OFFICIAL WSU LESSON PLAN FORMAT 2014

This is a detailed explanation of what your lesson plan should include.

The follow 3 points need to thought about before you create your lesson plan.
a. Important Facts: these are facts the teacher needs to know to teach the lesson.
People sometimes change the natural characteristics of their community.
Cutting down trees, filling in wetlands, and littering are examples of these kinds
of changes. Changes to the natural characteristics of a community can have
positive and negative consequences. People need to work together to take care of
the natural characteristics of their local communities.
b. Key Concepts: Human/Environmental interaction, Physical characteristics of
places, Positive and negative consequences of actions.
c. Skills students need for lesson and skills taught: what skills do these students
need to be able to demonstrate to do this lesson and what skills are you teaching
in the lesson. Students will be able retell in sequence of the major events and
ideas that are relevant to the book. They will also be able to discuss the negative
and positive actions of changes to the community.
I. Demographic Information
The following should be given:
a.
b.
c.
d.
e.
f.

Student Teachers Name: Brett Mertz

Grade Level: 2nd Grade
Topic: Local Communities
School: Becker Elementary School
District: Dearborn School District
Lesson Plan Title: Consequences of changing the environment in a
community
g. Duration: 45 minutes
II.

Objectives
SWBAT listed and should demonstrate the following:
The students will be able to explore and understand how natural environments and
communities have positive and negative Consequences when changes are made.
The Students will be able to compare and contrast between past and present maps
of a the community called Treeville.
The students will be able to relate positive and negative changes that may have
occurred to there own communities.
Students will be able to evaluate the consequences as positive and negative from the
story Treeville

III.
Common Core Curriculum
2- G5.0.1 Suggest ways people can responsibly interact with the environment in the local
community.
2- G5.0.2 Describe positive and negative consequences of changing the physical
environment of the local community.

R.CM.02.02 Retell in sequence the major ideas and relevant details of grade level
narrative and informational text.
R.NT.02.02 Identify and describe the basic elements and purpose of a variety of narrative
genre including poetry, fantasy, legends and drama.
a. Explain why you decided to teach this lesson and how it is theoretically
sound. I feel that this lesson is important for students to understand
because, students need to understand positive and negative effects to land.
Students need to understand what happens to land when changes are
made.
b. How is the content relevant to students? The content is relevant to the
students because, students should be aware of how they can work
together to protect their communities they live in.
IV.

Learning Resources and Materials

Overhead projector or Document camera/projector
Student Journal or notebook.
Chart paper
Handouts on Changes.
Green, Jen. Why Should I Protect Nature? Barrons Educational series, 2005.
Madden, Don. The Wartville Wizard. New York: Alladin Books, 1993.

V.

Teacher Procedure/Lesson Development

a.
Introduction
1. Anticipatory Set-To start the lesson I will have the students seated
at their own tables. I will engage the students in the lesson by
having a discussion about natural characteristics that relate to
their own local communities. I will chart the information they
share on the board. I want to have all students participate in the
lesson so I will try to hear from each student in the classroom.
2. How you will link the lesson to the students prior knowledge
I will ask the students if they have any personal experiences they
know of that can relate to changes that have been made to the natural characteristics in
their communities. I will guide the students ideas to relate to the information that will be
taught in the lesson.
b. Methods/Procedures (Lesson Development)
1. Essential Question: What is the Essential Question used to guide
and focus the teaching and learning? It should match your
objectives.

