Lesson Plan Format

Name: Lindsey Baker

Grade Level: 3rd
Date: 3/2/16
Group Size: Whole group
Subject/Lesson Topic: Science/Natural Resources
Objectives: (TLW:)
TLW be able to sort renewable and nonrenewable resources
TLW understand how natural resources are used.
TLW correctly identity fossil fuels.
Standards/GLEs:
SE.60: Explain how renewable and nonrenewable resources can be replenished or
depleted (SE-E-A4).
Contextual Factors:
The classroom is composed of various needs. The classrooms spoken language is
English, however, some students are Spanish speaking. There is a range of developmental
ability. Tests must be read orally to the entire class, and extra time should be given, if
necessary.
Teacher Materials/Resources:
Teacher edition text book
Worksheet
Anchor chart
Student Materials/Resources:
Pencil
Worksheet
Science textbook
Crayons/colored pencils
Technology Integration:
Use the Overhead to go over the worksheet with the students
Use the projector to show pictures of different types of solar and wind power plants.
Family/Community Connection or Extension:
The students can go home and look around their house for renewable and nonrenewable
resources. They can then explain to their families why those things are either renewable
or nonrenewable.

Pre-Assessment:
The students will define what resources are based on their previous days knowledge.
Lesson Procedure and Activities:
Introduction:
Before we begin reading, I will tell the students, Today, we are going to talk about fossil
fuels.
Can anyone raise their hand and make a guess as to what fossil fuels are or give an
example.
The last question I would ask before reading would be, has anyone ever heard of
renewable and nonrenewable resources? After today, you will be experts on knowing the
difference between the two.
Activities:
I will begin reading from their science textbook on page 312. I will stop after the first
paragraph, and ask a student to retell me what a fuel is using the highlighted vocabulary
word.
Continuing reading the next two paragraphs, I will stop and ask them if they have ever
seen a drill pumping for oil.
Read the next two paragraphs about natural resources that include renewable and
nonrenewable resources. Go into detail about what each of them are and different
examples of them. Renewable resources are resources that CAN be replaced. For
example, water is renewable because we get water from rain and snow. Plants and
animals are renewable because new ones are grown and born. However, nonrenewable
resources CANNOT be replaced. Once they are gone, thats it. An example of this would
be fossil fuels, like how we talked about oil from the drilling.
Continue reading (pages 314-315) and discuss at the end how natural resources are used.
Once the textbook has been read up to page 315, pass out a worksheet for the class. Tell
them to write their names on the paper when they get it.
The first part of the worksheet will be to write the definitions of each vocabulary word.
The students will fill out the top part to begin. They will group and sort the given words
into the correct resource category, renewable or nonrenewable. They may work with a
partner if desired.
Once they have completed that, we will come back together as a group and discuss where
each one goes, adding it to the anchor chart.
They then will complete the worksheet by drawing a picture of how we use natural
resources. They should color it as well.
Closure:
We will come back together as a group and discuss how fossil fuels create natural
resources and within that it is broken down into renewable and nonrenewable resources.
I will ask several students to name a resource and then have a different student say if it is
renewable or nonrenewable.

Differentiation:
To meet the needs to lower developmental learners, I will allow more time for them to
respond to the questions. I will also pair them with a partner who is at a higher
developmental level.
For the students who are not fluent in English, I will pair them up with another student
who can help translate unknown words.
Formative Assessment/Evaluation:
I will check each students worksheet, giving them a score for correctly sorting each
word, and by their drawing, if it is clear they knew how we use renewable resources.

WHOLE GROUP REFLECTION:

Teaching the class in a whole group setting can have a stronger effect if done correctly.
According to Lemlech (2010), large group instruction is potentially efficient because the teacher
can introduce a new skill to all students at the same time and proper implementation of this
approach facilitates keeping the students on task, thereby increasing academically engaged time
(p. 61). During a whole group lesson, the students are only focused on the teacher, listening to
what she is saying. They do not have to worry about learning it on their own at this point. Unlike
learning centers and small group, there is no particular time limit to a whole group lesson. The
teacher needs to check the students to see if they are comprehending the information or if they
have been distracted because the lesson is going on too long. A whole group lesson is designed to
allow the teacher to be the main promotor of learning and to ensure the children are actively
listening and absorbing the new information.
While doing this whole group lesson, some of the teaching strategies I used included asking
questions, using environmental cues, guided practice, and giving effective praise. It is important
to ask questions during a lesson to make sure the children are comprehending and understanding
the lesson. Some of the questions I asked during this lesson were if they could make a guess as to

what a fossil fuel is and if they have ever heard of a renewable or nonrenewable resource? These
questions were asked at the beginning of the lesson. I used environmental cues by showing the
students what solar panels and wind turbines looked like when they raised the question. I used
guided practice when we did the first example together as a class. After that, they were expected
to do the worksheet by themselves or with a partner. Finally, I was constantly using effective
praise when I was walking around the classroom observing their work and answers. Effective
praise is always rewarding for children. Children should be praised when they are doing
something appropriately and on task.
Looking back on my lesson overall, I found it went well. The time I planned for was used
appropriately and to the maximum. Time management is one thing teachers need to follow. I was
given an hour to teach this lesson, and I used almost the entire hour. To fill time, I had the
students come up to show what they drew as a renewable or nonrenewable resource and why that
object was either renewable or nonrenewable. Most of the students restated the definition but that
allowed me to see that they were understanding the difference with the two natural resources.
During the lesson, one major thing that I could have improved on was my classroom behavioral
management. There were a couple of times when the class got too loud and were off task. I had
to repeat myself multiple times for them to lower their voices and keep working. If I were to do
this lesson over, I would be stricter with their behavior. For this lesson the standard was to be
able to explain how renewable and nonrenewable resources can be replenished or depleted. I
found when grading their worksheets, almost all of the students were able to grasp the idea of
how they can be replenished. There were able to decipher if materials were either nonrenewable
or renewable and explain how we use those resources. Therefore, the standard was met and will
not need to be retaught.

Overall, teaching a whole group lesson needs to be developmentally appropriate while

achieving the learning goals and objectives. Whole group time should be dedicated to the teacher
teaching each student at the same time. My whole group lesson was a success and was seen to be
developmentally appropriate for the third grade class.