Names of Group Member(s) : Rachel, Bethany, Carly Date: 11/7/16

Names of
Bethany,
Date: 11/7/16
Group Member(s): Rachel,

Carly
Grade:
3rd
Unit
Theme:
The Use of Natural Resources
Essential
Understandings
(or Long-Term
Goals):
Essential
Questions:
Objectives:
After this unit, the students will have a sense

of ownership and awareness of their use of
natural resources, and practice on how to
bring awareness to these issues in their
community.
What is a natural resource?

Why are natural resources important?
Why cant we use as many natural resources
as we want?
How do you use natural resources?
Why should you care about how much natural
resources you use?
Why are some natural resources depleting?
What would the world look like if we ran out
of natural resources?
1. Students will be able to compare and
contrast the central themes and use of
natural resources in The Lorax and The
Giving Tree demonstrated through a double
bubble chart.
(Blooms: Understand)
2. Students will be able to investigate a

specific natural resource in a small group to
find how it is used, problems, and sustainable
solutions and present it to the rest of the
class. (Blooms: Analyze)
3. Students will be able to produce their own

piece of art on a poster and construct
knowledge that promotes thought about the
conservation of the natural resource they
researched. (Blooms: Create)
Assessments:
1. For our formative assessment, we will use

class discussions to assess students
understanding of the similar themes, the use of
natural resources in the two books.
For our summative assessment, students will
complete a double bubble chart comparing and
contrasting the central message of The Lorax
and The Giving Tree using evidence from the
text.
Webbs DOK level 3:Strategic
Thinking/Reasoning. Students will be able to
explain, generalize, or connect ideas using
supporting evidence (quote example, text
reference)
2. The formative assessment will be the
student's research of the use of their assigned
natural resource. We will walk around as they
are researching making sure students are on
task and checking if they have any questions.
For our summative assessment, students will
present on their research findings using a
Powerpoint presentation or Google slides
presentation.
Webbs DOK level 4: Extended Thinking.
Students will be able to gather, analyze, and
evaluate information.
3. The formative assessment will be each
student sketching their own idea for their
groups art piece. We will ask them questions
to help the students revise and finalize their
work.
QUESTIONS:
What would the world look like without your
resource?
Does it make you stop and think?
Problem (why/how the resource is depleting)
The summative assessment will be their final
art work, which the group will collaborate on.
This final piece of arts goal is to make
someone stop and think about that specific
natural resource.
Webbs DOK level 3: Strategic Thinking.
Students will work together to create a model
for their given situation.
Instructional
Activities:
1. Students will be listening to their teacher read

the books The Lorax & The Giving Tree and
then they will be using a double bubble map to
compare and contrast the themes of the two
stories.
2. Students will be researching one resource and
finding out what the resource is, how it is used,
what products does it make, looking up ways
to conserve it. They will be making a
presentation to teach the class about their
resource.
3. Students will be producing their own piece of
art from their research on the resource. This
piece of art should be promoting the
conservation of the resource.
Web (Theme, Subjects, Standards, Objectives):
Standards-Aligned Lesson Plan Template

Subject(s): ______ELA__________ Grade: ____3RD______
Teacher(s): Rachel, Bethany, Carly School: Newport Heights
Elementary Date:11/10/16
Part I GOALS AND STANDARDS

1.
Common Core Learning Standard(s) Addressed:
RL.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
2.
State Content Standard Addressed (History/Social Science, Science,
Physical Education, Visual and Performing Arts):
3.
ELD Standard Addressed: (include Part I, II; Communicative Modes A.
Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing
Emerging, Expanding, Bridging)
ELD.3.P1.B.6.BR: Describe ideas, phenomena (e.g., volcanic eruptions), and text
elements (e.g., central message, character traits, major events) using key details
based on understanding of a variety of grade-level texts and viewing of
multimedia, with light support.
4.
Learning Objective: (What will students know & be
able to do as a result of this lesson?)
Students will be able to compare and contrast the central

themes and use of natural resources in The Lorax and
The Giving Tree demonstrated through a double bubble
chart.
(Blooms: Understand)
5.
Relevance/Rationale: (Why are the outcomes of this

lesson important in the real world? Why are these outcomes
essential for future learning?)
STUDENT-FRIENDLY
TRANSLATION
Students will be able
to compare and
contrast two stories
through a double
bubble chart.
STUDENT-FRIENDLY
TRANSLATION
Students need to be
Students need to be able to compare and contrast, as well able to compare and
as find common themes among different types of literature. contrast, as well as
find common themes
in various literature.
6.
Essential Questions:
Why cant we use as may natural resources as we want?

Part II STUDENTS INFORMATION
7.
Class Information:
a.
Total number -There are 24 students in the class; 10 girls and 14 boys.
b.
English Learners/Standard English Learners -2 EL learners and 22
Standard English Learners.There are no students with diagnosed special needs in

the class. For the EL students, one student is at a beginning proficiency level while
the other student is at an intermediate proficiency level.The CELDT levels of the two
EL students are:
Student: Fernando
Student: Matthew
Overall level: Beginning; Score: 380
Overall level: Intermediate; Score: 475
Listening: Early Intermediate;Score: 406
Listening: Early Advanced;Score: 509
Speaking: Intermediate; Score: 430
Speaking: Advanced; Score: 522
Reading: Beginning; Score: 280
Writing: Beginning; Score: 405
Writing: Early Intermediate; Score: 450
Comprehension score: 343
c.
Students with Special Needs
d.
Academic language abilities, content knowledge and skills in content
area - The students will have no background knowledge on this topic.

e.
Linguistic background There are 2 students in the classroom that speak
Spanish. They are both considered English Language Learners. The other 22
students speak English only.
f.
Cultural background (home/family) -There are two students whose family
come from Mexico. There are 22 white students.

g.
Health considerations (if any) One student has an Epi pen because he is
allergic to bees. One student has asthma.

h.
Physical development factors that may influence instruction in this
academic content areaAt this age, the students physical skills are gaining more
importance in influencing status and self-concept. Girls at this age are ahead of
boys in physical development. They are taller, stronger and more skillful in small
muscle coordination. Girls begin their adolescent growth spurt towards the end of
this period. The students are able to take responsibility for their personal hygiene,
and high energy level- opportunities for physical activity are continuing to be
important for them (Developmental Characteristics of Child and Youth Poster).
i.
Social development factors that may influence instruction in this
academic content area At this age. the caregivers guidance and support are a
major influence upon the students school achievement. The students caregiver
assists the child in assuming personal and social responsibility. With their peers, the
students are overly concerned with the peer imposed rules which could change.
Cliques are being formed especially with the girls in this class. Gender differences in
interests are pronounced. In this classroom, there are a few girls who like soccer,
but most of the girls are into dancing and arts and crafts, where as the boys are all
into soccer, baseball and basketball. Extreme energy expenditure in physical game
playing is occurring particularly with peers of the same sex. The students are
increasingly able and interested in assuming responsibility in the classroom and in
their homes (Developmental Characteristics of Child and Youth Poster).
j.
Emotional development factors that may influence instruction in this
academic content area At this age, the students react to feelings of others in
positive and negative ways. They are sensitive to criticism and ridicule. The
students seek a warm and friendly relationship with adults. The students worries
are more evident and they revolve around self-esteem and threats to security e.g.,
loss of a caregiver, family finances (Developmental Characteristics of Child and
Youth Poster).
k.
Interests/Aspirations (relevant to this academic area) -There are many
different levels of aspirations in this class. The students love everything from sports
(soccer, basketball, dancing, gymnastics & surfing), to reading books and going to
the pool.
8.
Anticipated Difficulties (Based on the information above, what difficulties do you
think students may have with the content? Please specify anticipated difficulties for English
Learners, Standard English Learners, and/or students with special needs. )):
All Students: I will anticipate that my students might have trouble coming up with a
theme (main idea) of the story.
EL Learners: My EL learners might have difficulty filling out the bubble maps and
double bubble maps.
Part III - LESSON ADAPTATIONS
9.
Modifications/Accommodations (What specific modifications/accommodations

