Teacher Education Lesson Plan Template

Teacher: Samantha Mattfield Date: 2/4/2019

Title of Lesson: Conservation Cooperating Teacher: Angela Marcotte

Core Components

Subject, Content Area, or Topic

Content-Science-Structures of Nature

Student Population: Marcotte 18, Pasquale 20

Learning Objectives: Students will learn what types of natural resources there are and
how to conserve them using problem solving skills.

Virginia Essential Knowledge and Skills (SOL)

SCI.3.4.1 Differentiate between producer, consumer and decomposer.
SCI.3.4.2 Classify consumers as herbivores, carnivores, omnivores, or decomposers.
SCI.3.4.3 Distinguish between predator and prey.

VDOE Technology Standards

C/T 3-5.1 Demonstrate an operational knowledge of various technologies. A. Use

various types of technology devices to perform learning tasks. • Use a keyboard,
mouse, touchscreen, touchpad, and other input devices to interact with a computer. •
Demonstrate the ability to perform a wide variety of basic tasks using technology,
including saving, editing, printing, viewing, and graphing. B. Communicate about
technology with appropriate terminology. • Use basic technology vocabulary in daily
practice.

C/T 3-5.2 Identify and use available technologies to complete specific tasks. A. Identify
the specific uses for various types of technology and digital resources. • Identify the
differences among local, network, and Internet resources and tools. • Create, edit, and
format a document with text and graphics. • Create and present a multimedia
presentation. • Create and populate a spreadsheet with data. • Capture and edit a digital
image. • Demonstrate the ability to choose appropriate resources when completing
assignments in various content areas. B. Use content-specific tools, software, and
simulations to complete projects. • Use tools in various content areas as directed by the
teacher.

Materials/Resources:

Pencils

Notebooks

Chromebooks

Smart TV

Science Notebook

Safety (if applicable)

Supplies should be used for the intended use and should not be played with. For
everyone’s safety, students should follow direction and use materials as directed.

Time Process Components

(min.)
10 min. *Anticipatory Set

Ask the children an open ended question like:

Is conserving natural resources important?

If so, why?

What ways do you know of conserving resources?

2 min. *State the Objectives (grade-level terms):

Today we are going to learn about ecosystems.

By the end of the day you will be able to say:

I can identify natural resources that we use

I can identify ways to conserve resources

I can use critical thinking to solve problems

5-10 *Instructional Input or Procedure

min.
Brain Pop video

https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvir
onment/

5-10 *Modeling
min.
Give examples of ways you can conserve resources and what you can do to
help the environment.

2 min. *Check for Understanding

 Ask children if they have any questions like what have we learned so far that
is interesting, or what is something about these ecosystems you would like to
learn more about. Encourage them to ask questions or make connections with
something in their own life.

10-15 *Guided Practice

min.
After watching BrainPop video, do assignment below with students on
SmartBoard. Ask students for suggestions based off what they have learned
about conserving resources so far.

https://docs.google.com/drawings/d/1Gzl8vLvX62t7NKsV57UF4bN9vFNoiUP
Gmj5weJPQomk/edit

10-15 *Independent Practice

min.
Students will be assigned one of these cards and come up with a solution to
the problem. They will need to think like the role they have and how best to
deal with the issue. They should work with partners assigned by teacher. Link
below:

https://docs.google.com/document/d/1eViZVzjCGyp6x99ip5KdfF1NueXStI-
Fr8xB14gMZB0/edit

Assessment

The assignment serves as an assessment on what they have learned about

conservation. Some students can even come up and share what they did.

Rest of *Closure
class
Ask students to list one thing they found interesting about the lesson or what
they would like to learn more about.
 Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Assign work based on whether the student is NQR, JR, or RTG. Each level has different amounts of reading
and assignments but allows all students to learn the same material. It is simply at a different pace and
intensity. Lesson is designed around JR but RTG is there for children who get ahead and need more of a
challenge.

Classroom Management Issues (optional)

Separate students who are prone to talking to each other or in general are disruptive.
Remind children that they should work quietly on assignments and raise their hands if
they have a question or need any help. But students are supposed to be working
independently by this point so assist them as needed but do not enable them.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)?
What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature