Dana Woods

Educ 252- Jones

November 11, 2015
Instructional Design Project

Grade: 3rd
Curriculum Areas: English Language Arts and Social Studies

Lesson: Research project on sustainability and wildlife and threats to the environment.
Improving research skills.

Prior Knowledge and Skills: Students have a broad understanding of sustainability but
have not yet applied knowledge in practical terms.

Common Core Objectives:

Language Arts:
Writing Standard 2
a. Introduce a topic and group related information together.

Social Studies:
Objective 3
Analyze ways cultures use, maintain, and preserve the physical environment.

a Identify ways people use the physical environment (e.g. agriculture,

recreation, energy, industry).
b Compare changes in the availability and use of natural resources over
time.
c Describe ways to conserve and protect natural resources (e.g. reduce,
reuse, recycle).

Make inferences about the positive and negative impacts of human-caused

change to the physical environment.

Personal Objectives: I want for students to gain a firmer grasp on sustainability and be
able to apply this knowledge within in a context relevant to their own lives and see
possible outcomes for wildlife.

Essential Questions:
What does sustainability mean?
What does it mean to live in unison with and respect nature?
How do our decisions effect the environment and animals?

Key Words: Respect, Wildlife, Nature, Sustainability.

Materials:
Animal toys with name tags (wolf, moose, deer, rabbit, fox, etc.)
Books and pamphlets on wildlife
Computers with internet for research
Pencils and erasers
Giant Worksheet
Worksheets and extra note paper
Smart board

Before the lesson:

1. Call students together, review rules.
2. Draw students attention with the animal figures.
3. Give a summary of the lesson:
Today we are going to learn about sustainability and how it can
effect nature, animals and the environment.
We are going to do a research project about these animals and
learn about their lifestyles and habitats.
Introduce animals.

Phase I: Exploration and Explanation:

Before the lesson begins:
1. Assess prior knowledge of students understanding of sustainability. Assess
prior knowledge of the students knowledge of animals.
Asses prior knowledge of the students previous research experience and
ability.
2. Remind students of the concept of sustainability.
-Ask for ideas, explanations and what they remember.
-Ask if they believe that sustainability is important.
-Ask if they think that their choices can effect the animals that they are
about to learn about.
-Give your own explanation about sustainability and living in unison with
nature.
During the lesson:
1. Introduce the (enlarged) worksheet, Review each section. Chose an animal to
research together, i.e. wolf.
2. On smart board; Pull up information from online (pre-highlighted) and show
students how to find facts and information.
3. Fill in and complete worksheet with students, with them involved and
interacting throughout the process.

Transition to Phase II:

1. Show students actual worksheets that they will be using and point out books,
pamphlets and computers.
2. Review the process and what is expected:
-We will separate into groups of four and each group will choose an animal to
research. (If multiple groups wish to do the same animal, this is okay, no one
should fight over which animal to chose).
-We will research looking for the habitat that the animal lives in, the type of
food it eats, the threats it faces.
-Keep the idea of sustainability in mind, we will also discuss within our groups
why sustainability is important to each of us and how it can effect each
animal. We will rotate using the computers, using the books and pamphlets,
writing and discussing.
3. Ask a few students to explain what the assignment is, and display their
understanding.
4. Break students into groups. --This would be a positive way to use
differentiation and help specific students work together.

Phase II: guided Practice/ Differentiation

1. Students will begin working in groups at each station.
2. I will circle through the room, answering questions and giving input as
needed. I will also ask questions to guide and assist students.

Transition to Phase III:

1. I will give 5 min and 1 min warnings to the groups to wrap-up work.
2. We will come together to discuss their findings and talk more about
sustainability- specifically on threats posed to these animals.
3. I will ask if any groups had areas that they struggled with or have any
questions/ideas they would like to share before moving forward.
 4. I will explain to students that now they will choose another animal and will
be working independently to complete the same worksheet. We will be
rotating stations again.

Phase III: Independent Practice/ Assessment

1. Using worksheets from stages 1 and 2 students will chose a different animal
and work independently to research and complete worksheets.
2. Students will complete one step further and include their personal thoughts
on why sustainability is important as they had previously discussed with their
groups.
3. I will Assess the worksheets; looking for the students ability to find and
pinpoint important facts and information and for their overall understanding
of the theme of sustainability and its impact on our environment. I will also
assess writing for organization, punctuation and spelling.

DAP Principles:
The guide incorporates multiple areas of the curriculum (integrated learning).
The guide begins with an assessment of prior knowledge.
New understandings are built on prior knowledge (zone of actual development).
The guide brings real world problem solving into the classroom (transfer).
Use of Scaffolding and Gradual Release of Responsibility Model.
Students from a wide range of abilities are able to participate successfully
throughout. Accommodations are made to include all students.
Assessment drives the design, is on-going, aligned with the curriculum, and
completed in the context of authentic problem solving.

Accommodations/adaptations for Students with Special Needs or Language deficiency

(ELS/learning disabled):
Grouping during phase II can easily be manipulated to place students in groups where
they are either assisted and supported by other students or work in groups where other
students share similar areas of needed assistance. Working in groups and stations
allows for the teacher to spend extra time working with individuals and specific groups.
Students who struggle with disability or language skills may be required only to share
keywords and/or bullet points or short sentences on their worksheets to still
demonstrate skills but at an adapted level. Both phase II and III allow for flexibility and
differentiation.

Name:
Date:
Animal:________________________________________________________________________

Habitat:_______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Food:_________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Threats:_______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Why is sustainability important to you?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________