KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: Andrew Stanley ID: 179007

School: Date of
Observation:
Subject Reading District:
area: Social Studies
Science
Ages of Type of Regular Education
students: classroom
Grade level: # of IEP
# of 504
Total # of GSSP
number
of students: # of ELL
Title of The Polar Express Web Quest
Lesson
Plan:
Title of Unit: The Polar Express Web Quest

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal: Students will be able to go through a Web Quest and
answer questions based off of the reading and the websites listed.

B. Objectives:
1. Given a Web Quest, students will be able to connect
information from a passage to students’ lives.
2. Given a Web Quest, students will be able to describe places on
Earth’s surface by their physical characteristics (e.g., climate,
landforms, and bodies of water).
3. Given a Web Quest, students will be able to describe cultural
elements such as traditions.
4. Given a Web Quest, students will be able to use a variety of
primary and secondary sources such as timelines) to interpret
the past.
5. Given a Web Quest, students will be able to describe change
over time in transportation.
6. Given a Web Quest, students will be able to describe the basic
structures and related functions of animals that contribute to
growth, reproduction and survival.
7. Given a Web Quest, students will be able to describe patterns
in weather and weather data
C. Essential Questions:
 1. I can connect information from a passage to my life.
2. I can describe places on the Earth’s surface.
3. I can describe cultural traditions.
4. I can use timelines to interpret the past.
5. I can describe the change in transportation over time.
6. I can describe the basic functions of animals.
7. I can describe patterns in weather and data.

Student Assessment:

Procedur Objectiv Type of Description Depth of Adaptations

e e Assessme of Knowledge and/or
Number Number nt Assessme Accommodation
nt s
3 1-7 Formative Interactive Application/Applyin Students will
Web Quest g, complete all
Analysis/Analyzing, parts of the
Synthesis and Web Quest and
Evaluation/Creatin
its journal.
g

Connections

 National Standards:
 RD-EP-4.0.1
 Students will connect information from a passage to
students’ lives (text-to-self), real world issues (text-to-
world) or other texts (text-to-text - e.g., novel, short story,
song, film, website, etc.).
 SS-EP-4.2.1
 Students will describe places on Earth’s surface by their
physical characteristics (e.g., climate, landforms, bodies of
water).
 SS-EP-2.1.1
 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, literature, the arts).
 SS-EP-5.1.1
 Students will use a variety of primary and secondary
sources (e.g., artifacts, diaries, timelines) to interpret the
past.
 SS-EP-5.2.3
 Students will describe change over time in communication,
technology, transportation and education in the
community.
 SC-EP-3.4.3
  Students will describe the basic structures and related
functions of plants and animals that contribute to growth,
reproduction and survival.
 SC-EP-2.3.2
 Students will describe patterns in weather and weather data
in order to make simple predictions based on those
patterns discovered.

 Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because the students will
be able to connect information, describe surface geography, use
timelines to interpret the past, describe transportation changes,
describe animal habitats, and weather patterns.

Context

1. Unit
a. 1 of 5
b. 40 minutes
2. Students
a. Students need to be able to understand how to use the internet and its functions.
b. Students at the school have a high low-income population and because of this,
students lack the effort to focus on their studies as much as needed.

Differentiation:
A. Accommodations:

Plan/Need Describe the type of plan for this student and the specific
Student needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodatio
n

B. Individual Learning Styles:

Variations for: Description of Variation

Visual Learners Students will be reading the Web Quest program.

Students will listen to the directions given by the teacher.

Auditory
Learners
 Kinesthetic Students will choose their answers in the interactive Web
Learners Quest by clicking with the mouse.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

3 Creating, Evaluating, Application/Applying,
Analyzing, Applying Analysis/Analyzing,
Synthesis and
Evaluation/Creating

Real-Life Connections:
Students will be able to recognize different street signs based on
their shape (i.e. stop signs, yield signs, caution signs).

Resources
1. Web Quest journal

Technology
1. Computer
2. Web Quest website
3. Internet access

Procedures (40 minutes total)

1. (_2_ min.) Students will line up at the door and head to the computer lab.

2. (_10_ min.) Students will open up the internet and access the, The Polar Express

web quest.

3. (_20_ min.) Students will individually complete the web quest and it’s

accompanying journal entry.

4. (_5_ min.) Students will shut down their computers and line up at the door.

5. (_3_ min.) Students will return to the classroom in an orderly fashion.

IMPACT – Prepared after the lesson is taught.
Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up