Lesson Planning Guide for Graffiti Model

Instructional Model:
Name(s):

Emily Poulsen

Grade Level: 3rd

I.

Lesson length:
Subject: Social Studies

Standards
If you are writing a lesson plan for language arts or mathematics, you do not
need to include both the Common Core and the Utah Core Standard. However,
if you are teaching in another subject area, you need to include both the Utah
Core Standard for your subject area and the Common Core Standard that will
be addressed as part of your content area lesson.

Utah State Core Curriculum Standard(s)

(http://schools.utah.gov/arc/curr/CORE/CoreBinder2013/index.html or

Standard 1
Students will understand how geography influences community location and
development.
Objective 2: Describe how various communities have adapted to existing
environments and how other communities have modified the environment.
http://www.uen.org/core/ )

II.

Intended Learning Outcomes

Objective
What do you want students to know? How different environments
survive upon the earth.

Objective Indicators
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra,
grassland, mountain, forest, wetland).
b. Describe how communities have modified the environment to
accommodate their needs (e.g. logging, storing water, building
transportation systems). (use this indicator as project three assignment)
c. Investigate different ways communities have adapted into an ecosystem.
What will students do to show what they know?
Students will be making a eycosystem college that shows
pictures and information about the different apation found in
their selected ecosystem group.
III.

Assessment of Student Progress

Pre-assessment. Graffiti Activity

Formative assessment(s). Walking around room to monitor
student group collection process and gathering.
Summative assessment. Students will be making an
ecosystem college that shows pictures and information about
the different adaption found in their selected ecosystem
group.
IV.

V.
V.

Preparation
Teacher preparation. Need to import pictures and desired
information on to school computers
Materials: chart paper, markers, computer access
Target vocabulary: desert, plain, tropic, tundra, grassland, mountain,
forest, wetland, modified environments, accommodation, transportation,
adapted
Technology Use: power point, word
Student preparation.
Instructional Procedures
Meeting Student Needs
Accommodations.
Differentiation.