are you going to make based on the anticipated difficulties? Ex:) Please specify
modifications/accommodations for English Learners, Standard English Learners, and/or
students with special needs. )
Based on my anticipated difficulties, I will work with my students to come up with the
themes of the stories.
Students will pair share with their AB partners to come up with themes together.
Multiple Means of Representation: I will give my EL students written directions for

them to have in front of them
Pair Share: They will work with their AB partners on the bubble map & double
bubble map
10. 21st Century Skills Circle all that are applicable
Communication
Collaboration
Creativity
Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during
the lesson:
Communication/Collaboration: Students will be communicating with their peers
and teacher during the discussion of the two stories
Critical Thinking: Students will be completing a double bubble map comparing and
contrasting the themes of the two stories.
11. Technology - How will you incorporate technology into your lesson?
We will be using technology by having the stories placed on the document camera
for the students to read. The double bubble map will also be placed on the
document camera for the students to read. The stories will also be played through
youtube for the students to hear a different voice of the story.
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)
a.
Formative:
For our formative assessment, we will use class discussions to assess students
understanding of the similar themes, the use of natural resources in the two books.
b.
Summative (if applicable):
For our summative assessment, students will complete a double bubble chart
comparing and contrasting the central message of The Lorax and The Giving Tree
using evidence from the text.
Webbs DOK level 3:Strategic Thinking/Reasoning. Students will be able to explain,
generalize, or connect ideas using supporting evidence (quote example, text
reference)
c.
(Attach rubric here, if applicable):
Criteria
Compare
Students have
3-4 facts
comparing the
two stories
with cited
textual
evidence
Students have
1-2 facts
comparing the
two stories with
cited textual
evidence
Students have
no facts
comparing the
two stories
Contrast
Students have
3-4 facts
contrasting the
two stories
with cited
textual
evidence
Students have
1-2 facts
contrasting the
two stories with
cited textual
evidence
Students have
no facts
contrasting the
two stories
Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one Direct Instruction
Cooperative Learning
Inquiry
Direct Instruction
14. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Book: The Lorax

Book: The Giving Tree
Double bubble map:
Bubble map:
Document Camera
Smart Board
Youtube link of stories
1. https://www.youtube.com/watch?v=A5y-ZQv1JaY
2. https://www.youtube.com/watch?v=aKmbSJjXzFk
Powerpoint slide
15. Procedure (Include estimated times. Please write a detailed procedure,
including questions that you are planning to ask.):
OPEN:
1. Anticipatory Set:
I will begin each lesson by frontloading the vocabulary word Deforestation. I will
have it up on a google slide, and ask the students if anyone has ever heard of this
word or knows what it is. I will have the definition on the next slide and they will talk
about what they think it means in their own words with their AB partner. I will pull
sticks and have a few students share their answers.
Day 1:We will open our lesson with the video of the book The Giving Tree. The
video will be played from youtube and the students will sit quietly and listen to the
story. After the video is over, the students will talk with their AB partners about the
story that they just heard. They will make a bubble map and writing down the theme
of the story and facts that go with the theme. I will be giving them this after we read
the story. During the video I will stop it frequently to go over different themes of the
story. I will ask the students to pair share with their AB partners on different parts of
the story.
Day 2:We will open our lesson with the video of the book The Lorax. The video will
be played from youtube and the students will sit quietly and listen to the story. After
the video is over, the students will talk with their AB partners about the story that
they just heard. They will make a bubble map and writing down the theme of the
story and facts that go with the theme. I will be giving them this after we read the
story. During the video I will stop it frequently to go over different parts of the story. I
will ask the students to pair share with their AB partners on different parts of the
story.
Day 3: We will open our lesson by reviewing the books that we have just read. I will
have the students pair share their information from the two books and work with
their AB partner. They will be able to see what their partner had written down, and if
they have the same information or anything different. I will then pull sticks and have
a few students share out the themes that they came up with for each story.
2. Objective and its Purpose:

