Lesson Plan Template-Pilot

Candidate: Kayla Lindenmeyer

Course: Methods of Science and Social Studies

Date: April 14, 2015

Location: Delaware Ridge Elementary School

Subject: Social Studies

Grade level: 4

Standards:

(Highlight content-nouns and skills-verbs)

Economics 4.1 Choices have consequences
Economics 4.5 Relationships between people, place, idea, and environment are dynamic
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2.a
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.

Concepts:

production, distribution, consumption, and disposal of a product

Learning Goal:
Understand
(Big Idea, title,
enduring
understanding,
generalization)

The learner will understand the production, distribution, consumption, and disposal of a product and how the abuse of natural resources can cause
environmental consequences.

Critical Content:
Know

The learner will be able to understand and explain what

production, distribution, and consumption of a raw material
means and recognize how the abuse of these on raw materials
cause environmental consequences.
The learner will think as a consumer to see if the product
should be purchased or if it is leaving a negative impact on the
environment and should not be purchased. If it is purchased, the
learner will determine the most impactful way to dispose.

Essential Question:

Why is it important to recognize how certain products that are produced, distributed, consumed, and disposed of impact the land that we live in, and how
can we better our environment by using less harmful means of production, distribution, and disposal?

Objectives/Target/I can statement:

1. Identify the verb, is it
measurable?

Critical Skills:
Do

With a partner the learner will discuss the production,

distribution, and consumption of the Loraxs thneed. Analyze
consumer disposal decisions.
List the 4 phases of product for best care of environment.
Create a presentation to share conclusions

Assessment Plan
Formative/Summative:
The teacher will walk around and observe while cooperative learning groups are discussing concepts. She is looking for

2. The condition (if any) under

which it will occur
3. The criterion of acceptable
performance
I can explain what production, distribution,
consumption, and disposal mean.
I can create a product that goes through the 4
cycles (production, distribution, consumption, and
disposal) and show/explain it in a prezi.

collaboration and deeper level thinking. She is listening for students asking themselves and their groups which product
they will use that would be most environmentally friendly.
The teacher will lead learning through guided inquiry. The teacher will ask questions that relate to the concepts and expect
an answer from the students. The teacher will ask questions that she will ask the students to reflect on and think about. The
students will be discussing questions in grand conversation and amongst their groups.
The teacher will assess student understanding of the concepts through the presentations they create. She will look for an
environmentally friendly product made from natural resource that they have decided on , and the way it was produced,
distributed, and consumed. She will look to see how the product could be disposed of in a non harming way.
To assess social skill, I will have students reflect on how well they each performed their role in making their presentations
on a paper that I have created and handed out. The paper will ask how the students thought they worked together, how
they decided on a product, and who did what role in the group.

Social Skill Objective

I can perform my role in my small group to
accomplish our creative presentation.

Integration of Literacy:
(Reading, Writing,
Listening, Speaking,
Viewing, Visual
Representation)

The students will read and view

my prezi example and The
Lorax movie clips.
The students will write about
their own product and the cycle
it will go through.
The students will be listening to
The Lorax movie clips.
The students will speak in their
small groups to decide on their
product for their presentation.
The students will design a
creative presentation.

Key
vocabulary:

production distribution
consumption disposal
Natural resources
Raw materials

Language Objectives:
Includes either the academic
language you will be teaching
or the language processes you
will expect the students to use
during the lesson. Ex: Ask
and answer questions. Orally
defend a position.

The learner will work in teams to

make a presentation on the aspects
of production, distribution,
consumption, and disposal of their
product.

Technology Standards (NETS)

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results

Innovative Materials &

Technology Tools:
(Tool: Label SAMR Level,

Example: Google Docs: Modification/Teacher will have students use a google doc to sign up for performance projects.
Laptops, prezi, The Lorax clips

Describe)
Rubric:
https://docs.google.com/document/d/17Yzu_eqyNR6ORSBcwrRmQbMVbwNNm3-SosDbuWhSXfI/edit?usp=sharing
Movie Clips:
http://zapt.io/tmc8tavx
Prezi:
https://prezi.com/af6ygjjumaux/the-lorax/
Student Reflection:
https://docs.google.com/document/d/1oN1b_Nz5BnD5sT6vk7ErY2v7KGvT708d0fdbzQNruHs/edit?usp=sharing
Unit Map:
https://app.wisemapping.com/c/maps/408337/edit
Responsive
Teaching/Differentiation:
What will I
do if they dont get it?
How will you
remediate?
What will I
do if they get it? How
will you extend?
How will you
include all learners?

Sentence stem: Differentiated the (process, product, content, environment, affect) by _(name the strategy)_ based on student (ability, interest,
readiness).
Differentiated the environment by allowing for flexible grouping based on student interest, ability, and readiness. (ELL student with a vocal
student)
Differentiated the process by allowing students to learn through hands-on activities, reading, writing, and creating based on student interest
and readiness.

Introduction:
(Includes: Hook the learner increase interest,
activate prior knowledge, review, preview
content and vocabulary, essential questions
posed, and relevance established)

Good morning students! Today we are going to be starting our new unit on economics specialization. I am going to introduce
some terms to you today that you may not have heard before. I am going to write them up on the board with their definitions
and I would like you to write them down in your journals! But first, lets read our learning goal together. *The learner will
understand the production, distribution, consumption, and disposal of a product and how the abuse of natural resources can
cause environmental consequences! *Write down terms* Who can tell me what any of these new words mean? Ill write the
definitions on the board and you copy it down in your journals! Today we are going to dive deeper into the definition of these
terms and talk about how they relate to what you guys have been learning about recycling and the impact of our environment.
To better introduce you to these terms I have some clips from the movie The Lorax, that we are going to watch. Then later I am
going to split you up into groups and you are going to make a presentation on a natural resource or raw material that you have
chosen and talk about the way it will be produced, distributed, and why the consumers will want to buy it. You will keep in
mind that we are working to make the environment a better place, so you will research your product to make sure that it is
recyclable or non harming to the environment.

