Lesson Planning

Waynesburg University

Writing the lesson plan: PhotoStory

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

Pennsylvania Anchors: Science and Technology

S4.A.3.1.3: Categorize the parts of an ecosystem as either living or nonliving and describe their roles in the

system.

S4.B.1.1.3 Describe basic needs of plants and animals

S4.B.3.1 Identify and describe living and nonliving things in their environment and their interaction.

Pennsylvania Standards: Environment and Ecology

4.1.4 A Explain how living things are dependent on other living and nonliving things for survival.

4.1.4 B Explain how matter cycles through ecosystems.

4.1.4 C Explain how most life on earth gets its energy from the sun.

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

The student will be able to create a PhotoStory presentation about the environment using images from their

own environment. The student will include created music to accompany the PhotoStory presentation.

The student will be able to correctly include 4-6 vocabulary words (showing their meaning) in the presentation.

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

The student will present the PhotoStory presentation, and will be graded using a rubric.

Materials:
Textbook, camera, computer with internet capabilities, headphones, scanner, projector.
Inclusion Techniques for Students with Special Needs:

Students may write out a few sentences with vocabulary words, then take pictures to match key words.

Students will be working in groups for this assignment. Students are required to work at the best of their ability.

Enrichment Techniques:

Students may use up to 10 vocabulary words but must keep Photostory under 1 minute. Students will be
working in groups for this assignment.

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 able to write out sentences and match vocabulary words to pictures. Students will also be
working in small groups for this assignment. Students are required to work at the best of their ability.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

After reading the introductory lesson explaining environments, students will discuss the environment in our
area.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)

1. Students will preview the vocabulary words and talk about their meanings.
2. Students will preview then read the lesson with the teacher.
3. Students will discuss vocabulary words after reading the lesson.
4. Students will brainstorm parts of our environment that meet vocabulary words. They will be broken into
small groups of 2-3. Students will view the teacher’s example of the Photostory, and then listen to its
explanation. Students will also be given the rubric to remind them of what to include.
5. Students will take a walk around the school building, taking pictures of the environment. Students will
take turns using the camera, and will focus on finding words that match with vocabulary words.
Students should have at least 10 pictures to include into the Photostory.
6. Students will return in to the computer lab to discuss the story they will create together. Students will
look at pictures, and describe them in a sequential order.
7. The teacher will review the use of Photostory, review the rubric, and review the teacher’s example.
 8. Students will create the Photostory within their groups, remembering to refer to the rubric.
9. Once students are finished, students will present their Photostory.

Guided Practice/Independent Practice/Assessment Activities

Students will be assessed using the rubric. Students will also be informally assessed by how well they work
together.

Closure:
The teacher and students will discuss the different parts of the environment all around us! Students will also
give peer critiques (mostly peer encouragement).