On Day 3, I will then tell my students today we are going to be comparing and
contrasting two books: The Lorax and The Giving Tree. We are going to be using
a bubble chart first and then at the end using a double bubble chart. I will show
them the objective on the document camera, and we will chorally read it together
Today I will be able to compare and contrast the central themes and use of natural
resources in The Lorax and The Giving Tree demonstrated through a double
bubble chart.
BODY:
3. Instructional Input:
Day 1: I will open the body of my lesson by reading the book The Giving Tree.
This will be another way for the students to see the book and hear it coming from
their teachers voice. After we have finished the video and read the book, I will be
giving them a bubble chart to fill in. I will model it on the document camera. I will
show them what to fill out in which box. They will be putting the theme in the center
circle, and then putting adjectives in the circles that connect to it.
Day 2: I will open the body of my lesson by reading the book The Lorax. This will
be another way for the students to see the book and hear it coming from their
teachers voice. After we have finished the video and read the book, I will be giving
them a bubble chart to fill in. I will model it on the document camera. I will show
them what to fill out in which box. They will be putting the theme in the center circle,
and then putting adjectives in the circles that connect to it.
Day 3: I will open the body of my lesson by telling them to get out their bubble
maps that they made from the two stories we read. I will then be explaining the
objective of the lesson. This is where we will chorally read it as a class and the
students can see why we read the two stories and did bubble charts on the two
stories. I will be giving them each a double bubble map, and modeling for them on
the document camera what a double bubble map looks like. I will work with them on
the first facts for the comparing and contrasting and then they will work with their AB
partner to come up with at least 4-5 facts for the two categories.
4. Modeling:
I will be modeling on the document camera the bubble map and how to fill out the
first sections of it. I will also be modeling on the document camera the double
bubble map for the students to see and be working with them to fill out one fact for
each category.
5. Check for Understanding:

The students will be working with their AB partners during the beginning of the
lesson to talk about the stories that we read. They will be working with their AB
partners on their bubble maps and double bubble maps. During the video parts of
the lesson on each day, I will be stopping the videos to ask questions and check for
understanding of my students. During the students individual work I will be walking
around the class to monitor the students and see if they need any clarification.
6. Guided Practice:
For guided practice, I will be circulating around the classroom while the students are
working on their bubble maps and double bubble maps. If any student needs help I
will be there to guide them. I will also be helping the students with getting their
bubble maps and double bubble maps started. I will be modeling how to start them
on the document camera for the students to see.
CLOSE:
7. Independent Practice:
Students will be independently working on their double bubble maps. When they are
finished, they will be sharing their maps with their AB partners and comparing and
contrasting what they came up with. I will be choosing sticks and having students
share one fact from each of the stories.
8. Closure:
To close the lesson I am going to have the students do an exit card. I will first go
back to the objective and put it up on the document camera.I will read them the
objective Today I will be able to compare and contrast the central themes and use
of natural resources in The Lorax and The Giving Tree demonstrated through a
double bubble chart. I will I will ask Do you think you all achieved the objective
today? Thumbs up or Thumbs down. This will be a way for them to leave the lesson
having learned something and having achieved the objective. I will have them write
down one comparison about the two books and something that was contrasting.
They will hand this to me on their way outside to lunch.
Part VI - REFLECTION
1.
Please include your rubric data here.
2.
Were the students successful at achieving the lesson objective?
a)
If so, provide student evidence (Include 5 samples low, medium, high, EL, &
Student with Special Needs).
b)
If not, why do you think they were not able to achieve the lesson objective?
What are your next steps?
3.
What instructional strategies did you use to help students achieve the lesson
objective?
4.
What would you change about the lesson and why?
Classroom Lessons ONLY: After presenting your lesson in your BST classroom,
please review and reflect on student work related to this lesson. Make copies of student
work for levels of high, middle, low, EL, and Student with Special Needs, and write your
comments on the copies.

