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Practical Teaching Lesson Plan
Practical Teaching Lesson Plan
Learning Objectives:
Students will be able to…
o Discuss the connection between the organism within the Chesapeake Bay
o Examine the effect of pollution on the bay
o Design a prototype for Chesapeake Bay conservation
Assessments:
Formative Assessments:
o Contribution to class discussion on bay animals
o Students will contribute to the “Pollution Padlet”
Summative Assessment:
o Individually or in pairs, students will create their own pollution
prevention/cleaning project. They will utilize the makerspace and classroom
materials, as well as using research to support their conservation design.
o This is an inquiry-based learning assignment, therefore students will be
responsible for generating questions about environmental issues and generating a
prototype for solving them.
Teaching Materials:
Essential Materials
o Internet, computer, projector
o Digital story
o Resources about the Chesapeake Bay, pollution, and bay animals
o Makerspace materials
o Pollution Padlet
Enhancing Technologies
o Websites
Chesapeake Bay Program
National Aquarium
Trash Wheel Project
o Databases
Science in Context
SIRS
World Book Online
o Makerspace resources
Publish Your Design
Tinkercad
Anticipatory Step:
[Day 1]
Procedures:
[Day 1 cont.]
TPACK
The combination of Technological, Pedagogical, and Content Knowledge requires a
variety of materials and online resources. The basis of this lesson is evident through these
concepts, explained in reverse order below:
o Content Knowledge: the lesson is founded in the knowledge of the Chesapeake
Bay and its ecosystem. Therefore, the introduction and early discussion gives
students a brief overview of the ecosystem. The rational is that students should
have the basic content knowledge for creating their project. They are then sent to
continue researching for their specific topic.
o Pedagogical Knowledge: As previously established, the focus for this lesson is
inquiry learning. Students will formulate their own questions about the
Chesapeake Bay and pollution. They will then create and construct their own
solutions.
o Technological Knowledge: The materials listed above include a variety of tech
tools for students to use. These tools enhance learning through further educating
them about technology and giving them further outlets for creating their projects.
It also feeds into UDL, explained below.
UDL
Multiple Means of Representation:
o The group discussion, digital story, and research materials (physical or online) are
all utilized for teaching students about the bay’s ecosystem and pollution’s effect.
o When students are researching to complete their worksheet, they may choose their
preferred materials, giving them a chance to experience multiple means of
representation and then choosing which works best for them. This customization
of the learning experience will promote teaching and learning for all involved.
Multiple Means of Engagement:
o Throughout this lesson, we are having large class discussions, partnership
opportunities, and individual work through occasions for online posting and hand-
written worksheets.
o Within these means of engagement, students have options for self-regulating their
work. They also get to create their prototype, giving them endless chances for
creativity and autonomy.
Multiple Means of Action and Expression:
o This lesson includes a variety of ways for students to express themselves, since it
is based on inquiry learning. The Padlet, for example, allows them to participate
online, whereas group discussions give them a way to express themselves face-to-
face.
o Students can also physically create their project, and therefore have an outlet for
action related to the project. Resources like tinkercad and Publish Your Design
also let students create online prototypes, which is essential for students who
cannot physical manipulate the makerspace materials.
Lesson Closure:
After students complete their assignments, we will close the lesson with a gallery walk and group
discussion:
Students will display their prototypes and summaries. There will then be a class-wide
gallery walk, giving every student an opportunity to see a variety of conservation efforts.
Once everyone has seen the other projects, the class will discuss their projects, projects
they saw, and the effect these would have on the ecosystem.
This debriefing will allow students to see the variety of options for improving their local
environment and conservation opportunities.
Appendix A
Name: _______________________________________ Date: ___________________
Pollution Worksheet
Directions: Research pollution and brainstorm for your project.
Websites Databases
Chesapeake Bay Program Science in Context
National Aquarium SIRS
Trash Wheel Project World Book Online
In addition to your prototype, students will write a museum plaque. This will be a 200-word
summary that gives viewers insight into your project. Your summary should include the
environmental issue you focused on, what your creation would do, and how that will benefit the
Chesapeake Bay. These plaques should be grounded in research and give others an
understanding of your prototype for our gallery walk.