Lesson Procedure (The following three categories occur simultaneously)

Instruction
(Specific & Scripted)

1. As a class we are going to discuss the definitions of

the terms and concepts of this lesson which are
production, distribution, consumption, disposal, natural
resources, and raw materials. You will copy these
definitions down in your journal

2. Students will watch clips from The Lorax. Ask

students to think about the way that production,
distribution, consumption, and disposal are being used.

Modeling
(Specific & Scripted)

1.Be familiar with the vocabulary. Have definitions

written on the board.
production-the action of making or manufacturing
from components or raw materials, or the process of
being so manufactured.
distribution-the action of sharing something out
among a number of recipients.
Consumption- the using up of a resource.
Disposal- the action or process of throwing away or
getting rid of something.
Natural resources- materials or substances such as
minerals, forests, water, and fertile land that occur in
nature.
Raw materials- the basic material from which a
product is made

Checking for Understanding

(Include blooms level, question, strategy)
Ex: Application question: How does ___ apply to you?Think-Pair-Share
1.What are some products you own that have been
manufactured?
In what ways do we distribute things we own?
Who can tell me a natural resource that distributors use a lot
of?
Why should we be careful about the way we dispose of a
product?

2. Before showing the clips from the movie The

Lorax explain to students that they will see the four
concepts they talked about being used.
2. What did you notice about Thneedville?
Why do you think the people of Thneedville are okay with
living in an environment with no trees, no clean water, and
no fresh air?
What was the Once-lers product?
How did he manufacture his product?
How did he distribute it?
How did his consumers act towards his product?
What kind of person is the Once-ler? Why won't he listen to
the Lorax? The Lorax says to the Once-ler, "You are crazy
with greed." Why does the Lorax say that? Do you agree or
disagree?
In what ways did you see the disposal of the product?
How did the Once-lers production hurt the environment?
What happens to the Swomee-swans, the Brown Bar-baloots, and the Humming-fish? How could things have been
different if the Once-ler listened to the Lorax?

The Once-ler says, "Unless someone like you cares a

whole awful lot, nothing is going to get better. It's not."
What does the Once-ler mean? Can one person make a
difference? Can you? What are some things you can do
to better your own environment?

3. While students are watching clips, they will work in

their cooperative groups to discuss the ways that the
thneed was distributed and consumed and what it did to
the environment. Then they will view the prezi about the
Loraxs thneed.
4. Students will come up with their own product to
distribute to consumers. They will work in their
cooperative groups to develop a prezi about their product
like the one shown by me.

3. Show the students the prezi and discuss.

3.What decisions should consumers make before buying a

product?
What ways did the consumers dispose of the thneed?
What are some alternate ways to dispose of the product that
would not harm the environment?
4. What are some questions you have about the rubric?
What is the goal that you and your group members are
working towards?
How were roles distributed among the group, and why?

4. Explain to students that their prezi should look

something like the one that you modeled and include
what they are to have on it(rubric). Assign groups and
give each student a role.

5. Students will turn in their prezis to teacher and

complete a reflection sheet about how well they worked
together.

Guided Practice:

Students will work in their groups on a prezi covering their product, how it was distributed, consumed, and disposed of.

Independent Practice:
Students will write down definitions they learn in their journals in the beginning of class.

Closure:
(Review Objective, Student
Reflection, Relevance)

Today was a great day learning new things; I could see that there was a lot of learning going on between each group! Hopefully everyone filled
out their definitions in their journals so that you are able to see and remember the information that you learned! Now I need everyone go open
their ears for my instructions. Your group is going to make a prezi modeled after the one that I showed you. In your groups you will decide on a
product that you will distribute and that will be consumed and disposed of. Your group has options on how you would like to make this
presentation by choosing a production that is based off a real natural resource. You will then use your laptops to do research on that product,
finding where it is distributed and to who(the consumers), and how it is disposed of (Is it recyclable). The point of the prezi is to further help our
classmates grasp the concepts that we have been discussing this lesson. Each student needs a role in the making of this group presentation, so I
will come around with cards that will assign you to your role. The cards include: researcher, technology producer), editor (makes sure the
presentation is up to par), time keeper (making sure that everyone is doing the work theyre supposed to accomplish your goal). After you make
your presentations you and your group member are going to fill out a self reflection form that I will be handing out.

Self Reflection:
What went well?
What will I change?

Did my students work cooperatively in small groups?

My students did not work well in their small groups. I didnt transition them into groups I just had them work with the people at their
table. In some groups I had three girl best friends and one boy, the boy barely got an input on the subject. Next time I will be more
careful and make groups so that all students benefit.
Did my students remain engaged and on task?
They all had fun coming up with a product made of natural resources, I could tell they were having fun because they were laughing at
some of the crazy ideas they were coming up with. I had a few get off task, but once I redirected them, they seemed to stay on top of
things.
What did my students take away from the movie clips?
I thought the movie clips were a very good hook in my lesson. The students loved listening to the Lorax, and I know they all took away
the main concepts because I asked them questions after each clip and they could answer every question confidently.
In the future, in what ways can I improve this lesson?
I thought my lesson went very well, but in the future I need to remember to give my students the rubric before they start making their
projects, so they can know exactly what I am expecting from them.
I loved teaching this conceptual lesson, and Im excited to teach it again somewhere in the future.