Subject(s): ___Science / ELA________ Grade: ____3rd______
Teacher(s): _Bethany, Carly, Rachel___
School: _Newport Heights___ Date:__11/10/16__
1.
S.L.3.4- Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
2.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may
change.
Science and Engineering Practices
Make a claim about the merit of a solution to a problem by citing relevant evidence
about how it meets the criteria and constraints of the problem. (3-LS4-4)
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience When the environment
changes in ways that affect a places physical characteristics, temperature, or
availability of resources, some organisms survive and reproduce, others move to
new locations, yet others move into the transformed environment, and some die.
(secondary to 3-LS4-4)
Crosscutting Concepts
Systems and System Models A system can be described in terms of its
components and their interactions. (3-LS4-4)
3.
ELD.3.P1.B.6.BR: Describe ideas, phenomena (e.g., volcanic eruptions), and text

elements (e.g., central message, character traits, major events) using key details
based on understanding of a variety of grade-level texts and viewing of
multimedia, with light support.
4.

STUDENT-FRIENDLY
TRANSLATION
Students will be able to investigate a specific natural

resource in a small group to find how it is used, problems,
and sustainable solutions and present it to the rest of the
class. (Blooms: Analyze)
I will investigate a
specific natural
resource with my small
group to find how it is
used, problems, and
sustainable solutions
and present my
research to the class.
5.
STUDENT-FRIENDLY
TRANSLATION
I need the be able to
research topics to
learn about different
topics and researching
sustainable methods
will help me better
know how I can help
the environment.

Students need to be able to research a topic to guide their

own learning when they are interested in something.
Researching sustainable methods will help the student
think about their everyday lifestyle and make
improvements to benefit the environment.
6.
Why cant we use as many natural resources as we want?
Why should you care about how much natural resources you use?
7.
Class Information:
a.
b.

EL students are:
Student: Fernando
Student: Matthew
c.
Students with Special Needs
d.

e.
f.

g.

h.
i.
j.
Youth Poster).
k.
the pool.
8.
Whole Class: Research like this is new so they may struggle.

ELs: Students will have trouble staying focused using a computer. Since reading
levels are low, students may have trouble finding information that is their level.
9.
Whole Class: I will do an example as a whole class to find information on one of the
topics.
ELs: I will print out articles for them that are closer to their reading level.
Communication
Collaboration
Creativity
Critical Thinking
the lesson:
Communication: Students will be communicating information they found with their
small group.
Collaboration: Students will be making a Google Slide presentation together with

the information they collected.
Creativity: Students will be creative when they make their slides and how they
decide how they will present.
Critical Thinking: Students will have to think critically when they are looking
through research and deciding what is important and what is not.
Students will be using chromebooks or go to the computer lab to do their research
and make their Google Slide Presentation.
a.
Formative: The formative assessment will be the student's research of the
use of their assigned natural resource. We will walk around as they are researching
making sure students are on task and checking if they have any questions
b.
Summative (if applicable): For our summative assessment, students will
present on their research findings using a Powerpoint presentation or Google slides
presentation.
Webbs DOK level 4: Extended Thinking. Students will be able to gather, analyze,
and evaluate information.
c.
3
How the
resource
is used
Students state
at least 3 uses
of the natural
resource with
relevant facts
and details
Students
state at least
2 uses of the
resources
with some
relevant facts
and details
Students state
only 1 or no
uses of the
resource.
Problems
Students
present at least
Students
present one
Students do
not state a
two problems
and use
relevant facts
and details
problem with problem.

some relevant
facts and
details
Solutions
Students
present two
sustainable
solutions to the
problems with
relevant facts
and details
Students
present one
sustainable
solution with
some relevant
facts and
details
Students do
not present a
sustainable
solution.
Speaking
Clearly
Students speak
clearly when
presenting facts
and can be
easily
understood.
Students
sometimes
speaks
clearly but
has fillers
such as um,
or like
Student is
hard to
understand
due to
mumbling or
low volume.
Pace
Student
provides good
pace so the
information can
be understood.
Student
rushes some
of the content
by slows
down in some
areas.
Student does
not have a
good pace and
either rushes
through the
material or
goes to slow
and loses
interest.

