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Indiana Wesleyan University

Elementary Education Lesson Plan Template

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will understand several environmental issues and will understand how
they can make a difference.
B. Objective(s) – After researching, students will present an environmental issue and
provide ways that others can make a difference in a method of their choosing (collage,
skit, poster, newspaper, poem, brochure, song, or newscast).

C. Standard(s) –
IAS: 5.ESS.3 Investigate ways individual communities within the United States
protect the Earth’s resources and environment..
ISTE: 3a Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
II. Materials & Management:

A. Materials:
 Materials students can use for their presentation/project
 Construction paper
 Magazines and newspapers
 Glue
 Scissors
 Cardboard and plastic (recycled)
 Tissue paper
 Markers, pencils, colored pencils,
 Lined paper
 Materials for anticipatory set
 Reusable water bottle
 Disposable water bottle
 Trash
 Phone and/or laptop charger
 Tree branches
 Paper
 Model of the sun
B. Time: 4 hours (1 hour each day for four days)
C. Space: Students will be at their assigned seats for the anticipatory set. I will then allow
students to choose their partners. Students will be allowed to move around the room to sit
with their partners.
D. Behavior: Students have a classroom economy. The same standards will apply and
ticket writers will be able to issue fines to students that misbehave during the lesson. I
will also give marbles to individuals/tables that are on task to contribute to their marble
jars.
E. Technology:
 1-2 computers per pair of students
 Cameras on laptops
 Google Docs or Word
 Google Doc with sources
https://docs.google.com/document/d/1hKUcYL0ku4JFdsD2b29kqeEroGZiuP-
76o2KOD8OfS0/edit?usp=sharing
 Timer online
 Google Form
https://docs.google.com/forms/d/e/1FAIpQLScN9ObZkvt2mozyMsNBOUiJC
aNIAmWglq6wqAmiuEa3p-iSrQ/viewform?usp=sf_link

III. Anticipatory Set (5 min)—I will place a prop or a group of props on each of the five tables
in the classroom: a disposable water bottle and reusable water bottle, a pile of (clean) trash, a
phone and/or laptop charger, tree branches and paper, and a sun model. “I am going to give you
five minutes to discuss in your groups how you think the items on your table relate to our planer
and its condition. You will also have to choose a spokesperson who will share out your table’s
thoughts at the end of the five minutes.” At the end of the five minutes I will get the students’
attention and have the spokespeople share their thoughts.

IV. Purpose: “Today we are going to research ways that communities in our country are taking
care of the earth. This will help you to discover ways that our community can contribute to
taking care of our planet.”

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)
A. Remediation – Students who need remediation will be provided additional articles,
which I will read and discuss with them. After I discuss the matter with the students, they
will be required to write about the issue and the ways in which people can make a
difference.
B. Enrichment – This opportunity provides ample opportunities for enrichment as it is
already organized. Students will be required to use all levels of Bloom’s Taxonomy.
C. ELL – English Language Learners have an aide that can sit with them and help explain
terms that may be unfamiliar to them.
D. Exceptional Needs- Students with Autism Spectrum Disorders will choose their partners
ahead of time. They will also be provided with a checklist (as will all students) to help
them keep track of what their end product must include.

VI. Lesson Presentation:

A. INPUT:

Day 1: “The water bottles represent the issue of water scarcity. The trash represents the issue of
pollution and waste. The chargers represent energy waste. The branches and paper represent
deforestation. The sun represents climate change. Over the next few days you will work with a
partner to research one of these five categories, which you will get to choose. You will choose
the topic that you think is the biggest problem for our planet and research what other
communities are doing to combat the issue you chose. We are going to begin our research in the
library. Please choose your partner and line up together.”

“I am handing out a paper to each of you that discusses the task at hand. The five topics you have
to choose from are at the top. Circle the topic that you will be researching. After you have
collected your research, you will create something to present the information you have found. I
have listed many different ways that you can present the information. You may also ask me if
you have another idea and I will let you know if it is acceptable. The final thing on the handout is
a checklist of the information that your final product must include. Please use it as you are
researching to make sure you get the information you need. Today we will begin our research by
using books and magazines. If you need help finding books, I would be happy to help. You
should record information that you want to use on the back of your handout. You may also check
out the books that you would like to use.”

Day 2: “Today you may continue to research using the books you have checked out, but you may
also begin researching on the internet. I have created a Google Doc and shared it with you that
has some websites you may want to check out, but you are not limited to those resources. You
have one hour to research today. Tomorrow you will have one hour to finish up your research
and begin your project.”

Day 3: “Today you need to finish up researching and begin on your project or presentation. You
have one hour today and will only have thirty minutes tomorrow before you have to present.”

Checking Understanding –

As students are working, I will walk around and ask the following questions:

During Research:

 What environmental issue are you researching?
 Why did you choose to research this environmental issue?
 How do you know that this environmental issue is a problem?
 What are some actions that you can take to make a difference and address these issues?
 What questions do you still want answered?

During the Creation Process:

 What product did you choose to create?
 Why did you choose to present your information in this way?
 How are you going to convince others to make a difference with this product?

B. OUTPUT:
Day 3: “When you are ready to begin your project, you may use any of the materials I have set
out. Please let me know if you need anything else.”

Day 4: “You have thirty minutes to finish your presentation.”

Closure – I will place students into groups with two other pairs (each group will have three
pairs). Each pair of students will have a different topic. I will create these groups ahead of time
since I will know which pairs are researching each topic.

“Now you are going to get into groups with other pairs of individuals. The groups are on the
board (I will show them on the white board). Each set of partners will present to the other pairs.
You will have eight minutes to present your project. You may explain why you choose your
topic, why you chose the presentation method that you did, the struggles you had, your favorite
part of this project, or any other information you would like to share. I will keep time on the
board and tell you when it is time for the next pair to share.”

“Now that you have listened to some other groups present, I want you to fill out the Google
Form that I sent you. When you are done, please turn in your products and return to your seats.”

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: The check for understanding will be used as a formative assessment.
Summative: I will use the presentations and projects as a summative assessment. The checklist
will be used to assess.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were students able to see how many events contributed to the American Revolution?
8. Were students able to see how one event could cause another event?