Indiana Wesleyan University

Elementary Education Lesson Plan Template

Brooke Sherrow

LESSON RATIONALE
This science lesson will be helpful for students to be “detectives” and become experts on their topic of research
concerning aspects of Global Warming. As students learn more about the facets of global warming, they will work
together to “solve the case” of coming up with ways to help their changing Earth for the better.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Upon completion of this lesson, students will understand the effects of global warming on our
environment.
B. Objective(s)— Upon completion of this lesson, students will be able to explain the effects of global warming and
work together to find ways humans can help protect the environment.
C. Standard(s): 5.ESS.3 Investigate ways individual communities within the United States protect the Earth’s
resources and environments.
II. Management Plan-
 Time per lesson element:
 Use of space: Students will be at their desks while watching the video and then they will be allowed to
move to different spots of the room in order to work with their groups.
 Materials:
o National Geographic Global Warming Video: https://www.youtube.com/watch?v=oJAbATJCugs
o Video Guide Worksheet
o QR Codes for groups
o Group Handouts – Poster Information
o Poster Boards for assigned groups
o Markers, crayons, colored pencils, various art supplies for poster
 Expectations and procedures: Students will watch the videos at their desk quietly filling in the video
guide. After the video, we will go into the explanation of the group work. As students are working, they will
remain quiet and raise their hand if they have any questions, then I will come around to help them. I will
keep a timer going so they can see how much time they have left in their group, and then we will present. If
they are not working well in their groups or I find them continually off task, Dojo points will be taken.

III. Anticipatory Set:

I will have two separate ice cubs in two separate bowls. I will have one with a direct source of light/heat over it, and one
will be left alone. There will be a timer set next to these bowls and ice cubes.
“Let’s look at these ice cubs, what do you notice about both of them?”
(Allow students to observe and think)
“What do you think these ice cubes and light sources could represent?”
(Allow students to observe and make predictions)
“Good thinking everyone! You’re thinking like real detectives. These ice cubes represent the glaciers and the light source
represents the sun. I am going to set a timer and we are going to make some predictions. How long do you think it will
take the ice cube without the light source to melt?”
(Call on 2-3 students; record guesses on the board)
“What do you think about the ice cube with the light source?”
(Call on 2-3 students; record guesses on the board)
“Good thinking everyone! I want everyone to make a hypothesis on how long they think it will take for the ice cubes to
melt. Write your guesses on a sheet of paper.
“I’m going to set the timer, and then we will check on them every few minutes.”

Purpose: “Today we are going to learn more about how global warming affects our Earth through researching, so we can
make changes to how we live our day to day lives in order to better protect the Earth we have been given.”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners: In order to best adapt this lesson and help my
diverse students, I will do my part in pairing students together in order to help them process through the lesson and
provide visuals for them to reference if needed. I do not have any students in my class with identified learning
disabilities or Individualized Education Plans (IEPs). Some students struggle with turning their work in on time, and
 sometimes are kept inside at recess in order to finish. If the students need extra time or help to complete the poster, I
will provide that time at the end of another class day during their intervention time. If there are students who need
to watch the video more than once in order to get all of the required information, I will also make that available to the
class.

V. Lesson Presentation (Input/Output):

“To begin our lesson today, we are going to watch this video from National Geographic that is going to give us some more
background knowledge on global warming and the effects it has on our Earth. As you watch, I have this video guide for you
that you will fill out as you watch the video. You will fill in the blanks with three things humans doing that is promoting
global warming, and three things humans can do to lessen the effects of global warming. Does everyone understand?”
(Check for understanding, then play video).

“Now that we have watched the video, were there any blanks on your video guide, were there any blanks that you missed and
did not have the chance to fill in?”
(Check to see if students need help filling in extra blanks.)
“So based off this video, we can see the Earth is greatly affected by the increase in Earth’s temperatures and global warming.
Various elements such as the glaciers, air, climate and even animal species are all gradually changing, and we need to do
something about it! This is where you all come in. I am going to ask you a very important question, and you will work in your
groups to discover the answer together by forming a hypothesis on what you think we can do. My question for you today is,
“How can we do our part to prevent aspects of Global Warming from getting worse?”

