the handling of a whole group in which all
members discuss the learning material and maximize
participation levels. This make the teacher become a facilitator
instead of the sole speaker and in turn, leads to a much higher
achievement in class.
9) Families will be involved in this unit when they will be
invited to the school on one of the days so as to participate in
the activities reserved for the created outdoor weather station
for the class. Alternatively, they can even aid in the creation of
the weather station in the first place. Thereafter, the families
will collaborate with the teacher in order to tutor the children

7. on the significance of learning about the weather and the use of
the instruments involved. The students together with their
families can use the weather station to track the daily weather
changes with regards to aspects such as humidity, precipitation,
and temperature. Inviting the families will ensure the students
have the hands on experience of recording and collecting
weather data. I will make sure that there is the inclusion of
common weather instruments such as hygrometers, barometers,
thermometers, and any other relevant instruments that are safe
to be used by the children and their families.
10) In this unit, the children will have substantial choices to
utilize throughout the learning period. For instance, in the
weather station, the children will be allowed to choose the
instruments that they desire to measure the corresponding
weather factor in place. Then they will share their findings with
the rest of the class. Furthermore, when filling out the weather
journals, the students have the option of either writing or
drawing pictures to describe the weather conditions at the time.
11) Students can learn basic skills just as well from integrated
curriculum as from traditional, single-subject skill-focused
instruction. A study carried out by Drake and Long (2009) did a
comparison on fourth graders subjected to an integrated
curriculum in the discipline of science with another group
subjected to similar instructions but in traditional instruction
format. These authors concluded that the former were able to
come up with diverse problem-solving strategies as compared to
the latter. Another study conducted by Chang (2001) with
respect to tenth-grade earth science students concluded that the
ones subjected to an integrated curriculum earned higher scores
as compared to the children subjected to traditional, single-
subject skill-focused instruction with regards to a standardized
achievement test.
Part 2: Teacher-Initiated Lesson within the Unit Plan
1) Overview:
a) The lesson will focus on tracking and identifying hurricanes

8. and tornados.
b) Grade level– Kindergarten.
c) After the students together with my help have watched and
understood the local weather forecast, I will take them through
this lesson. I believe that this lesson will offer valuable lessons
to the students about tornadoes and hurricanes so as to give
them the skills and tools necessary to protect themselves in case
there is the occurrence of a natural disaster.
2) Objectives:
a) Knowledge objective: Students might learn, identify, and
describe the types of weather changes with respect to tornados
and hurricanes.
“Weather changes occur throughout the day and from day to
day.”
b) Skill objective: Students might improve their skills in
preparing for tornados and hurricanes for safety purposes in
case of a natural disaster.
“Wind, temperature and precipitation document short-term
weather changes.”
c) Emotion objective: Students might enjoy learning about the
daily and seasonal changes in weather with respect to tornados
and hurricanes.
“Positive emotions/attitudes regarding the subject, task,
teacher/leader, and learning setting.”
3) Procedures:
a) Teacher procedures:
i. Physical setting: The organization of the classroom will
depend on the activity that has been defined for the given day.
However, most of the time, there will be the use of circular
desks in which students will sit on when doing group related
exercises. When there is need to watch a video, there will be the
use of single desks all facing in the direction of the screen.
ii. Materials needed: Related books, the internet, map, graph
paper, bulletin board, and computers.
iii. Time allotted for the lesson: 1 hour.
iv. Prior knowledge and skills that students need before this

9. lesson: The students must have basic skills on how to use
drawing material since this is the means they will use to record
the information that they learn.
v. Opening: I will use an educational video to show the children
what a tornado and a hurricane physically look like. Thereafter,
we will attempt to track a hurricane through the use of the
bulletin board and other related materials. Also, I will allow
them to ask questions during this period to ensure that they
follow the lesson properly.
vi. Development of the lesson: In this lesson, I will introduce
the basic safety measures for the children to take in case of an
occurrence of a hurricane or tornado. I will also give them the
contacts they will need to reach out to the relevant authorities
such as the police or firemen for help.
vii. Closure: I will inform the children on the importance of
tracking hurricanes and tornados for natural disaster
preparedness. I will utilize internet resources and videos to
show the damages caused by hurricanes and the need to prepare
so as to avoid getting affected by them.
b) Motivation: My lesson will support children’s intrinsic
motivation to be engaged and learn. The children will choose
the means in which they desire to track the hurricane, for
instance, through the use of a map, a graph paper, or a bulletin
board. Therefore, the freedom of choice will lead them to be
confident. Also, they will feel interested and love in learning.
c) Guidance expectations and methods:
i. I have two expectations for student conduct. Firstly, I expect
the students to take turn in using the materials provided for
learning purposes (bulletin boards and map). Secondly, I expect
the students to share the materials provided in case they will not
be enough for each of them.
ii. I will communicate my expectations for the children at the
beginning of the lesson by use of pictures and videos in
informing them the lesson outcomes. The guidance method that
I will use to foster positive behaviors will be the use of
encouragement such that I will appeal that the students learn

