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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC

DETAILS

Name
Subject
Grade Level
Date/Duration
Standards/ anchors/
competencies
PA/Common
Core/Standards
(Plus any others as
may be required)

Maria Emanuele
Social Studies
4th Grade
10/21/15 40 minutes

Formative AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D

C
K

S4.B.3.2.2: Describe and predict how changes in the


environment (e.g., fire, pollution, flood, building dams)
can affect systems.
S4.B.3.3.5: Describe the effects of pollution (e.g., litter)
in the community.
S4.A.3.1.1: Categorize systems as either natural or
human-made (e.g., ballpoint pens, simple electrical
circuits, plant anatomy, water cycle).

Formal Evaluation
n/a
Informal Evaluation
Observe student answers during
discussion and group work in order
to give guidance when needed.

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Through class discussion, students


will be able to analyze the
relationship between farming and
soil erosion, describe ways people
can conserve trees and understand
the danger of polluting the
environment.
Students will be able to recognize
that while some resources are
renewable, other resources are not
by making a list of ways to
conserve resources in groups with
100% accuracy.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
Introduction

DETAILS
Activating Prior Knowledge

Hook/Lead-In/Anticipatory Set

C
K

Have students think-pair-share to


come up with a list of natural
resources and man made resource.
Big Idea Statement
When people use natural resources,
they use resources that cannot be
replaced and have to do things such
as conserving and recycling in order
to make sure these resources do not
go away for good.
Essential Questions
What changes do people cause when
they use natural resources?
Key Vocabulary
adapt
conservation
scarce
recycle
pollution

Explicit Instructions
Big Ideas
Essential Questions

Lesson Procedure
Must include
adaptations &
accommodations for
students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
Student knowledge on natural and
man made resources.
Modeling of the Concept
Have student groups share what
they wrote and make a list on the
SMART board.
After completing the list of resources
on the SMART board, explain that
some of the natural resources on the
list cannot be replaced and need to
be conserved or protected.
(Renewable)
Transition
Have students take out journals.
Guiding the Practice
Go to Farming the Land on page
72, tell the students to draw in their
journals how farmers change the
environment by in order to plant
crops.
Go over what students drew.
Read Saving Trees with students
on page 73 and discuss map.
Ask students what would make our
air and water dirty (pollution).

Make a circle map with pollution in


the center on the SMART board and
have students come up with different
things that cause pollution and copy
in journal as I write on the board.
Read Using up Limited Resources
on page 75 and discuss the
importance of conservation and
things we can do to conserve the
environment and natural resources.
Providing the Independent Practice
Student work in groups during think,
pair, share.
Adaptations/Accommodations for Students
with Special Needs
Make sure to have students
attention before giving directions.
SMART board
Textbook
Student journals
Paper
Pencil
Summary & Review of the Learning
Review importance of conservation.
Homework/Assignments
none

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area is
to be determined by
instructor OR
student as needed)
Supervising teacher
comments and
signature
Teacher
Self-reflection
What worked?
What would
you change?