Students during the lesson will be asked What are positive and
negative consequences that come from making changes to the natural characteristics of
their community?
2. Lesson Described in Detail Step-by-Step (This will be lengthy)
1. The students will review the term Natural characteristics and create a list of natural
characteristics of their local communities.
2. The students will then be placed in groups of three and give each group the two
Treeville Maps located in the supplemental material, Explain that one map shows
Treeville in the past and one shows Treeville in the present. Explain to student that they
explored the present map in a previous lesson. Students in their groups will examine and
observe the two maps and discuss the natural characteristics that have changed in
Treeville. This will lead the class into a group discussion about the changes they noticed.
Example- The forest are no longer there.
Lots of thinks like the roads and buildings have been built on the land.
There was a wetland in the past and it is gone now.
3. Display the map of Treeville in the past. Ask students what they think happened to the
forest, guide students understanding that Treeville grew, forest were cut down to make way
for houses, roads, stores, and other buildings.
4. Using word card #19, Explain what a wetland is, Ask students to locate the wetland on
the map, the ask student what they think happened to the wetland, guide discussion to have
students understand people often fill in wetland to make room for houses, roads, etc..
5. Share with the students examples from their own communities changes that have taken
place, cutting down trees to make room for homes and schools and stores.
6. Explain that people still change the natural characteristics of their community, to make
new stores, schools , shopping malls, Show pictures if available.
7. Explain to the students that they will now listen to a story that shows how people in a
community changed the natural environment of the community. Show the students the
cover of the book titled The Wartville Wizard, Have the student make predictions about
the cover of the book, and what he had in his sack, Make a list of the students predictions
on a chart.
8. Read the book to the students taking time to share the different illustrations, along with
new vocabulary they may be unfamiliar with. The students can also work in pairs to retell
the events in sequential order to get better understanding and comprehension of the story.
9. After students have finished retelling the story to a friend or friends, Pose a question to
the students. Is this story realistic fiction or a fantasy? How do you know? Guide students
in understanding that the story is a fantasy and help them identify the evidence for this
such as the old mans magical powers.
10. Ask the students how the people in the story changed the natural environment that
were living in? Discuss how the people in the community were throwing trash everywhere
and littered the lmd of their community. Then ask the students how the old man tried to
change the natal environment, have them understand that he tried to pick up all the trash
and clean up.
11. Using card #20 explain the term consequence. Ask the students what consequences that
resulted from all the littering in Wartville? Using Word card # 21 explain the term negative
consequence and talk about how a negative consequence resulted in the community. Using

the same card explain the term Positive Consequence and discuss how the old mans
attempt to pick up litter had a positive consequences.
12. Now show they students their predictions, see if any of the student predictions were
correct.
13. Make and display the Consequences in Treeville chart located in the supplemental
materials, or created chart, Discuss how cutting down forest and the filling in of the
wetland can have both negative and positive consequences in the Treeville.
14. Compare two cities that students will know and talk about if they had forest in them
and they needed more houses and schools what they would need to do. Talk about positive
and negative opportunities that will come from changing the natural characteristics of the
land.
15. As an optional literature connection, read students the book Why should I protect
Nature? and relate the example in the book to the ideas generated in the lesson so far.
16. Review rules for brainstorming and then lead brainstorming session in which students
make a list of ways people in a community can work together to take care of the natural
characteristics of their community.
3.

4.

5.

Type(s) of Teaching Described

a. Direct Teaching: I will be lecturing during the lesson to
inform the students about differences and similarities of
consequences. I will discuss with the students the
important information about the lesson and key concepts.
This also takes place during the reading.
b. Inductive/Inquiry Teaching: I will be asking the students
to make predictions and observations about the story.
they will be asked to respond in their journals to assigned
questions throughout the reading. The students will also
be asked to retell the story, with sequential events that
occurred during the story.
c. Cooperative Group Teaching:During the lesson students
will be grouped in small groups of two or three students,
The groups will be engaging in discussion about the
negative and positive consequences that are related to
making changes to natural characteristics of land. The
students will also discuss in small groups there different
predictions about the story. Students will be group in such
a way that students that are higher learners will be
grouped with lower level learners, this will speed up the
lesson and will also teacher students how to work together.
Strategy/ies Listed and Explained (Best Practices)
Retelling- The students will be able to show understanding and
comprehension of the story by retelling important events from the
book.
Sequencing- students will list events of the story in order from
first to last.

6.

