LESSON PLAN TEMPLATE

Your Name: Emma Newman

Title of Lesson: Coral Reef Crisis
Grade: 3

STANDARDS
(3.W.2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.


LESSON SUMMARY/OVERVIEW

This lesson will wrap up the unit on coral reefs by having students use what they know to develop possible solutions to the coral reef
crisis. They will be using their futures thinking to create a plan of action that will work towards conserving coral reefs all around the
world. They can think on a personal level of what they can personally do to contribute to the cause or more on a global level. There
is partner and whole group interaction as well as time for independent work.


OBJECTIVES

Students will be able to develop solutions and think about possible ways to help preserve coral reefs by using their previous
knowledge and utilizing futures thinking.

Students will be able to write an informative text in which they introduce the topic, write about two different solutions and
end with a concluding paragraph.


ASSESSMENT/EVALUATION
Students will complete the graphic organizer that organizes their introduction, two body paragraphs and conclusion.
Students will complete a four paragraph informative text that develops their solutions on how to conserve coral reefs. Each
paragraph should be four to five sentences to receive full credit.
The format of the informative text should be as followed:
o Paragraph 1: Introduction
o Paragraph 2: One solution of how to conserve coral reefs
o Paragraph 3: Another solution of how to conserve coral reefs
o Paragraph 4: Conclusion


PREREQUISITE KNOWLEDGE
Students will need to know information about coral reefs and the reasons why coral reefs are in danger (pollution, ocean
acidification, overfishing, etc.) Students will also need to know the format of an informative essay and the basics of writing a good
paragraph.


MATERIALS
Graphic Organizer
Video
Paper
Pencils
Document Camera

VOCABULARY/KEY WORDS
Conservation the act of conserving something; (Conserve protect something from harm or destruction)

TEACHING PROCEDURES
1. Write objectives up on the board. Read them to the class.
2. Put a picture of a healthy and a non-healthy coral reef under the document camera. Ask the students to brainstorm reasons
why the coral reef is dying or in danger. Have them discuss these reasons with a shoulder partner.
3. Reasons will vary. Youll hear for example students discussing how one is full of color. One is brown. One has teeming
wildlife. One has no sign of living organisms. Ask them questions to deepen their thinking as to why the non-healthy coral
reef looks the way it does.
4. While they are discussing, you can be walking around, listening in to conversations and making sure theyre on topic.
5. Ask for volunteers to share their ideas with the class. Write a list of reasons on the whiteboard. (Pollution, Ocean
Acidification, Overfishing, Climate Change)
6. Explain to the students that they will be coming up with their own solutions to the coral reef crisis. They will be using what
they already know about coral reefs and writing an informative essay about possible solutions for the preservation of coral
reefs and why its important to help preserve them. Mention the term futures thinking so students will have a better
understanding of why its imperative to come up with strategies now in order to aid in the conservation of coral reefs
because we want to be able to have coral reefs in the future.
7. Explain to the students that there are a variety of possible solutions. They can think on a more personal level and how
themselves or their families can contribute or more on a global scale.
8. There are a variety of solutions. Possible answers include: conserve water, dispose of trash properly, volunteer for coral
reef clean up, write to government officials, dont use chemically enhanced pesticides or fertilizers, etc.
9. Using the document camera, show the graphic organizer that the students will be filling out. Have all students look up at
the board to watch as you point out the parts of the informative essay such as the introduction, body paragraphs and
conclusion. Ask for volunteers to refresh the class on what introduction and conclusion paragraphs are.
10. Review what it means to have a good paragraph. (Capital letters, punctuation, transition words, descriptive language)
11. Pass out the graphic organizer. Have lined paper available at the front of the classroom for when students are ready to
write their essay.
12. Students will have an hour to work on their essay. If they dont finish in the allotted time it becomes homework.
13. If students finish in the given amount of time, they can draw a picture of a coral reef to illustrate how coral reefs will
hopefully look like with their plan of conservation.

RESOURCES
N/A

WAYS OF THINKING CONNECTION
Futures Thinking means thinking about how the past and present influence the future. From this unit, students know the importance
of coral reefs and the effects they have on the environment and marine ecosystems. Students also know what could happen if all of
the coral reefs were destroyed. This lesson utilizes futures thinking because it involves students brainstorming possible solutions to
the coral reef crisis in order to change the future and proceed with the conservation of coral reefs.


Pictures to use to show a healthy and non-healthy coral reef:












Graphic Organizer