Cooperative Learning: Unguided inquiry model
Inquiry
lesson?)
Computers or chromebooks, and provided websites for students to search on.

OPEN:
1. Present or capitalize on a problem that has multiple solutions and that
captures the interests of students.
When we read The Lorax and The Giving Tree we learned about deforestation and
how using all the trees impacted the environment. Today you are going to work in a
small group of 5 to research a natural resource. The natural resources you are
going to choose from are on the board. (ground water, trees, coal, petroleum, and
natural gas)
Here is our objective: I will investigate a specific natural resource with my small
group to find how it is used, problems, and sustainable solutions and present my
research to the class. We are going to break up the research into three days.
Today you will research how your natural resource is used, tomorrow you will
research the problem with using this resource, and the last day you will research
sustainable solutions.
BODY:
2. Guide students in clearly stating the problem, perhaps by formulating a
question.
Each day these questions will be up on a slide while the class is doing their
research.
Day 1: I want you to find out what your resource is if you do not know and how it is
used to make products that we use everyday.
Day 2: I want you to research the problem we are facing with this resource. Are we
using too much of it? Can we make more of it? If we keep using it without thinking
about conserving it, what will happen? Can we live without this resource?
Day 3: Try to find answers to the problems you found. How can we do better to
conserve this resource? Are there other things we can use to cut back our
consumption?
3. Lead a discussion of methods that may allow students to address the
problem. Set the guidelines for study. Provide access to a variety of
appropriate resources, including concrete materials and information sources.
Students will be given a list of websites on their resource that the teacher has found
and read through first.
4. Monitor students as they employ their methods, helping students to revise
and refine their methods as appropriate.

As the students are researching there will be close monitoring to make sure
students are on task. I will be walking around seeing if there are questions or to
challenge students to find more if they finish early.
5. Encourage students to take action based on findings, when appropriate.
When a student finds an answer I will encourage them to put it on the Google Slide
so they remember to share it with the rest of the class.
CLOSE:
6. Direct students to draw conclusions regarding (a) the problem, and (b) the
processes of investigation.
Students will need to complete at least one slide by the end of the research time
per day. After they have researched each question (3 days) students go through
their presentation with their group to practice and make any last minute changes.
Then the students will present their Google Slide Presentation to the class with their
group to teach them about their resource by answering the three leading questions.
1.
2.
a)
b)
3.
objective?
4.

Subject(s): ___ART___ Grade: ___3rd_____
Teacher(s): __Bethany, Carly, Rachel____
School: _Newport Heights___ Date:_11/10/16_
1.
CCSS.ELA.SL.3.1.C-D: Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics
and texts, building on others ideas and expressing their own clearly.
2.
2.1 Explore ideas for art in a personal sketchbook.
5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial
designers) have affected peoples lives.
3.
ELD.3.P1.A.1.BR: Exchanging information and ideas Contribute to class, group,
and partner discussions, including sustained dialogue, by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information,
building on responses, and providing useful feedback.
4.
Students will be able to produce their own piece of art on a

poster and construct knowledge that promotes thought
about the conservation of the natural resource they
researched. (Blooms: Create)
STUDENT-FRIENDLY
TRANSLATION
I will make an artistic
poster with my group
that makes people
think about the
conservation of my
natural resource.
5.

It is important for students to be aware of their use of

natural resources as well as their impact on their
environment and surrounding community.
STUDENT-FRIENDLY
TRANSLATION
It is important to
understand my use of
natural resources and
the impact it has on
my environment and
community.
6.
What is a natural resource?
Why cant we use as many natural resources as we want?
Why should you care about how much natural resources you use?
What would the world look like if we ran out of natural resources?
7.
Class Information:
a.
b.

