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State Standard(s):
Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.

2. Objectives (SWBAT):
Teach the class for 45-seconds to 1-minute about his or her park design.
Demonstrate their knowledge of an ecosystem by including all of the elements in a visual
representation on a colored paper/poster.

3. Teaching Model(s):
The teacher will be the facilitator for the class while they participate in a collaborative learning model.

4. Materials and Resources:

· Pen or Pencil
· Projector
· Classroom computer
. Rubric
. Timer/stop watch
. Tape
. Notetaker
. Sticky Notes

5. Instructional Procedures/Methods:
a. Introduction (10 minutes):
Students will: (5 minutes)
Tape their poster to a free space on an open wall.

Students will: (1 minute)

Grab a notetaker and stand near their poster.

Teacher will: (5 minutes)

Thank everyone for participating in the gallery showing. In a circle, standing next to their poster, each
student will introduce their park and it’s name. They should include one small element that is important
or unique to their park.

Activities/ Learning Experience (45 minutes):

The teacher will:
Explain that the students are going to be evaluating their fellow peers posters. They are expected to
visit at least 5 different parks and include details about the parks while filling in the notetaker that they
picked up, upon entering the class.

Class will:
Walk around the room viewing parks. They will be listening to classical music and writing down what
they are observing.

Teacher will:
Speak to each student during this time for a few moments to ask each student what inspired their park,
how did they choose its design? Have they ever seen a park like this in real-life? If yes, where? If no,

c. Closure: (5minutes)

Class will:
Regroup and talk about their favorite park and what parks are in their local area, and where would be a
good place for their parks?

Students will:
Write on a sticky note one thing they liked about their park and one thing they wish they could improve
on. (This will serve as an exit-ticket).

d. Extension and Contingency Plans:

If students finish early they can ask questions to other finished students about their parks, or they can
tell the teacher what they hoped their park would be used for if really created.

6. Accommodations and Modifications:

All classroom material: PowerPoints, note takers, and bilingual books.
Students will be provided with an assigned partner who will be there to ask for clarification, and all
buddy work.
Students will have the chance to ask for better clarification with an alternative explanation by the
teacher or their partner.
Students will be scaffolded with examples in both their native language and in English and be provided
with an example.

7. Assessment and Evaluation of Learning:

Formative Assessments:
Classroom participation
Introduction to their park

Summative Assessment:
Design of their park and what elements are needed to create a real ecosystem. They will be grading
using the rubric from the day the designed the lesson.

8. Homework Assignment:
Review vocabulary from the unit.

9. Reflection N/A