Questioning- Students will be asked questions throughout the

story to make sure students are understanding the book.
7. Method of Practice
a. Guided Practice- I will be engaging the students in
questions that will help them better understand the topic,
b. Independent PracticeThis will take place when the
students are making predictions and looking back to see if
there predictions were correct.
6. Your RoleDescribe your role.
a. Modeling: explain how you are going to model what you
want the children to do in your lesson
b. Facilitating: I will observe students during the lesson to
make sure they are on task and doing what they are
supposed to do.
c. How Will You Implement Varying Perspectives?
All students learn differently, during the lesson I have
implemented different teaching methods that will help all students in my classroom. I have
provided visual handouts for students to better understand the information. The book
provides for audit oral learners along with visual learners. For social learners The group
discussion will help those students learn better ways to communicate and retain
information. It is very important to have a few different learning methods available in the
lesson to make sure that all students learning needs are met during the lesson.
7. How Will You Integrate Across the Curriculum?
a. Students are working not only on Social studies but also
English language arts as well. The students will be working
on putting the events in sequential order and also
recognizing important positive and negative effects that
come from making changes to natural characteristics of
land in or around their communities.
8. Closure
a. How you will help students summarize what they have
learned.
After the students have completed the assignment we will all come together in the front of
the classroom and have a final discussion about what they have learned from todays lesson.
We will review some positive consequences and some negative that relate to changing the
environment.
b. What are you doing to help students summarize/synthesize
what they have learned and prepare them for the next
learning activity.
Now that the students have a better understanding of positive and negative consequences of
changing the natural environment in their communities, I will then lead them into a lesson
on why communities are important.
TECHNOLOGY USE: DISCUSS HOW
TECHNOLOGICAL TOOLS ARE USED TO DEVELOP
AND IMPLEMENT YOUR LESSON e.g WEB BASED

TOOLS: INTERACTIVE BOARDS AND TABLETS;

INSTRUCTIONAL SOFTWARE;MOBILE DEVICES;
APPS, WEB QUESTS;DOCUMENT READERS.
a. WHAT TECHNOLOGICAL TOOLS
DID YOU USE TO DEVELOP AND
/ PREPARE YOUR LESSON?
I will be using the overheard projector during the lesson to ensure that all students are able
to see the handout and correct information listed on the handouts. I will also be wearing a
microphone during the lesson to help those students with hearing issues.
b. DID YOU USE TECHNOLOGICAL
TOOLS WITH YOUR STUDENTS
TO ENGAGE THEM IN THE
LESSON? EXPLAIN WHY OR
WHY NOT?
I could use a short video to introduce the lesson, I could show video on how cities get
developed. I could show the students a video that explains how different cities and
communities are created. The video would show the students the positive and negative
changes that occur during the creation of a new city or community.
c.

Accommodations/Adaptations
1. How will you differentiate instruction to accommodate your
students individual strengths, interests and needs? What
adaptations in the environment, materials, equipment, teaching
strategies or lesson objectives will be made when implementing
the lesson?
In my classroom I have a few students that need to wear a hearing
aid during school to hear the teacher better. I will be wearing a
microphone that will allow those students with hearing issues be
able to hear the teacher speak clearly. Students that need more
visual aids will be able to use the handouts that I have provided to
help those students understand the content that is include in this
lesson. Students that are higher learners will be asked to help
those students that are lower level learners. The teacher will
address those students that need more one on one time with the
teacher after the lesson is completed to ensure all students have a
good understanding of the topic.
d. Outcomes
1. Describe the criteria by which you can assess/evaluate student
performance.
The Handout called assessment will assess the students by having
them complete the handout. The students will have to label the positive and negative
consequences that come from building a new neighborhood. The chart will show the
teacher if the student is able to understand the information that was presented in the
lesson.
2. How were the objectives/outcomes reflected in the students work?

The students objectives/outcomes are reflected in the students work by having them
complete the different handouts that I gave the students, they will be answering questions,,
making predictions, and charting the positive and negative consequences that come from
making changes to their community or city.
3. Did the criteria support the learning objectives?
Yes, the criteria supported the learning objectives.
VI. Methods of Assessment and Evaluation utilized, such as (these are suggestions):
a.