EL students are:
Student: Fernando
Student: Matthew
c.
Students with Special Needs N/A
d.

e.
f.

g.

h.
i.
j.
Youth Poster).
k.
the pool.
8.
EL Learners: EL Students may struggle to discuss their sketches in the time allotted
and therefore wouldnt be able to contribute to the final product that their group
makes.
Whole Class: I anticipate that the whole class will have difficulty working together in
small groups because they usually only work in their AB partners.
9.

Whole class:
In order to make the transition to small groups easier for the students, I will start
with AB partners then slowly move into small groups. When students first meet as a
group, I will give each student one minute to describe their sketch that they
designed. This way, each student has an opportunity to talk and share their work.
English Learners:
Time: I will give the groups with the English learners more time to discuss their
designs if needed.
Multiple Means of REpresentation: I will offer students multiple means of
instruction during this lesson. I will write the driving questions on an anchor chart, I
will have them displayed on the board during the powerpoint presentation, and I will
print out a copy of the questions for the students to have in front of them during the
design process.
Communication
Collaboration
Creativity
Critical Thinking
the lesson:
Communication - Students will use communication after they design their initial
sketch and come together as a group to discuss their final design.
Collaboration - Students will use collaboration when they are designing and
building their final piece of of art.
Creativity - Students will use creativity while they are designing their work of art.
Critical Thinking - Students will use critical thinking when they create a work of art
that will make people stop and think about their natural resource.
I will use technology in the classroom when I am playing the movie Wasteland,
and to display the learning objectives at the beginning of the lesson.
a.
Formative:
The formative assessment for this lesson will be each student sketching their own
idea for their groups art piece. I will ask questions to help guide the students as
they revise and finalize their work as a group.
QUESTIONS:
What would the world look like without your resource?
Does it make you stop and think?
Problem (why/how the resource is depleting)
b.
Summative (if applicable):
The summative assessment will be their final art work, which the group will
collaborate on. This goal of this final piece of art is to make someone stop and think
about that specific natural resource.
Webbs DOK level 3: Strategic Thinking. Students will work together to create a
model for their given situation.
c.
Questions:
Art piece
portrays
what the
world would
look like
without the
researched
natural
Art piece
creatively
portrays what
the world
would look like
without the
natural
resource.
Art piece
portrays
unclear view of
the world
without the
natural
resource.
1
Art piece does
not provide a
view of the
world without
the natural
resource.
resource.
Art piece is
thought
provoking.
Art piece
provokes
complex
thoughts and
ideas.
Art piece
provokes
somewhat
complex
thoughts OR
may be simple
in design.
Art piece does

not provoke
complex
thoughts and is
very simple in
design.
Art piece
portrays the
problem of
the depleting
natural
resource.
Art piece
clearly
portrays how
or why the
problem is
happening.
Description of
the problem is
unclear.
Description of
the problem is
missing.

