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Stacie Warlick

ELED 3221
18 March 2015
edTPA Indirect Instruction Lesson Plan
Where am I?
_____________________________________________________________________________
Central Focus/Big Idea: Ecosystems Forests
Subject of this lesson: The characteristics which make up a deciduous forest as well as a
rainforest.
Grade Level: Fifth Grade
NC Essential Standard(s):
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors).
Next Generation Science Standard(s):
5-LS2-1. Develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.
21st Century Skills: Communication Students are expected to communicate heavily with one
another during the activity in order to help find a solution. Collaboration Students will work
collaboratively with one another whether it be in a small group or the whole class.
Academic Language Demand
Language Function: Students are expected to categorize, whether mentally or on paper,
aspects of a deciduous forest and rainforest. Students will also be expected to describe the
differences of the two forests.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: In this lesson, students will learn the term deciduous as well as
rainforest.

Instructional Objective: Students will be able to identify the difference and similarities amongst
deciduous forests and rainforests by engaging in a critical thinking game of Where am I? This
informal activity will test their understanding of the subject as well as how well they listened
during the content portion of the lesson. They expected to raise their hand and participate often

or points will be deducted. They are expected to raise their hand for or answer 5 out of 6
questions. Students will also complete a K.W.L chart of the subject.
Prior Knowledge (student): Students should have a brief understanding of the two forests
previously to the lesson but are not expected to know everything about them.
Content Knowledge (teacher): Going into the following lesson, the teacher must have a clear
and coherent understanding of the two types of forests. The teacher must not confuse or mix any
of the aspects of the two forests. Prior to teaching the lesson, the teacher must have viewed the
video, reviewed the PowerPoint, and practiced the activity to ensure it works as planned.
Accommodations for special needs (individual and/or small group): For students with learning
disabilities, they will be working with the entire class therefore will have as much help from the
class as they require. For students with physical handicaps, help will be provided by a partner or
the teacher. Lastly, for ESL students, many pictures will be provided to help better understand the
subject but if necessary, translations will be available.
Materials and Technology requirements:
Sticky notes with different plants, animals, weather on them from both types of forests
(30 if time allows, 15 if not)
Notebook (each student should already have)
Pencils/Pen (each student should already have)
Rainforest video (https://www.youtube.com/watch?v=p5R0JVkskrU)
Notecard for K.W.L chart
1 PowerPoint presentation previously prepared.
Total Estimated Time: This lesson should take approximately 45 minutes.
Source of lesson: The following lesson was created using personal experiences and thoughts.
Safety considerations: Students should follow all given instructions and should avoid horseplay
since sitting on the carpet in close quarters may tempt them to misbehave with their peers. To
ensure students safety, create the sticky notes prior to the lesson and be the one to place the
sticky note on the students forehead.

Content and Strategies (Procedure)


