Lesson Plan

Template
1. Lesson Plan Information
Subject/Course: Social Studies

Name: Emma Fenton

Grade Level: Four/Five

Date: February 1, 2016

Topic: Why being environmental is TOUGH!

Length of Period: 50 minutes (can be shortened to

40 minutes)

Time: 1:20-2:10

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
B2.5 evaluate evidence and draw conclusions about issues and challenges associated with balancing human
needs/wants and activities with environmental stewardship in Canada
Learning Skills (Where applicable):
- Innitiative (Read Aloud)
- Responsibility (Read Aloud)

3. Content
What do I want the learners to know and/or be able to do?
- Be able to describe 2 ways that being environmental can be difficult in our world
- Be able to explain why it is important to speak for the trees [environment]
Today learners will:
- Discuss images presented to them: images of human comfort and environmental action Would you Rather game.
- Engage in a read aloud of The Lorax (responding to questions throughout the story)
- Complete an exit card about why it is important to speak for the trees [environment

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Anecdotal notes: using assessment checklist
sheet (during read aloud and group activity)
Exit card: physical evidence of learning (also
recorded on the assessment sheet with expectations outlined)

5. Learning Context

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
- Must know the broad definition of the environment (the area that surrounds us) and be able to give examples of
what is comprised in our environment.
- Be able to identify ways humans effect the environment and are affected by the environment.
- Active Listening skills (essential for read aloud)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
- Visual learners: provide images as well as words in SmartBoard activity
- Kinaesthetic learners: provide opportunity throughout the read aloud for students to be able to act as the
characters would.
- Sydney: make sure to choose her if she raises her hand within 3 turns (so that she does not become anxious and
frustrated)
- Raleigh: help her with her exit card and scribe her response
- Maison: provide opportunity for him to speak his opinion!
- Verbal Linguistic Learners, write on the slides during Would You Rather game.
- Mathematical learners: binary component to the Would You Rather game (one way or the other)
B. Learning Environment
Desks (hook activity)
Carpet (read aloud)
Desks (exit card)
C. Resources/Materials
- Book: The Lorax By Dr. Seuss
- SmartBoard
- Paper (Exit cards [with question written on them])
- Pencils (Students responsible for these)

6. Teaching/Learning Strategies

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Hook: (10 minutes) Would you Rather game on the SmartBoard. Show images of two options to act in a given
situation (e.g. its cold. Would you rather drive, or walk!; Schools out for the summer! Would you rather plant a
garden, or stay inside and watch video games)
- The options will be shown with photos on the SmartBoard.
- I will put a check mark on the photo which wins the most votes among the class as I go along. There will be 5
questions total.
- Re-do the quiz after one time through and have them make their new choice with their Eco-Hats on (thinking
environmentally).
- The two rounds of the game SHOULD give opposite results. Meaning that what we would rather do (for our
benefit) isn't always what is best for the Earths benefit.
Lead the class in a comparison discussion regarding their answers both times and talk about the idea that what is
the best thing to do environmentally isn't always easy or even cost effective and how this is a challenge for many of
us.
Questions to pose to the class:
- What do you notice about the choices we made between the two times we did the game?
- Why do you think we chose different answers with our eco-hat on?
- How do you think this effects the way we treat the environment?
Transition the rows of the class to the carpet based on listening skills.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Conduct the Read Aloud of The Lorax on the carpet. (15 minutes)
- Ask thought provoking questions throughout the read aloud and reward the students with tickets or with positive
reinforcement.
- Questions will be pre constructed and placed with sticky notes throughout the book.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
-

At the end of the book, ask the students

1. What was the big idea of this book?
2. Why is it difficult for us to speak for the trees? sometimes?
3. How can we make sure we are acting in a way that respects the environment even when we dont want to?

- Write their ideas on the white board in case they would like to refer to our group ideas when completing their exit
cards.
Explain the exit card to the students before they are dismissed back to their seats.
Transition the students back to their seats: Choose quiet listeners to head back to their seats. If they are for some
reason all quiet calm, dismiss them based on the colour of their shirt.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Exit Card: (10 minutes)
Choose a student (or 2) to help hand out the exit cards
- The question that will be on the exit card: Give 2 reasons why it is hard to speak for the trees all the time?
CONCLUSION: How will I conclude the lesson?
Lesson Plan Template
3

Schulich School of Education Practice Teaching Handbook 2010-2011

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011