Lesson Planning

Waynesburg University

Writing the lesson plan: Open Office

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Pennsylvania Assessment Anchor: Science and Technology and Engineering

S4.B.2.1 Identify and explain how adaptations help organisms to survive.

S4.B.2.1.1: Identify characteristics for plant and animal survival in different environments (e.g.,

wetland, tundra, desert, prairie, deep ocean, forest).

S4.B.3.1.1: Describe the living and nonliving components of a local ecosystem (e.g., lentic and lotic

systems, forest, cornfield, grasslands, city park, playground).

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will create a Wanted Poster (detailing 6 parts of specific ecosystems) using Open Office.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Students will be assessed using a rubric. The poster is required to include: a description of the
ecosystem, location (at least two places that this environment can be found), known associate
animals and plants in the ecosystem, and an image of the ecosystem. The student must utilize a
background as well as changing font and adding at least one graphic. Students may scan home
pictures into the poster and can also find an image online (however they must site the source).

Materials:
Materials needed include a computer with internet capabilities and the textbook.
Inclusion Techniques for Students with Special Needs:

Students will be able to include basic ideas and basic information, but will be required to work at the

best of their ability. Students can find images to include in Clip Art in place of searching for them

online. Students will be able to write ideas (they do not need to be in sentence form).

Enrichment Techniques:

Students in need of enrichment will be challenged to add detailed information and detailed images.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL

students have access to and are able to participate in the lesson):
Students will be required to follow lesson objectives. Students may not need to write in complete
sentences, however students are required to work at the best of their ability.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
After learning about ecosystems, students will be creating a wanted poster. Students will have read
the lesson covering ecosystems (specifically biomes).

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson.
Bulleted statements are preferred)
1. Students will review information learned about kinds of ecosystems. Students will also preview
the rubric for this assignment, and will look at an example poster.
2. Allow students to choose a topic. Students may choose to create a "Wanted Poster" from the
following ecosystems: temperate forest, rainforest, desert, grassland, or tundra.
3. Students may brainstorm their ideas, and create a rough draft.
4. Students will review the use of Open Office Word (specifically changing fonts and including
backgrounds).
5. Students will create their Open Office Wanted Poster, and will save it to the network as a PDF.
6. Students will present their poster, and discuss their use of pictures, fonts, and background.
Guided Practice/Independent Practice/Assessment Activities
This project is an independent project. Students will be graded on an independent basis using a
rubric.

Closure:
Students will review and discuss posters.