I am creating accommodations and modifications for a 3rd grader at the developing level.

LESSON PLAN TEMPLATE

Name: Katie Wilson
Date: 10/19/2015
Grade Level/Subject: 3rd Grade, Science
Prerequisite Knowledge:
Students should know about different aspects of hurricane.
Students should know where a hurricane develops
Students should know there are different stages to a hurricane.
Approximate Time: 45 minutes
Student Objectives/Student Outcomes:
Students will be able to identify and describe the different stages of hurricane by creating
a flap book.
Content Standards:
Materials/Resources/Technology:
Two pieces of construction paper
Scissors
Pencils
Opening of lesson:
In the beginning of the lesson, I will read Hurricane Watch by Bob Sheets and Jack
Williams. This story is, the ultimate guide to the ultimate storms. This book discusses
the developments of famous hurricanes and the damages it caused on the coastline. This
book will demonstrate how a hurricane goes through stages before becoming a hurricane.
After the book I will ask students:
What are some early signs of a hurricane?
What is the difference between the stages?
What is happening when a hurricane is developing
What is the difference between a hurricane watch and a hurricane warning.
Procedures:
During after reading, I will introduce the six stages to a hurricane: tropical wave, tropical
disturbance, tropical cyclone, tropical depression, tropical storm, and hurricane. We will
create a sequencing diagram on the board and create a column for each stage. Next, each
table will have an Ipad and research each stage. Once students find information, they will

come up to the board and write a bullet point about their information. After the class
finished, they will begin to make their flap book. (Look in assessment for details).
Individually, students will begin to make a flap book. One the front flap students will
write the stage and under the flap they will write a description of the stage. Students will
do this for each stage.
Summary/Closing:
After students have finished their flap book, I will play Hurricane Development
https://www.youtube.com/watch?v=SNEG4YKElgY and ask students if they are able to
identify the six different stages of the hurricane:
Were you able to find each stage?
Why did the hurricane develop?
At what mph does a storm become a hurricane?
We will review each stage on the board, and I will ask handful of students to describe the
development and explain the transition between each one stage:
What is the difference between a tropical wave and a tropical disturbance?
How does a tropical disturbance turn into a tropical cyclone.
Student Assessments:
Pre Assessment:
Before reading, On the Same Day in March: A Tour of Worlds Weather I will ask each
table to create a short KWL chart. Each table will begin by filling out what they know,
and what they want to know. I will prompt students by asking them questions such as: Do
you think the weather is the same around the world? If it is 84 degrees in Champaign, is it
84 degrees in Europe? What are climates? How do climates differ? Etc. After completing
their list, I will create a master list. I will split a poster in three sections, and allow
students to write an item on their list onto a post it. Students will come up and place their
post it on the poster and we will discuss it as a class.
Formative Assessment:
Throughout the lesson I will use several different formal assessments to check the
students understanding. The first formative assessment will be the students finishing their
pre assessment. During and after reading the book, I will ask students to finish their KWL
(L) portion of their chart. This will help me get a better understanding of what
information they gained from the book.
While students begin to work on their foldables, I will walk around the room, and ask
students questions. By having a discussion, students will express what they learned;
which will help me pace they rest of the lesson. If students are understanding the
material, I will let them continue on with the foldable. If students are struggling, I will
take additional time explaining each stage and the transition between them. At the end of
the lesson, I will also ask students to complete a 3-2-1 worksheet. The 3-2-1 worksheet
will help students reflect on what they learned today and additional questions they have.

Students will write 3 things they learned, 2 things they still want to learn, and one thing
they are confused about. This will help students assess what they learned in the lesson
and also reflect on sections or topics they need clarification on.
Summative assessment:
The foldable will be the more summative assessment for this lesson. Students will be
graded on accuracy and completion. The foldable will be divided into three different
sections. Students should fold hot dog style and then cut the top fold three different
sections. They should create two of these to represent the six different stages. This
assessment will have each student identify and explain each individual stage of the
hurricane which aligns directly with the objective.
Accommodation:
While reading the book aloud, I will have it also projected onto the Smartboard.
This will allow students to follow along more easily and relate the words to the
pictures on the page.
Before starting the research, I will review the vocabulary words: tropical storm
watch, tropical storm warning, hurricane watch, hurricane warning, coastal flood
watch, coastal flood warning. We have reviewed these terms but stating them in
the beginning of the lesson will help refresh students memories.
Modification:
While working on the foldable project instead of having students write and
describe each stage, I will allow students to draw the stages. For example, if the
weather drawing each the intensity of each stage.

Outline the story to students who have struggle focuses. This will provide
students with an outline to follow along with.