Escolar Documentos
Profissional Documentos
Cultura Documentos
connection)
Teacher: Morgan Gililland
Content & Title:
Grade Level:
Writing, Rain
3rd-5th
Forests
Standards:
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
Objectives (Explicit & Measurable):
Students will be able to determine what products we receive from the
rain forest and the importance of these products to our every day lives.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative) Students will show their understanding through a Think,
Pair, Share discussion
(summative) Students will show their understanding through a short
writing piece
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from
simple to more complex):
Students will be able to identify they personally use that come from
raw materials in the rain forests
Students will be able to list the most important rainforest raw
materials that they believe they need in every day life
Students will be able to predict in writing what will happen if they lose
access to the raw materials from the rainforest and the products that
are produced from those materials
Lesson Summary and Justification: (summary gives detailed information about what
students are doing. Justification why is this lesson being taught)
Students will become familiar with the products that rain forests provide for
our society by reviewing a list that is provided by the teacher. They will be
able to compare and contrast the products they believe are most important
to other students to give them an idea of what is truly important. They will
be able to create a writing piece that explains their thinking process on what
will happen if we lose certain products and wht they believe they are
important. This will allow students to think about all of the additional
materials rain forests entail other than just animals. It will show the
students the importance of keeping rain forests around.
Background Knowledge: (What do students need to know prior to completing this
lesson)
Students need to know what a rain forest is and a majority of the products listed;
hand wash, face wash, shampoos, shower gels, bubble baths, toothpastes, banana, oranges
and lemons, berries, guava, pineapple, avocado, rubber, and gum.
Misconception: (what possible misleading thoughts might students have?)
Students may have misconceptions with thinking that these products are from the rain
forests, rather than knowing that part of the matierals that make up the products are from
rain forests.
Process Skills: (what skills are you introducing or reinforcing)
I am reinforcing group work to compare and contrast and informative writing pieces
decisions and how you will decide your present choices in order to have the best impact on
your future. It is a big chain reaction that has hopes for a successful outcome with many
different options available. Futures thinking requires you to be aware of the multiple
options that are available for your future depending on the route you take in your present
decisions. This way of thinking it presented in the lesson because the students are able to
look at what we are using in our every day lives, noticing that in the past we have paid no
attention to where certain products are coming from. They are able to think about what
would happen in the future if we lost all of our rainforests, and create an awareness and
plan for their future actions.
Safety: (what safety rules and items need to be addressed?)
N/A
quantity)
1. Rain Forest Product List
2. Highlighter
3. Pencil
4. Lined Piece of Paper
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
Teacher will ask the students what they
believe rain forests provide for us
(materials/animals/plants). Allow a few
students to answer the question.
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.