CHECK ON ICE CUBES

“How have the ice cubes changed since we’ve left them sitting for a bit?”
(Allow students to observe)
“Let’s leave them there and give them some more time.”

“I have separated you into detective teams, and you are going to become the expert of your specific topic concerning global
warming. When you are with your group, I will give you your topic of research and you will find various facts or “evidence” to
support your case on how you can support the Earth and lessen the effects of global warming. Please record your information
on the handout I will give you. I have also provided you with a QR code that will help you find information on your topic.”

“After you have gathered the needed information on your topic, you will create a poster that includes your topic title, and the
facts you found that support your topic. Use your handout to guide you as you create your poster. You will then present your
case to the class, while the class adds notes to their fact sheet. Does everyone understand what we will be doing?”
(Check for understanding)

Topic: Group Members:

Glaciers Antonia, Scarlett, Tristian, Cooper
Fossil Fuels Liam, Alex, Grant, Clayton,
Greenhouse Gasses Bradlee, Krystiana, Aaron, Suri
Endangered Species Janessa, Dylan, Keaton, Cori,

VI. Check for understanding:

After students have created their posters, we will spend time presenting their “case” to the class. Classmates will listen
quietly and attentively while they fill out their fact sheet and ask questions if needed.

After all groups have presented, I will go into a discussion time with the class.
“Thank you for all the hard work you put into researching your topics to find ways we can help our Earth – you all are just
like detectives! The more we work together, the greater impact we can have on our world around us in order to benefit the
Earth we all live in. Let’s do some review. (I will have Glaciers, Fossil Fuels, Greenhouse Gasses, and Endangered Species
written on the board).
“I want someone who was not in the glaciers group to give me one takeaway or something they might not have known from
the presentation today.”
(Call on 1-2 students)
“Will someone who was not in the fossil fuels group share what they learned from listening to the presentation?”
(Call on 1-2 students)
“Will someone who was not in the greenhouse gasses Group share what they learned from today’s presentation?”
(Call on 1-2 students)
“Finally, will someone who was not in the endangered species group share what they learned from today’s presentation?”
(Call on 1-2 students)
 VIII. Review learning outcomes / Closure:
“As we saw in the video, we can help Global Warming in our Earth by turning off the lights, using fluorescent light bulbs, and
limiting the amount of time we spend driving in cars. As you go throughout your week, I want you to make an effort
to do three other positive actions that help our environment. I want you to take a picture of you doing this action,
and then bring it in to class so we can put them on the bulletin board! As we walk by this bulletin board each day,
we will be reminded of all of the ways we can help our Earth.”
“Let’s check on our ice cubes. It looks like the one under the light source is melted! Why do you think that is?”
(Allow students to make predictions)
“We used this illustration to represent the melting glaciers and the effect the sun has on melting them so quickly. We have the
important job of doing everything we can to help slow this process down. By doing the things we just talked about
above, we can help reduce the rate at which our glaciers are melting!”

PLAN FOR ASSESSMENT

Formative: As students are working in their research/detective groups, I will be circulating around the room to make
sure they are understanding the directions, and answering any questions they might have. As they keep working, I will
ask questions that prompt them to research further such as, “Now that you know this information, what are you going to
do about it?”
Summative: I would assess my students based on my previous science lesson and this science lesson into a unit test. As
students begin to prepare for the test, they can reference the posters with the information on them to remind them of the
importance of glaciers, fossil fuels, greenhouse gasses, and endangered species.

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?
7. Were students able to explain the significance of their assigned topic?
8. Were students able to come up with reasons to help lessen the effects of Global Warming?
9. Were students given enough time to complete the assignments/posters?