Developmental Lesson Plan

Deforestation- So What

Teacher Candidate: Marissa Rapposelli Date: 4/16/2021

Group Size: 25 Allotted Time:60 Minutes Grade Level: 3rd grade

Subject or Topic: Deforestation

Common Core/PA Standard(s):

● Standard - 4.5.3.A Identify resources humans take from the environment for their
survival.
● Standard - 4.5.3.C Identify types of pollution and their sources.

Learning Targets/Objectives:
● The 3rd grade students will be able to show their knowledge of solutions to pollution
and deforestation by providing examples for the anchor chart.
● The 3rd grade students will be able to provide insightful connections to The Lorax by
filling out the Forests Under Attack worksheet and providing examples.

Assessment Approaches: Evidence:

1. Notes in SeeSaw 1. Observation/Completion
2. Anchor Chart 2. Providing ideas and contribution to
3. Forests Under Attack Worksheet helping the Earth.
4. Exit Slips 3. Observation/Completion
4. Completion
Assessment Scale:

The scale will be out of 4:

4- Exemplary (The student completes the whole forests under attack worksheet with
thoughtful answers.)

3- Satisfactory (The student completes only half of the forests under attack worksheet with
average answers.)

<2 – Needs Improvement (The student completes less than one section of the forests under
attack worksheet with one-word answers.)

/4 Points

Students are exemplary if they score 4 points. Students are satisfactory if they score 3 points.
Students need remediation if students have below 2 points, they will need to relearn
deforestation and pollution.

Subject Matter/Content:
Prerequisites:
● Students need to know trees provide oxygen for the environment and humans.
● Students need to know trees intake carbon dioxide to go through photosynthesis to
make their output oxygen.

Key Vocabulary:
● Carbon Dioxide: Is a gas produced by burning items and humans exhale it.
● Pollution: Something introduced to the environment that is dirty and harmful to the
environment and the things living in it.
● Climate Change: Describes a change in the average conditions over a long period of
time.
● Greenhouse Gases: Gases that warm the earth’s surface and air which can result in
melting of glaciers and other ice forms around the world.
● Deforestation: Is the action of clearing a wide area of trees.

Content/Facts:
● Students will know that trees are used for creating paper and other various materials all
over the world and are a natural resource.
● Students will know that trees and plants are the main providers of oxygen for humans
and animals.
● Students will know that the consequence of cutting down trees impacts wildlife and
can lead to extinction of species.

Introduction/Activating/Launch Strategies: (10 Minutes)

● Hello friends! I hope you are all excited for today! I asked you all to think about what
The Lorax is about. Can anyone tell me?
○ Allow time for students to answer with examples of why their guess is
supported.
● Amazing! Yes it is deforestation and pollution. I will give us time to read over the bok
in case any of us forget.
● Start reading the book to the students and ask questions for follow up.
○ What do people use trees for?
○ Why do you think nothing is thriving over there?
○ Who is telling the story? Is this important?
○ Did the animals leave? Yes or no, why?

Development/Teaching Approaches: (40-45 Minutes)

● When beginning this lesson explain to the students about The Lorax and its importance
as to why we cannot get rid of our natural resource: trees. If this would happen the
world would not be habitable by humans or animals because of the air pollution.
● Then ask the students to please get their notebooks/SeeSaw out and to get ready and
have their listening ears on to take notes on the video: Video:
https://www.youtube.com/watch?v=-01T9e6VDWU
● After sharing this video, review again how deforestation impacts the environment:
○ It creates carbon dioxide that gets released into the air instead of oxygen.
○ Greenhouse gases cannot get absorbed without trees, so without them this
 results in warming our planet which melts glaciers and natural ice forms.
○ The destruction of trees destroys the habitats of animals which can lead to
extinction of species.
● There are ways we can help the environment!
● Now after watching that video and reading the book let us gather around and think of
some things to add to our anchor chart. Hang up the anchor chart (see below).
● Alright, now everyone is thinking back on our knowledge from this week and the book
and video give me some solutions to help cut down on pollution and deforestation.
● If you can make sure you use vocabulary if you have the opportunity!
● As students give answers write on sticky notes and add to the anchor chart in the front
of the room.
○ Do not add repeated answers.
● Alright everyone, that was great! Thank you for all of those answers!
● Now there is a sheet to pass out (activity 2), pass it out to students.
● Take a good look at this picture and take a minute or two before to start writing to
come up with a thoughtful observation, guess, and prediction.
● Give yourself time and do not rush!
● Alright everyone! That was good! Now please take a picture and upload to SeeSaw!
● Find a partner and discuss your observation, guess, and prediction and see if you have
similar ideas!
● Now that you have shared with a partner let us all share out!

Closure/Summarizing Strategies: (5 Minutes)

● Alright everyone! I am so proud of you all for getting through this week and this
lesson! You did amazing!
● Make sure you all fill out this exit slip for me! Give it a lot of thought, which means
multiple sentences. (see below)
● Now everyone, listening ears on! We will be having a test about this whole week on
Monday, 4/19/2021! Take this weekend to go over your notes and activities we have
done and come to class ready!

Accommodations/Differentiation: Follow all IEPs.

● Accommodations: The student that we are accommodating for is a male ELL

student whose first language is Spanish.

○ While reading the story allow the student to have a copy in Spanish or the
story translated in front of them.

○ When watching the video turn on Spanish subtitles for the student.

○ When filling out the prediction worksheet have a Spanish copy for reference.

● Differentiation:

○ If a student is struggling they could have 1:1 instruction for the activities to
help break them down even more or have a student who is accelerated help the
 student.

○ Students who are accelerated learners could prepare a summary on how they
think they could solve pollution and deforestation with examples from class.

Materials/Resources:
● Book: Seuss. (2018). The Lorax. London: HarperCollins Children’s Books.
(source:amazon)
● Video: https://www.youtube.com/watch?v=-01T9e6VDWU
● Notebook/SeeSaw
● Anchor Chart
● Sticky Notes
● Forests Under Attack Worksheet

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts

Anchor Chart/Activity 1: This was found on Pinterest to help show what the kids can do. This
would be implemented, and the kids would give me their own examples and I would attach these
around the reduce, reuse, and recycle logo.
Activity 2: This sheet was found on Pinterest and it shows a forest completely decimated by
deforestation and then children must explain what they see, what can they guess, and what they
can predict from the photo and prior knowledge with The Lorax.

Exit Slip:
What is one way you can change how you live to better the Earth? Explain why with examples
from class.