How will you monitor learning using some of the examples above?
I will monitor learning through observations, questioning, and the

students work.
b. What did the students learn? How do you know?
The students will learn about that people sometimes change the natural
characteristics of their community, They will also learn that cutting down trees, filling in
wetlands, and littering are examples of these kind of changes. Changes to the natural
characteristics of a community can have a positive and negative consequence, and people
need to work together to take care of the natural characteristics of their local communities.
c. Did assessment and evaluation provide evidence of student learning (e.g.,
oral/written report, visual representations, or viewing a technology
presentation)?
Yes, the handout will provide assessment and understanding of the lesson
d. How you will give feedbackis it written, is it verbal?
I will be reviewing each students worksheets and handouts to make sure
all students have understood and comprehended the information.
e. How will you help students summarize what they have learned and
prepare them for the next lesson? The students will be having a
discussion at the end of the lesson to make sure they are able to
understand the events that happend during the story, and through the
informational hangouts the students have completed.
f. Does your evaluation match your objectives?
Yes my evaluation matches my objectives, the student will be able to
understand the positive and negative consequences that come from changes to the natural
characteristics of their town or community.
VII. Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into
your practice and help you make adjustments in your teaching.
This is completed after teaching the lesson and is meant to help you gain insight into
your practice.
a. Reread your objectives. Were your objectives supported by the
outcomes you observed?
After looking at my lesson I felt that the students outcomes were supported by my
objectives.
b. What do you think worked? Why? I Felt that the lesson went well. I
thought the discussion about natural characteristics worked well with
connecting to the students prior knowledge they had of the information

presented. The handout that I presented to the student I felt helped each
and every student in the class become familiar with what happenes when
people make changes to a natural environment.
c. What did not work? Why? I dont feel that anything did not work
correctly. I did feel that I could have adjusted the way I presented some
of the information to the students in the classroom.
d. What could you do differently to make the lesson more successful? I feel
that I could have used the overhead projector to make sure that all
students were listening and understanding the handout. The overhead
would allow me to focus the students attention on the board instead of
having them just look at the handout in front of them.
e. Which student teacher standard/standards did you demonstrate during
the lesson? During the lesson I felt that I demonstrated the standard
number 5 Application of Content. I believe that I was using this standard
because, I was trying to connect the information to the students prior
knowledge, and was using examples that would allow the students to
connect the information with personal experiences they have had. This
allowed the students to think more critically during the lesson.
f. Did some things happen for which you were not prepared? How did you
react? Nothing happened during the lesson that I was not prepared for.
Some of the students did not listen to my instructions at the beginning of
the class but, I made sure to remind those students nicely to clean up
their areas and prepare for the lesson I was going to teach them.
g. Identify three things you think went well with the lesson and why.
I Felt that the student participation was something that went well
during my lesson. The students were actively engaging in the discussion and raising their
hands to answer question. The students understanding of the changes that were made to
the town of Treeville. From the handout the students were able to understand the changes
that were made to the town and recognized the positive and negative consequences that
come from changing the environment. The last thing that I believe went well during the
lesson was the students behavior. The students were very responsive and palliate during
the lesson. All students were raising their hands and sitting quietly during the reading of
the story.

Category

3 Proficienct

2 Basic

1 Beginning

Description

The student was

working hard to
complete all handouts
and was participating in
all the activities.

The student was

working to understand
the information, They
were able to complete
the handouts but was
not participating fully.

The student was not

doing the work that was
assigned, and was not
participating fully during
the lesson.

Retelling the story

The student was able to

retell the story with
sequencal events.

The student was able to

retell story. with events

The student was able to

retell the story but was
missing important
events.

Makes prediction and

observations.

The student was

engaging in making
predictions and
observations.

The student was giving

some feedback during
the lesson

The student was not

resounding to the book
by making observations
or predictions.