Engage:
The lesson will begin with the instruction of the teacher. Tell students Come to the carpet and
bring your notebook as well as a writing utensil. We will be watching a video and you will be
taking notes and you will be asked to recite what you have written to the class afterwards. Make
sure you do not inform students of what todays lesson is about but rather they will be figuring
this out on their own. Students will then be shown a video of a rainforest (view here). The notes
students should be taking are about the environment, what animals and plants which they see,
and about the weather they see. Once the video is complete, bring students attention back to the
class. Ask After viewing that video, does anyone have any idea what we will be learning about
in todays class? Students are expected to either answer with forests or rainforest since it was
the focus in the video which was viewed.
If a student answers correct say Yes, today we will be discussing two different forms of forests.
The video we just viewed was specifically about the rainforest although we will also be
discussing the forest in our own backyard; the deciduous forest. Now ask students to share some
of the things which they have written down or noticed in the video. Allow 3 or 4 students to
share some of their findings aloud with the class.
With students still sitting on the carpet, show students the slideshow titled Forests. Have them
take notes from the slideshow as they will be completing an activity using these notes very soon.
Once the slideshow is completed, inform students Now that we have a better understanding of
the differences and similarities in these kinds of forests, we will now be putting this new
knowledge to the test. How well do you think you know these forests?
Explore: To begin this activity, have students remain on the carpet for it will be an activity
which the whole class can complete together although the activity can be modified so that two
students are working together instead. For the sake of time, this one will be completed in a whole
group.
Students will be playing a modified version of the game Who am I? but instead for the subject,
we will call it Where am I? In this game, a student will come to the front of the class. The
teacher will place a sticky note with a word written on it upon the forehead of the student. The
word will be either a plant, animal, or type of weather that occurs or is located in one of the two
types of forest which we studied today. The student with the sticky note upon their head is
allowed to ask the class 3 questions regarding the word on their head. By the end of the 3
questions, the student must guess Where am I? The student will either be a part of the
rainforest, or the deciduous forest. If the student cannot guess correctly within the 3 questions,
the class is allowed to reveal the answer or alternatively the student may simply remove the
sticky note and glance at the answer.
As an example, perhaps a student will have the word boa on their sticky note. The student may
want to ask Am I an animal? The class will answer yes. The next question may be Am I
deadly? Again, the class will answer yes. The final question could be Is it hot where I live?
Students should answer yes one more time. Now with the clues given the student is to guess

where they may live. In this particular case, the student would answer rainforest. If the student
did not know, he/she may have the class reveal the answer or refer to the sticky note.
Explanation:
After the activity portion of the lesson is completed, bring students focus back to the content of
the lesson in a discussion format. What did you notice about the two different kinds of forests
that we studied today? As an observer, I noticed myself that despite how different the two forests
are when compared to one another, they had some likenesses too. Did anyone else notice the
similarities between the two forests? Some of the similarities include both forests have some
form of the same animal and occasionally the same weather. To provide an example, deciduous
forests have birds and both get rain, although as we have learned, the deciduous forests get
significantly less rain than in the rainforest.
Despite having brief similarities, the forests are vastly different from one another. As we viewed
earlier in the slideshow, the deciduous forest goes through all of the seasons while rainforests
seem to remain in the same season at all times. Will someone tell me more differences between
the two forests? We can also say that where the forests are located are quite opposite from one
another too. Students should provide many examples to follow up to this question.
Lastly, from the previous activity which we just completed, what did we learn about the forests
overall? Do you think there are more types of animals and plants in the rainforest versus a
deciduous forest? Call on one student here who is behaving well and have them answer this
question. Once they have answered this question, then ask the same student Why do you believe
this? You may then inform them that there is actually no right or wrong answer to this question
because There are still new discoveries being made at all times in science. This can include a
new type of bug or plant. In general, there is a great deal of life to be found throughout these
forests.
Elaborate:
Now that we are familiar with the different types of life in a deciduous forest and in the
rainforest, lets think back to everything we have covered in todays lesson. Rather than verbally
sharing, we are going to make a K.W.L chart. If you arent familiar with the K.W.L chart, the K
stands for know. You will write down one thing that you already knew about the forests. It can
be about the deciduous forest or the rain forest. For the W which stands for want to know, such
as maybe something we didnt cover in class but you are curious to know more about. You will
be writing down two things in this column. Lastly the L which stands for learned so in this
column please write down three things which you have learned from todays class.
Evaluate:
Students will be evaluated (summative) in each section for their cooperation, how focused they
were, and how engaged they were during the activity. Throughout the entire lesson many
questions will be asked giving students plenty of opportunities to answer. Points will be deducted
if they fail to be an active learner. Lastly, students will complete the formative evaluation by
completing the K.W.L chart. This allows the teacher to see what the students took away from the
lesson, overall how engaged they were, and also will help the teacher modify the lesson in the

future if there were many students who had the same question in the W portion of the K.W.L
chart.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________