Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Shelly Carter

Position Teacher

School/District Clark Creek Elementary School / Cherokee County School District

Grade Level(s) 3rd

Content Area Science

Time line 1 week at school (5 days)

Standards
• What do you want students to know and be able to do?
• What knowledge, skills, and strategies do you expect students to gain?
• Are there connections to other curriculum areas and subject area benchmarks?
• Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.
S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air,
Content Standards land, and water) and humans on the environment

NETS*S Standards: 1c, 3a, 3c, 4c, 6a, 6c, 6d

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

https://go.screenpal.com/watch/cZf0VfVM6i8

Page 1 of 5
 Day 1: Students will use canvas to use a variety of technology that is embedded in a canvas module that allows students
to be student-passed when obtaining, evaluate, and communicating about the effects of pollution (air, land, and water).
First students will read a book on Raz called, “Why Recycle?”. After they read, they will answer some questions on the
discussion form on the canvas page. Next, the students will then watch a pollution discovery ed video.
Day 2: For day 2, students will watch a video that is embedded on their canvas page. The video explains what land
pollution is. Then students will then click the Nearpod link to answer questions about land pollution.
Day 3: For day 3, students will watch a video about water pollution that is embedded on their canvas page. Then
students will go on Seesaw to answer questions from the video they just watched on their canvas page. If time allows,
students will complete a Nearpod about water pollution.
Day 4: For day 4, students will be learning about air pollution. Students will watch a video embedded on their canvas
page. The video will explain what air pollution is. After they watch the video, they will play a Blooket game and answering
questions that relate to what they learned from the video.
Day 5: For day 5, students will go to the mystery science links embedded on their canvas page. Students will be given 3
different mystery science video links they can watch. After students watch the videos, then they will go to the wordwall
link which allows students to play different games that relate to the different types of pollutions they have learned about
this week! The link will be in their canvas module.

Essential Questions

• What essential question or learning are you addressing?

• What would students care or want to know about the topic?
• What are some questions to get students thinking about the topic or generate interest about the topic?
• What background or prior knowledge will you expect students to bring to this topic and build on?

Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

What are the different types of pollution? What are the effects of pollution?
Students will need to explain the different types of pollution and explain the effects pollution has on the
environment. Students will demonstrate a presentation or Canva poster of how specific pollutions have an
effect on our environment. They can make a poster of all 3 types of pollutions or they can create 1
model/poster explaining one type of pollution and the effects it has on the environment. The poster will be
created on Canva. They can create a PowerPoint or Canva presentation.

Assessment

• What will students do or produce to illustrate their learning?

• What can students do to generate new knowledge?
• How will you assess how students are progressing (formative assessment)?
• How will you assess what they produce or do? How will you differentiate products?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

Students will answer questions on the Nearpod’s, show their learning in Seesaw, and also show their learning
by completing the blooket game assigned.

Page 2 of 5
Resources

• How does technology support student learning?

• What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?
• What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
• What previous technology skills should students have to complete this project?

Students will be using a canvas module lesson with a variety of web 2.0 tools integrated. Students will review
virtual simulations, videos, and drawing tools. Students will also have multiple choice questions, games, and
matching to access student’s understanding of the standard.

Instructional Plan and Preparation

• What student needs, interests, and prior learning provide a foundation for this lesson?
• How can you find out if students have this foundation?
• What difficulties might students have?

Students will complete a google form document. The google form document will determine the student’s prior
knowledge about pollution. Students will complete this at the beginning of the module in canvas. Students might
have some understanding of pollution because we talked about heat and energy in 3rd grade.

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

• How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
• What strategies will you use to achieve equitable access to the Internet while completing this lesson?
• Describe what technical issues might arise during the Internet lesson.
• Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
• Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

Page 3 of 5
 Students will be using a variety of tools. Students will be using laptops and iPad’s during whole group and small group
setting. Nearpod’s will initially be teacher passed, but I will also allow the students to join the code with me so they can
independently answer questions. I will also have students complete it independently and when students come to my
teacher table, we will work on the Nearpod’s together. Students will have access to the student code if they are working
independently. Some technical issues that might arise are students not being able to sign in or the Nearpod link is not
working. If technical issues due occur, we have plenty of computers and iPads we can use. If a student is on canvas
and needs help, they can live chat too. Live chat helps with technical supports.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

• How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
• How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?
• How can the technology support your teaching?
• What authentic, relevant, and meaningful learning activities and tasks will your students complete?
• How will they build knowledge and skills?
• How will students use digital tools and resources to communicate and collaborate with each other and
others?
• How will you facilitate the collaboration?

My role throughout the lesson is to be a facilitator. Students will be able to explore the different types of
pollution by completing the assignments given on the canvas modules. Throughout the Nearpod, students will
answer questions and have simulations that allow them to see what pollution looks like up close. Students will
need to use the multiple web 2.0 tools to learn the standard, but also be able to create and demonstrate their
understanding.

Differentiation

• How will you differentiate content and process to accommodate various learning styles and abilities?
• How will you help students learn independently and with others?
• How will you provide extensions and opportunities for enrichment?
• What assistive technologies will you need to provide?)

In my canvas module, I have multiple different learning strategies; visual, auditory, and kinesthetic. The Nearpod’s also
allow students to have immersive reader and audio added to help my ESOL students or help students read who are not
on grade level for reading. I also provide anchor charts or pictures for my ESOL students. The different learning online
tools allows students to have a variety of different learning styles. For students who finish early will have extra
resources on the canvas page to further their thinking and understanding.

Reflection
• Will there be a closing event?
• Will students be asked to reflect upon their work?
• Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

Page 4 of 5
 • How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective?
• Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?
Depending on the student’s feedback with the different learning tools, I will be able to determine if the
content was effectively learned by the students. I will determine this by reviewing their answers. Once
students demonstrate their different PowerPoints and Canva poster, their peers can give them feedback on
their assignments by using a rubric or verbal discussion of what they thought; a glow and a grow.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I love the flexibility with canvas! Canvas allows you to create a module that your students can use daily.
Canvas also creates student-paced learning. Canvas is easy to use and students can keep track where they
are with their learning. I would recommend using canvas when creating lessons or assignments. You can just
add all of the things you need onto one page.

Page 5 of 5