EDC274 EEI Lesson Plan Template

Name: Shelby Matsko Pima Course: EDC274 Instructor: Eagleton

Subject: ELA & Topic: Global Warming Grade Level: Third Duration: 45 min
Science
List of Materials, Handouts, Rubrics, and other Documents: Chrome books, plicker cards, pre/post assessment quiz, outline
paragraph for research, paper, pencil, list of websites, list of research topics

Purpose: This lesson will help students to conduct research and read informational articles in order to gain knowledge about
current world issues.

Components Description of Plan

Content Standards
Choose ONE science or social studies
standard and ONE AZCCRS ELA
standard (RI, W, or SL).
ELA Standard:
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. (3.RI.5)

Science Standard:

Concept 1: Changes in Environments: PO 2. Describe the beneficial and harmful

impacts of natural events and human activities on the environment (e.g., forest fires,
flooding, pesticides).

Learning Objectives
Write ONE content objective that is
ONE simple sentence with ONE
carefully chosen verb.
Write ONE ELA objective that is
ONE simple sentence with ONE
carefully chosen verb.
Est Anticipatory Set
# of A quick "hook" to grab the
Min
student's attention
s
Activates prior knowledge of
the objective
Requires active participation
from ALL learners
Content Objective: Students will be able to paraphrase information including what
is occurring in nature and what humans do to contribute to global warming
ELA Objective: Student will be able to paraphrase information learned about global
warming during their research
Teacher will: Students will:
1. Teacher will ask 5 question 1. Students will answer quiz
quiz on global warming to get questions using plicker cards
idea of what students already 2. Students will watch Global
know Warming 101 video
2. Teacher will play Global 3. Students will discuss in small
Warming 101 video groups two new things they
3. Teacher will create a learned from the video
brainstorm cloud of key words 4. Students will engage with the
created by students objectives by reading the
objective and highlighting key
words to assist them in their
research

Est Teaching-Input Teacher will: Students will:

# of Using effective and varied 1. Teacher will provide students 1. Students will complete the
Min
s strategies, the teacher with various websites in order outline from the teacher using
provides information and to conduct research the given website

vocabulary students will
need in order to grasp the
concept, strategy, or skill.
Check for Understanding.
Est
# of
Min
Teaching-Modeling
s process out loud of her
Teacher demonstrates and
shows examples of what
students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
Check for Understanding.
Est Guided Practice
# of An opportunity for each
Min
s student to demonstrate new
learning by working through
an activity or exercise with
the teachers guidance.
This is the heart of the
lesson and should have the
most minutes assigned to it.
Est Closure
# of ALL students must engage in
Min
brief closure activity to
s
cement learning and
optimize transfer.
Check for Understanding.
Differentiation Options
Describe how you will reach diverse
learners (ability & learning style) by
EDC274 EEI Lesson Plan Template
2. To assist students in 2. Students will research the 5
conducting research, teacher vocabulary words from the
will provide students with an given websites in order to
outline to fill in from create their own definition of
researching on Nat Geo for the given words on the back of
Kids. their outline worksheet
3. Teacher will provide students
with with 5 vocabulary words
to find and define in their own
words (green house effect,
fossil fuel, global warming,
climate, sea level) on a website
of their choice
Teacher will: Students will:
1. Teacher will model her thought 1. Students will conduct their own
brainstorming and thought
questions she still has about process on their separate piece
global warming of paper that mimics that of the
2. Teacher will go to Kiddle.com teachers.
and use one of the words from 2. Students will choose five ideas,
the class brainstorm cloud to questions, words to research
conduct further research on Kiddle
3. Once potential websites come 3. Students will begin conducting
up, teacher will model how to their research in order to
choose and look further at the answer their questions or word
site to find the specific meanings
information she was looking for
4. Teacher will discuss
paraphrasing and rewording in
order to put the new
information into her own words
Teacher will: Students will:
1. Teacher will provide students 1. Students will choose their topic
with list of potential topics to to research
research in regards to global 2. Students will research topic
warming through the websites provided
2. Teacher will assign students 3. Students will take notes on
with task of finding 5 facts on their separate piece of paper
their topic that they will 4. Students will type their rough
paraphrase in their own words draft paragraphs to include
to give information in regards their 5 facts written in their own
to global warming words
3. Teacher will assist students in
their research and check for
understanding
1. Students will share their paragraphs with the classmates at their table
groups and those who choose to will share aloud with the whole class
2. SW re-engage with the objectives by reading it aloud chorally.
3. Teacher will check for understanding by giving the pre-assessment plicker
quiz as a post-assessment.
Content: Intensive level students will be given a list of vocabulary words and their
definitions to assist them in their research and aiding in their understanding. They
will also be able to re-watch the video on their own Chrome notebook.
 EDC274 EEI Lesson Plan Template

varying the:
Content High ability students will be asked to create two new vocabulary words they would
Process like to research on their own.
Product
Process: Intensive level students will work with partners in order to conduct their
research.

Product: Intensive level students will work with their partner in order to create their
informational paragraph.
High ability students must also include a list of the sources they used in order to
find their information.
21st Century Learning Technology: Students will use Chrome books and the internet in order to search
Describe how you will incorporate and discover reliable information regarding global warming.
technology and/or the 4 Cs:
Critical Thinking Critical Thinking: Students will demonstrate critical thinking skills by conducting
Creativity research on their chosen topic by choosing a creditable source. They will have to
Collaboration deduce which information is important and relevant to their research topic.
Communication
Creativity: Students will demonstrate their creativity by rewording information in
their own words to ensure plagiarism does not take place.

Collaboration: Students will work as a whole class to come up with research

brainstorming cloud. Students will also work in small groups to share their research
paragraphs

Communication: Communication will occur between teacher and student as well as

student to student. Students will communicate verbally as well as through written
communication styles. Information will be communicated to students through
videos, pictures, written text, and graphs from websites as well as from the teacher.

Appendices/Additional Information:
Global Warming 101 Video: http://www.neok12.com/video/Global-Warming/zX5d72775776667275405041.htm

Pre Quiz and Post Quiz

1. Humans do not contribute to global warming. True or Flase
2. Earths temperature is staying the same over the past century. True or False
3. Oil and coal are fossil fuels. True or False
4. The green house effect is caused from excess gases that add extra heat to the Earth. True or False
5. The amount of sea ice is decreasing causing additional problems for our planet. True or False

Global Warming Website for Outline: https://www3.epa.gov/climatechange/kids/

Research outline
1. List one reason why the Earth is getting warmer (Found on Learning the Basics)
a.
2. Earths air, water, and ________ are all linked to the climate (Found on Learning the Basics)
3. List two reasons why people were burning large amounts of coal, oil, and natural gas. (Found on Todays Climate
Change)
a. Reason 1:
b. Reason 2:
4. List four signs of climate change (Found on The Signs of Climate Change)
a. Sign 1:
 EDC274 EEI Lesson Plan Template

b. Sign 2:
c. Sign 3:
d. Sign 4:
5. How could climate change affect you? Pick Two (Found on Effects on People and the Environment)
a. Change 1:
b. Change 2:

List of potential research topics:

Fossil Fuels
Green House Effect
Human contribution to global warming
Sea levels
Impact on animals

List of websites:
Kiddle.com
Yahooligans
Kidrex.org
Safesearchkids.com