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Indirect Instruction Lesson Plan Template*

Subject: Science- earth materials and environment


Common Core/Essential Standard Objective:
1. E.2. Understand the physical properties of earth materials that make them useful in different ways.
1. E.2. Understand the physical properties of earth materials that make them useful in different ways.
Daily Lesson Objective (student friendly): During this lesson students will learn about the environments that
surround them in everyday life. It is about students lives because it is part of their everyday lives and they need
to be able to recognize different environments in future classrooms.
Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate
Assessment Methods of
all objectives/skills

Description of Activities and Setting

I will get the students to put themselves in a different environment then their
classmates when they come into the room. They will pick the environment by the
decorations that I put up in each corner. This gets the students to think about
experiences that they had outside the classroom and it keeps them interested in
what they will be learning. I will also be showing a video about the different
environment to the class before beginning the lesson.
Students will be lead in an exercise where they will be blindfolded and they are
handed different materials from the earth and they will have to explain what they
feel by using adjectives. After the blindfold activity I will take them outside and
we will walk around the school grounds and explore the environment that they
see. Allowing the students to walk around in one of the environments lets them
learn or be exposed to the vocabulary that they will be learning in the lesson.
By letting the students construct their own explanations of the lessons concepts I
allow them to work with others in the class to discuss what they have learned and
explored so far. When students work through group work or projects where they
have to present in front of the class it allows the students to talk about what they
are putting/ thinking about inside their brains. Activates like the group work or
projects make the students focus on what they have learned so far in different
ways that make sense to them. When the groups or students presents to the class
it also benefits the other students because of the different ideas of each student.
Going above and beyond just the simple group activities would then be to
challenge the students, causing them to create conclusions and ideas about what
they have learned through me, themselves and their classmates. Create activities,
projects where the students are challenged and asked to apply what they have
learned to real life experiences. Have the students draw conclusions from the
lesson while comparing and contrasting it to something in their own lives. Ask
them open-ended questions and create assessments where they have to write
short-answered responses to explain and show what they have learned.
Through group presentations of environment projects, students
will show and prove that they have comprehended what has
been taught. Work sheets given during independent practice will
test to see if they can apply what they have learned. Students
will have met the objective if they score with at least 90%
accuracy on the worksheets. Students will prove to me that they

have met the objective if they score adequately on the


worksheets, have verbally explained what they got out of the
lesson, and have shown me through projects using various
manipulatives
6. Assessment Results of
all objectives/skills

The results will be decided after the students create and present their shoeboxes and I take
up and grade their worksheets they do during independent practice.

Materials/Technology:
- Video about the environment where the children live.
- Decorations that coincide with the different environments.
- Samples of: rocks, soil, water, grass, sticks, minerals, sand.
- Shoeboxes to allow the students to create the different environments during guided practice.
- The worksheet for independent practice.
*Taken from UNCC / edTPA and modified (simplified) for use in ELED 3111 (djs)

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