Lesson Plan Format

Objectives What student will learn as a result of this lesson

The students will be able to identify an island, coast, peninsula, and wildlife.
The students will be able to summarize how they can take responsibility in caring
for their natural resources.
Anticipatory Set How the teacher will begin the lesson
At seats: What are renewable and nonrenewable natural resources? Does every
place have the exact same natural resources?

Procedures The purposeful strategies the teacher will use to

engage students in the learning process and make sure
they learn what was intended
1. At the Carpet with book: Here is a map. (mini review on map skills)
a. Who can tell me what country is shown here? Japan – How did you
know?
b. Where are some cities? –Is every city in Japan shown here? What is
the capital?
c. Introduce vocab
i. coast –locate on map/highlight on map
ii. island
iii. peninsula- locate on map/highlight on map
iv. wildlife – identify on poster two examples
d. We will be talking about a fishing community off the coast of Japan.
What city might we be talking about? (Ine or Yokohama) Our city is
on a peninsula. (Ine)
2. Ine
a. Home to wildlife- Does anyone know what wildlife is?
i. like birds, seals, turtles, whales and lots of fish!
b. Why might wildlife be an important natural resource?
c. Prawns and Sardines are found in Sea of Japan – important natural
resource – jobs in fishing
 d. Part of Ine is a reserve – protected area for plants and animals on land
and in water.
i. One way to protect the environment
e. Why is it important to protect your environment and natural
resources? Think- pair- share
3. Read pg. 56
a. What are the problems in Ine?
b. What is the city doing for their environment?
4. Read pg 57.
a. What are some natural resources in DBQ?
b. How do we help protect our environment?
i. Swiss valley nature preserve and nature center; Pohlman Prairie
Preserve; plant trees; recycling.
5. Exit Ticket

Closure How the teacher will end the lesson

“It is important to take responsibility and care for our natural resources and our
environment”
Assessment How the teacher will collect evidence to determine
whether students learned what was intended
Exit Ticket – see below
Name:______________________________________________________
What can you do to protect our environment?

What is a coast?

a) Land next to a large body of water. c) Land that has three sides surrounded by
b) Land that is completely surrounded by water.
water. d) A large body of water.

What is wildlife?

a) Plants that are native to a country. c) A protected area for plants and animals.
b) The wild animals that live in an area. d) The plants and animals that are
protected in a country.

Name:______________________________________________________
What can you do to protect our environment?

What is a coast?

e) Land next to a large body of water. g) Land that has three sides surrounded by
f) Land that is completely surrounded by water.
water. h) A large body of water.

What is wildlife?

e) Plants that are native to a country. g) A protected area for plants and animals.
f) The wild animals that live in an area. h) The plants and animals that are
protected in a country.
 Reflection
I was rather excited to teach this lesson prior to class, and wanted to develop an engaging

lesson that drifted away from simply reading and discussion the text. I went into this lesson

confident in the content and procedures that I was going to teach. This was a social studies lesson

that focused on protecting the environment as the students looked into the fishing community of

Ine, Japan. As I began the lesson, I wanted to review different natural resources that were

presented by the class. The list that the class presented included some resources that I expected

(water and trees), but they also surprised me with answers like thunderstorms and plains. This

anticipatory set allowed the students to begin thinking of natural resources as we entered into our

discussion on Ine, Japan.

One of my goals for this lesson was for the students to know and understand the

vocabulary that was presented in the text; island, peninsula, coast, and wildlife. The class has

been working on learning different landforms, so I planned to do a quick review on island and

peninsula before introducing the new vocabulary. The students had greater trouble recalling what

a peninsula was, so we looked in our text to find the definition. We continued to use the text to

define coast and wildlife. After we defined each word, I asked the students to tell a friend where

the location of that word could be found on the map. I had volunteers mark a few examples so

we could visualize these vocabulary words in connection with our case study of Ine; this was a

strong point in my lesson. I was pleased with how this turned out, and I am glad that I

incorporated discussion with a partner. To tie the class back in I asked the class to “raise your

hand if you can hear my voice” or “clap __ if you can hear me”. These are procedures that the

class was familiar with, and the students responded very well.
 I was able to manage time very well as I worked through all of our material. We had good

discussion on natural resources in Ine; how the people of Ine were faced with challenges like

pollution and overfishing; and how the people in Ine were working to protect their environment.

I believe that this was a strong point in my lesson. This lead to a fruitful discussion about our

own environment. I had the opportunity to learn about the school’s “green team” as the students

made that immediate connection to their own lives. Due to our discussion I was able to interact

with all of my students, and I made an effort to intentionally call on students who were quiet in

order to include them in discussion. The students were very engaged throughout the entire

lesson. We ended the lesson with an exit ticket which gave me a better understanding of what the

students had taken away from the lesson. After grading these exit tickets, I realized that I should

have walked through the exit ticket more. Many students did not answer the first question, and I

think this was due to a lack of understanding that it was a question. I also would have changed

the exit ticket by numbering the questions. I bolded the questions to differentiate them, but I

didn’t think about numbering them. The exit tickets showed that most of the students understood

that a coast was the land next to a large body of water; some said that it was land surrounded by

water, but I can see where they got this answer from. Most students understood that wildlife are

the wild animals in an area, but there was some confusion in grouping wildlife as plants and

animals. These will be good things to review a second time with the students. Finally, for the

students who answered the first question, there was a clear understanding of practical ways that

they could help protect their environment.