10. this lesson so that they can be prepared for natural disasters. I
will sensitize the students on the significance of studying
weather patterns for their own good rather than to simply study
and meet the curriculum expectations.
d) Specific adaptations:
The specific adaptation regarding a specific disability is giving
his/ her more help and time if s/he needs to finish the activity
like the rest of the students. The specific adaptation regarding
one of the students with varying language background is
through the use of more pictures and videos, in addition to a
translator if necessary.
4) Knowledge objective – Students might learn, identify, and
describe the types of weather changes with respect to tornados
and hurricanes.
a) After the unit plan, I will observe the children when I ask
them some questions. The questions asked during the
assessment will be standardized for all the students. The
answers given by each one of them will determine the level at
which they have achieved this knowledge objectively.
b) The evidence that the students will have reached this
objective is if they have a high ability to identify and state the
diverse weather patterns taught with respect to hurricanes and
tornados.
c) The evidence that the students will not have reached this
objective is if they have a low ability to identify and state the
diverse weather patterns taught with respect to hurricanes and
tornados
5) Skill objective – Students might improve their skills in
preparing for tornados and hurricanes for safety purposes in
case of a natural disaster.
a) In order to know whether a student has achieved this
objective, I will carry out a practical assessment of their ability
to identify the onset of hurricanes and tornados and state the
necessary procedures that they need to follow as taught.
b) The evidence that the students will have reached this
objective is if they are able to satisfactorily identify the onset

11. of hurricanes and tornados and state the necessary procedures
that they need to follow as taught.
c) The evidence that the students will have reached this
objective is if they are not able to satisfactorily identify the
onset of hurricanes and tornados and state the necessary
procedures that they need to follow as taught.
6) Emotion objective – Students might enjoy learning about the
daily and seasonal changes in weather with respect to tornados
and hurricanes.
a) In order to know whether a student has achieved this
objective, I will simply observe his/her body language and
facial expressions.
b) The evidence that the students will have reached this
objective is if he/she portrays positive body language and facial
expressions.
c) The evidence that the students will not have reached this
objective is if he/she portrays negative body language and facial
expressions
7) Thinking Outside the Box of Teacher-Planned Curriculum:
The children could learn the knowledge and skill objectives
listed in this lesson plan in my classroom without any teacher-
initiated lesson when I allow them to collaboratively talk about
whatever lessons they have received from the unit and
subsequently draw out the basic aspects of the diverse weather
changes noted. Additionally, I will make provision of books that
are suited for their age complete with illustrations to guide them
gain knowledge about the weather changes in Ohio.
CONCEPT-BASED CURRICULUM TITLES
People often give unit plans broad, topical titles such as
“Families, Community Helpers, Seasons, or Ocean Life.” While
this kind of broad title can work for a project plan (where there
is much more time to investigate in depth and decide what