Cooperative Learning: Learning Cycle Model
Inquiry
lesson?)
Wasteland Movie
Projector
Poster boards
Colored pencils
Scissors
Markers
Crayons
Construction paper
Examples of persuasive art pieces
OPEN:
1. Engage: provide a brief real-world phenomenon, an object, or an issue that
engages students interests in the topic and fuels one or more questions for
investigation.
I will begin this lesson by asking students to recall their natural resource that they
researched and presented on. In their research groups, students will review the
causes of the problem, how we are using the resource, and some possible
renewable alternatives. I will tell the students that they will be creating an artistic
poster that will make people stop and think about their use of this natural resource
when they see the poster. I will show the students examples of persuasive art
pieces to show how art can impact a community and provoke critical thinking.
We will be displaying these posters around the school and local community to raise
awareness for this cause. I will tell them that their poster must include three
elements, which I will have posted on anchor paper:
The poster must show what the world would look like without the resource.
The poster must make people stop and think.
The poster must describe the problem in words or show through art (why / how the
resource is depleting).
BODY:
2. Explore: provide materials so that students engage in firsthand experience
with the issue under study.
The students will be working in their same research groups to complete this art
project. I will supply groups with poster paper, sketchbooks, construction paper,
scissors, markers, crayons, and colored pencils for this project. Students will begin
this activity by individually sketching ideas for the poster in their sketchbooks, this
will keep each student accountable for their participation in the design process
(Positive Interdependence/ Individual Accountability). I will give students 10
minutes to complete this task.
3. Develop: systematically develop the concepts that arise during the
exploration phase.
After students have created their individual sketches, the students will get back into
their group and begin creating their final design from their combined sketches
(Promotive Interaction). Students will discuss positive aspects and aspects they
may want to change about their classmates individual sketches (Interpersonal and
Small-Group Skills). Students designs must be approved before they can begin
construction with the materials. I will be walking around during the design time to
make sure students designs are meeting the three requirements (Individual
Accountability). After students designs have been approved, they will use the
materials to create their poster. This step will take two days.
Once the posters have been completed, students will participate in a gallery walk to
see the posters that their classmates have created. After the gallery walk, students
will display their posters around their school campus.
CLOSE:
4. Apply: present a new problem or situation that can be addressed given
students; newly formed understandings.
Once the posters are completed, we will watch the movie, Wasteland. I will
explain to students that the posters that they just made were on way to bring
awareness to social issues in their community, and that this movie is another way
that artists raise awareness for issues in their own communities. This movie will
show students different ways that artists use their talents to bring awareness to
issues around the world.
After watching the movie, students will reflect on how their group worked together.
They will write down one positive aspect of their group work and one aspect that
could be improved upon during the next group project (Group Processing).
1.
2.
a)
b)
3.
objective?
4.

Names of Group Member(s) : Rachel, Bethany, Carly Date: 11/7/16

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The Use of Natural Resources

After this unit, the students will have a sense

What is a natural resource?

2. Students will be able to investigate a

3. Students will be able to produce their own

1. For our formative assessment, we will use

1. Students will be listening to their teacher read

Web (Theme, Subjects, Standards, Objectives):

Standards-Aligned Lesson Plan Template

Part I GOALS AND STANDARDS

Common Core Learning Standard(s) Addressed:

Learning Objective: (What will students know & be

able to do as a result of this lesson?)

Students will be able to compare and contrast the central

Relevance/Rationale: (Why are the outcomes of this

How do you use natural resources?

English Learners/Standard English Learners -2 EL learners and 22

Standard English Learners.There are no students with diagnosed special needs in

Overall level: Beginning; Score: 380

Overall level: Intermediate; Score: 475

Listening: Early Intermediate;Score: 406

Listening: Early Advanced;Score: 509

Speaking: Intermediate; Score: 430

Speaking: Advanced; Score: 522

Reading: Beginning; Score: 280

Reading: Beginning; Score: 419

Writing: Beginning; Score: 405

Writing: Early Intermediate; Score: 450

Comprehension score: 343

Comprehension score: 464

Students with Special Needs

Academic language abilities, content knowledge and skills in content

area - The students will have no background knowledge on this topic.

Linguistic background There are 2 students in the classroom that speak

Cultural background (home/family) -There are two students whose family

come from Mexico. There are 22 white students.

allergic to bees. One student has asthma.

Physical development factors that may influence instruction in this

Social development factors that may influence instruction in this

Emotional development factors that may influence instruction in this

Interests/Aspirations (relevant to this academic area) -There are many

Anticipated Difficulties (Based on the information above, what difficulties do you

Modifications/Accommodations (What specific modifications/accommodations

Multiple Means of Representation: I will give my EL students written directions for

(Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

Book: The Lorax

2. Objective and its Purpose:

5. Check for Understanding:

Please include your rubric data here.

What would you change about the lesson and why?

Standards-Aligned Lesson Plan Template

Common Core Learning Standard(s) Addressed:

S.L.3.4- Report on a topic or text, tell a story, or recount an experience with

ELD.3.P1.B.6.BR: Describe ideas, phenomena (e.g., volcanic eruptions), and text

Learning Objective: (What will students know & be

Students will be able to investigate a specific natural

Relevance/Rationale: (Why are the outcomes of this

lesson important in the real world? Why are these outcomes

Students need to be able to research a topic to guide their