SAMPLE DIRECT LESSON PLAN

Lesson #: 1 Lesson Title: Understanding Earth Materials & Environments Grade Level/Subject: 1st Grade Science
NCES/CCSS Standard and Objective (1)

Topic: Earth Materials/Environments

1.E.2. Understand the physical properties of Earth materials that make them useful in different ways. 1.E.2.1 Understand the physical properties of Earth materials that make them useful in different ways.

For this lesson and its objective, the level of Blooms Revised Taxonomy Revised Blooms level of thinking/type of knowledge (1) would be Level 4: Analysis. This lesson is based around this level of thinking because it requires students to look at the Earth materials and environments and classify, compare, contrast, infer, categorize, examine, etc. Students will be able to identify the differences between various Earth Behavioral Objective (2) materials. Students will also be able to determine characteristics of different types of environments. Following a lecture on Earth materials and environments, the students will be able to identify and match various Earth materials with 90% accuracy. This lesson will teach students about the environments that surround them Objective Rationale (1) in their everyday life. This content pertains to students lives because it is part of their everyday lives and they will need to be able to recognize different environments in future classrooms. Students will be given an assessment (not graded) to see what prior Prerequisite Knowledge and knowledge they have on the topic. Skills (1) Students will hopefully be able to recognize everyday Earth materials such as: soil, dirt, sand, rocks, etc. Be able to determine what belongs in what environment if asked. Be able to compare and contrast two materials or environments using descriptive adjectives. Key Terms and Vocabulary Soil, minerals, sticks, concrete, wood, lake, pond, stream, river, (1) ocean, rainforest, beach, forest, desert, etc. Content and Strategies Instructional Strategies - Ask open-ended questions. Focus/Review (prepares Begin the lesson with first - Ask if anyone has any students for the lesson) (2) decorating your entire classroom personal experiences that this with 3 or 4 types of environments topic reminds them of. (ex: rainforest, desert, and beach). Have different samples and models of what can be found in these environments. Have the students close their eyes and tell them if they could be anywhere outdoors at this moment, where would they be and for them to envision it in their minds then share
Revised for spring, 2012

Objective as stated for students (helps students set their own goals for the lesson) (1) Teacher Input (provides the content to students in a teacher-directed manner) (3)

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

Independent Practice

with the class. Show a video (Discovery Channel, Magic School Bus, etc) to spark their interest in the topic. Ask open-ended questions about what can be found in different environments. Today we will be learning about different environments in our world and what Earth materials can be found in these environments. By the end of today you will all be able to identify what kind of environment is what and which materials could be found in them. Begin the lesson with a video about - Try and put the students different environments in our world in the setting of one of the environments used in the today. Create a chart and ask students to raise their hands and give lesson. - Try and make the ideas for what they think could be students feel like they are found in each environment. actually there, allow them Make a Venn diagram between two environments and have the students to be creative & explore. raise their hands to list what the two environments have in common and do not have in common. Provide pictures as examples of the environments and materials that can be found in them. Bring in samples of various Earth materials for students to examine. - Allow for a discovery Have the students move into small approach by the students. groups of about 3 to 4. - While walking around to Each group will be given an check on their models, environment (ex: rainforest, desert, make sure to ask openbeach, etc.) and will be given the ended questions to really materials needed to put together a get students thinking. model. Ask each group to put together what they think their environment should look like using the various materials that you have provided them with. This lesson is based on classifying and discovery. This lesson also is a great peer interaction activity in which the students will use teamwork to determine what materials go in which environment. Have the students present these to the class and see what comments their peers make about their environment. Have students work individually on a worksheet, which has them
Revised for spring, 2012

(application activities to help students use and demonstrate what they have learned) (2)

Closure (provides a wrap-up for the lesson) (1)

Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1)

21st Century Skills (must be in three lessons) Global Awareness (must be in two lessons)

list characteristics of each environment that they learned about in the lesson. The worksheet will also have the students match materials to environments to see if they have comprehended the lesson. To have met the objective, they will have to complete the worksheet with 90% accuracy. Also have the students think of what their favorite environment to learn about was and have them sketch it out on paper to be displayed around the classroom. To conclude the lesson, come back together as a whole classroom and have students raise their hands and tell everyone one thing that they learned today that they didnt know before that they found interesting. Write these on the board as they volunteer. For each decorated part of the classroom (environments) have students come up one at a time and write on a poster, one thing that they know about that environment. Formative: Models in the guided practice and the worksheets in the individual practice. Summative: The summative assessment in the Independent Practice is a worksheet that they will work on individually. The worksheet will cover all of the environments learn in the days lesson. On the worksheet, students will be asked to list characteristics of each environment that they learned about in the lesson. The worksheet will also have the students match materials to environments to see if they have comprehended the lesson. For the matching section of the worksheet, students will show that they have comprehended the main idea of the lesson if they are able to match the environments to the materials with only 2 or less incorrect out of a possible 10. Some students will have more prior knowledge than others about different environments, as they could be very familiar with one in their everyday life. Allow every student to make discoveries on their own, without other students taking this excitement away. Decorations for different environments. Samples of: soil, rocks, sticks, minerals, water, sand, grass, etc) Video or video clip. Shoeboxes to create environments during the guided practice. A worksheet for the independent practice. The video being show to the class is one 21st century skill that is in this lesson. Technology is a really big benefit and can help students further understand the information being taught to them. The importance of environments for the materials and animals that live in them. The importance of keeping a clean environment. These two aspects are displayed throughout the lesson, as they show students how beautiful and interesting certain environments can be and that we can easily ruin them by littering and not recycling.
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Culturally Responsive Teaching (must be in three lessons)

In this lesson, all of these environments can be found all over the country and in the entire world. This lesson is culture friendly and gives students a broad understanding of where in the world these different environments can be found.

Overall alignment in the lesson (2): The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not.

Revised for spring, 2012