Co-Teaching Lesson Plan (Direct Instruction)

Teacher(s): Kendall Palos

Subject: Social Studies-- Geography

Standard:
Strand 4: Geography
Concept 5: Environment and Society
PO 3. Identify resources that are renewable, recyclable, and non-renewable.
III-LS-1: B-5: Responding to academic discussions by sharing ones view on facts, ideas and/or events
using academic vocabulary.
III-LS-1: B-7: following multi-step directions/ instructions containing prepositions.

Objective (Explicit):

SWBAT identify the differences between resources that are recyclable/renewable and resources that
are non-renewable.
I can name resources that are renewable and non-renewable.
Evidence of Mastery (Measurable):

90% of the students will correctly identify the difference between renewable and nonrenewable
resources and name an example of each, as well as identify materials that can be recycled.

Sub-objectives, SWBAT

SWBAT share knowledge with a partner.

SWBAT complete sentence stems with guidance.

SWBAT elaborate on the definitions of the vocabulary words listed below.

SWBAT name materials that can be recycled.

SWBAT identify the difference between a renewable and nonrenewable resource.

SWBAT give an example of a renewable resource and a nonrenewable resource.

SWBAT identify the difference between renewable and nonrenewable resources.

Key vocabulary:

Resource
Renewable
Non-renewable
Recyclable

Materials:

Michael Recycle Meets Litterbug Doug by

Ellie Bethel
Vocabulary mini dictionary
Construction paper
Scissors

Gluesticks

Opening (state objectives, connect to previous learning, and make relevant to real life):
Say: Have you ever wondered why we recycle in our classroom? Why do you think its important that we
recycle?
Give students time to think.
Say: I would like you to talk with your partner about why you think its important to recycle.
Give students time to talk with partners and volunteer answers.
Say: I want us to think about our objective for today. I will read it first and then we will read it as a class.
I can name resources that are renewable and nonrenewable.
Say: We had a mini lesson on recycling already, so you know what can and cant be recycled. (Refer to our
decorated recycling bin). Im going to read a book to you today called Michael Recycle Meets Litterbug
Doug. This book is just going to review some of what we already know about recycling and why its
important.

Instructional Input

Read: Michael Recycle Meets Litterbug Doug by Ellie Bethel.

Teacher Will:

Student Will:

Provide the vocabulary dictionaries, explain

what they are for

Recall what a dictionary is used for.

Say: Do you remember what a dictionary if

used for? Well, this is a dictionary for your new
vocabulary words you will be learning. You will
be following along with me while we fill in the
blanks and discover and discuss the
meanings of these new words.
Say: The first words we will be talking about is
resource. Can everyone please say resource?

Make their own dictionary using the vocab words for

the lesson. The pages will have the words with
sentence frames for the definitions.
Students will fill in the blanks in order to complete the
definitions.

Ask any questions for further clarification.

Pause for the students to speak.

Say: Very good. I want you to briefly talk with
your partners about what you think the word
resource means.
Cold call students to share their knowledge.
Say: Now that we have shared our ideas, I
want us to read the real definition as a class. I
will read it first and then we will read it

Say (as a class): Resource

Talk with partners.

Share previous knowledge with the class.

together.
Read the definition.

Read the definition as a class.

Say: If you look at your paper, you will see

that you have the definition, but some of the
words are missing. You need to look at my
definition and then fill in the blanks to
complete your definition.

Fill in the blanks for the definitions.

Give students time to fill in the blanks

elaborate definition afterwards.
Repeat fill-in-the-blank process with the three
other words.
Show Schoolhouse Rock video: Energy Blues

Watch the video.

Talk with partners about resources that are
renewable.

Say: Did you notice how the video used some

of our vocabulary words? I want you to look at
your definitions for these words and talk with
your partner about resources that are
renewable.
Make a chart with the class that has examples
of renewable and nonrenewable resources.
Show energy prezi.

Differentiation: Students who are having trouble can work with a partner to discuss and find words.

Guided Practice

Co-Teaching: One teach-One Assist

Teacher Will:

Student Will:

Say: Now that we know our new vocab words,

let me explain our activity for today. We will be
splitting into our reading groups and we will be
making flipbooks on our new words. We
already have our definitions for our words, so
it is your job to write examples as well as
drawing a picture for each.

Reiterate what renewable means.

Ask any questions for clarification.

Split into groups and create their own flipbooks.

Model how the flipbook should look with an

example.
Say: Class, go ahead grab your materials and
split into your groups.
Differentiation: Lower level students working with higher level students to guide them if they are lost.
Co-teaching: One teach-One assist.

Independent Practice

Teacher Will:

Student Will:

Say: Once your group is done, you will be

completing a short exit ticket. You need to be
able to know the difference between
renewable and nonrenewable resources and
give me an example of each. You will also
show me what kind of materials you can
recycle.

Ask any questions to clarify.

Complete exit ticket.

Differentiation: Questions will be read or clarified for SPED or Pre-Emergent/Emergent Students.

Closing/Student Reflection/Real-life connections:

Ask: What is the main difference between renewable resources and nonrenewable resources? Why do you
think it is important to use resources that are renewable?
Re-watch Energy Blues to hear it a second time with familiar vocab.