12. concepts to attend to), it is a problem to give unit plans such
broad titles. Broad topical titles for unit plans can lead to
learning a bunch of unrelated facts about a topic, and never
focusing on any of the key concepts about the topic—concepts
that are crucial in understanding one or more disciplines or
aspects of life.
For example, by saying we are studying “Families” for a week
or two, we could learn a bunch of unconnected facts about
different kids families, and while this could have some value for
getting to know each other, we are missing an opportunity to
give the unit a clearer focus and help kids wrestle with
important concepts. By contrast, if we study “Family Traditions
and Values,” we help kids understand families through the lens
of tradition and values—two concepts that are important across
history, political science, sociology, psychology, anthropology,
cultural studies, etc. Virtually any human institution or
phenomenon could be studied by using the lens of traditions or
values, or both.
Thus, in planning units, it is important to add a concept or two
to a main topic of study—in order to create a more focused unit
with potential for more powerful learning.
Many unit topics (e.g., inventions”) can be taken more towards
science OR towards social studies depending on the concepts
used to focus the unit plan. If we add to “inventions” concepts
having to do with how inventions help humans meet their needs
or how human life was changed by inventions, we are steering
the unit more towards social studies. However, if we focus more
on the technology or scientific understandings involved in the
invention/creation or on how certain inventions spurred other
technological advances, we are steering the focus more towards
science.
Play with the way the title is worded. Family Traditions and

13. Values could also be Families: Traditions and Values, or even
How Traditions and Values Shape Families.
Notice that this title leads to different curriculum than if we
were to study Families: Roles and Responsibilities, or The Use
of Power in Families.
One key to coming up with ideas for concept that might focus
the main topic of the unit is to read about the general unit idea
(e.g., Families) and write down all the concepts that come up.
Then think about how using different concepts will lead the unit
to different types of experiences for children, and decide which
focus has the best potential or best fits other things the class is
doing.
1- APA Style,
2-Write as Undergraduate student (yrs 1-2) and Avoid use I and
bigger words
3- be direct and clear,
Unit Plan (Two Parts)
Part 1: Overall Concept-Based Unit Plan Description
1) Grade level for this unit plan? (Kindergarten)
2) List the concept-based title of the unit. Then explain what the
unit focuses on. (NAEYC 5b)

14. (This two-week unit plan and the teacher-initiated lesson within
it must focus on
something related to( nutrition), health, safety, the human body,
or some combination of those topics [such as the effects of
nutrition on health])
Note 1:In general, good units have a clear real-world focus,
meaning something in science, social studies, technology,
health, sports, travel etc. (not reading or math). Units should
also have a real-world appeal to kids, and you must have 1-2
major concepts in the title that provide focus for the main topic
of the unit. Read the handout on Concept-Based Unit Plan Titles
before writing your unit plan title.
Note 2: The NAEYC standards appearing throughout refer to the
NAEYC standards for teacher preparation that shape our
program, and are not content standards for children. That means
you can ignore them in your planning.
Note 3: See the corresponding unit plan rubric if you need more
guidance about what you are expected to include.
3) Explain why this unit might be developmentally appropriate
for learners at this grade level (NAEYC 5c), by answering the
three questions below:
a) Why would it be meaningful for the learners? What
about it would be meaningful?
b) Explain how this unit is appropriate given what we
know about young children’s
characteristics and needs. (NAEYC 1a)
c) How does this unit help learners move closer to
mastering standards statements from the relevant content
standards in Ohio (e.g., Common Core State Standards
[CCSS])? List examples of three standards statements for this
grade or +/- two grades that this unit helps students learn. Put

15. the benchmarks or standards statement within double quotation
marks. (NAEYC 5b, central concepts)
4) Provide a detailed timeline for the two-week unit plan,
showing a mix of integrated, unit-related activities each day.
Make it clear how students will use the ideas and skills of
literacy/language arts and mathematics and the arts in exploring
the topic of this unit and/or in sharing what they learned. Have
at least one long time block each morning for integrated unit
work (e.g., 1.5-2.0 hours), and use a broad variety of
developmentally appropriate teaching/learning approaches
within the overall timeline. (NAEYC 4c)
5) List three critical facts students might learn during this unit.
(e.g., Capitols of states are trivial facts; the way the U.S.
Constitution divides power between the states and the federal
government is a critical fact). Also list a relevant standard
statement for one of those critical facts, listed under the critical
fact it relates to (NAEYC 5b, central concepts)
6) List one generalization students might learn or come to
understand better during this unit.
The generalization should state an important relationship
between two or more key science concepts, and that applies to
topics outside this unit of study (NAEYC 5a). For example, the
generalization “The atmosphere of planet affects the weather on
planets” is a generalization that might be learned during a unit
on Mars, but it is a statement that is generally true for all
planets, not just Mars. To discover important science
generalizations that students might learn through your unit,
spend time reading about the topic of your unit, and look for
broad statements about what is usually true related to your
topic, and ask yourself whether that statement applies to other
similar cases. For example, you might find a statement about
what is generally true about deserts or rainforests, and students
might learn this general truth through studying a specific desert

16. or rainforest.
(NAEYC 5b, central concepts)
7) List three specific content resources for this unit, including
one authoritative source from which you will learn about the
topic and two resources that you will share with or make
available to students. “Resources” may include books, websites,
experts, software, videos, etc. (NAEYC 5a) Be sure to label
which resources are for students, and which is the source
providing you with authoritative background information on the
topic.
8) Explain why two of the teaching strategies or tools described
in #4 are appropriate and effective. You need to really articulate
the positive effects these strategies or tools can be expected to
have. (NAEYC 4b, 4d)
9) Describe one substantial way in which you will involve
families in the unit or use community resources (NAEYC 2b,
2c). Don’t just list an activity or resource idea, really describe
how you’ll get parents involved or use community resources.
10) List one or more substantial choices that you will give
students during the unit.
11) Summarize the research evidence indicating that students
can learn basic skills just as well from integrated curriculum as
from traditional, single-subject skill-focused instruction. Note
2-3 advantages of integrated/transdisciplinary curriculum over
single-subject instruction (for student outcomes). Clearly cite
research source(s) for both answers. (NAEYC 6c, 6d)
Part 2: Teacher-Initiated Lesson within the Unit Plan (12
points)

17. This is a teacher-planned lesson that would occur sometime
during the unit.
1) Overview
a) A one-sentence overview explaining what the lesson is about.
b) Grade level.
c) Describe when during the unit you would teach this lesson,
and why.
2) Objectives (NAEYC 5b)
a) knowledge objective (and list the related Ohio/CCSS
standard statement)
b) skill objective (should be worded as a skill that is being
improved)
(and list the related benchmark, grade level indicator, etc.)
c) emotion objective (and list the related standard/benchmark -
you can use my
motivation benchmarks here).
3) Procedures
a) Teaching procedures
i. physical setting
ii. materials needed
iii. time allotted for the lesson
iv. prior knowledge and skills that students need before this
lesson
v. opening (how you will start the lesson and elicit student
interest)
vi. development of the lesson (i.e., what happens during the rest
of the lesson)
vii. closure
b) Motivation: Explain why your lesson will support children’s
intrinsic motivation to be engaged and learn (what is there
about the materials or task or how you conduct the lesson that

18. will support their feelings of enjoyment, interest, control,
success, competence, flow, etc.?)
c) Guidance expectations and methods
i. describe two of your expectations for student conduct (not
learning)
during the lesson (e.g., students will take turns, share materials,
etc.)
ii. describe when and how you will communicate your
expectations for children, and the guidance methods you will
use to foster these positive behaviors, (without using
punishment, rewards, or praise).
d) List at least two specific adaptations (in content, or
materials, or methods)—one regarding a specific disability, and
one for students with varying abilities/knowledge/language
background.
4) List the knowledge objective (related to content focus on
unit/lesson) here, then
a. Describe exactly what you’ll do to collect data that will help
you know whether or not students achieved this objective.
b. Describe in specific detail what students would say or do that
would be evidence that they reached this objective.
c. Describe in specific detail what students would say or do that
would be evidence that they did NOT reach this objective.
5) List the skill objective (math, language arts, social, or the
arts) here, then

19. a. Describe exactly what you’ll do to collect data that will help
you know whether or not students improved this skill.
b. Describe in specific detail what students would say or do that
would be evidence that students did improve this skill.
c. Describe in specific detail what students would say or do
that would be evidence that students did NOT improve this
skill.
6) List the emotion objective here, then
a. Describe exactly what you’ll do to collect data that will help
you know whether or not students experienced this emotion
objective.
b. Describe in specific detail what students would say or do that
would be evidence that students experienced this emotion.
c. Describe in specific detail what students would say or do that
would be evidence that they did NOT experience this emotion.
7) Thinking Outside the Box of Teacher-Planned Curriculum:
a) Describe how children could learn the knowledge and skill
objectives listed in this lesson plan in your classroom, but
without any teacher-initiated lesson or worksheet or highly-
directed station activity (That is, describe exactly how they
might learn it during free-choice center activities or projects, or
free voluntary reading.)