DIRECT INSTRUCTION LESSON PLAN FORMAT

Name: Jadaeja Brown

Grade Level/Subject: 3rd Grade Topic: Ozone Layer

NCES/CCSS Standard and Social Studies NCES: 3.G.1.3 Exemplify how people adapt to,
Objective change and protect the environment to meet their needs

Reading/ Language Arts: RI.3.7 Use information gained from

illustrations and the words in a text to demonstrate
understanding of the text.

Behavioral Objective
Objective Rationale
After the students watch a video about the ozone layer, they will
write about how their actions can affect other people and
animals. They will also write about what they can do to help
protect the environment.
The students will realize that their actions can negatively affect
their environment. They will understand what and where the
ozone layer is and why it is being damaged.

Prerequisite Knowledge Students should understand that we live on Earth and that this is
and Skills a place where people, animals, and plants live. Students should
be able to write full sentences and be familiar with terms like
decompose and recycle.
Key Terms and Vocabulary  Ozone layer
 UV sun rays
 Environment
Content and Strategies
Focus/Review (prepares I will throw trash (soda cans, candy wrappers, paper, etc) on the
students for the lesson) carpet in front of the students.

Ask: “What do you guys think of this action?

Is this an acceptable action to do in class?
What would happen if we all threw all our trash on the
classroom floor everyday, and never picked any of it up?
What would happen if their pets were to eat some of the trash,
get sick and die? How would they feel?”

Allow students to turn and talk with their neighbors about these
questions, have a few students volunteer to share.

Objective as stated for
students (helps students set
their own goals for the
lesson)
5 minutes
Say: “Today we are going to be learning about the ozone layer,
and how your actions can affect the Earth that we live on. By the
end of this lesson, you will be able to write about how your
actions can affect other people and what you can do to protect
the environment.”

1 min
Revised for spring, 2012
Teacher Input (provides I will play the video “ Ozone Layer – What is the Ozone Layer”
the content to students in a https://www.youtube.com/watch?v=tMMre31CF-s
teacher-directed manner)
4:46 minutes
Guided Practice (scaffolded I will the ask the students to pull out their notebooks and draw a
practice with the content; picture of the earth, with an outside circle to show where the
helps students make sense Ozone Layer is. They also need to draw the sun’s rays to show
of the content provided in how the ozone layer protects the Earth.
Teacher Input)
After they have had about 2 minutes to draw, I will ask the
students to turn their drawing around to show their classmates,
and myself.

Play “Climate Animation video”

https://www.youtube.com/watch?v=wa58h4IJ6Hk

and stop at :47. Ask: “What is happening right now?”

continue video.
Stop at 2:38. Ask: What about now? What does those skulls
mean? What damage do cars and factories cause to the
environment? What do you notice about the thermometer?”

Continue video.

Stop at end of video.

Ask: “What changes were made? What about the thermometer

now?”

Independent Practice
(application activities to
help students use and
demonstrate what they
have learned)
7 mins
In their social studies journals, the students will write three
sentences about how their bad actions can affect other people,
plants, and animals.
Have them two sentences stating what they can do to protect the
environment,

To assist them in writing go over the following format:

Closure (provides a wrap-
up for the lesson)
 Write three sentences about how our ozone layer can be
ruined,
 Write two sentences about what you can do to protect the
ozone layer and our environment
10 mins
Give students a piece of cardstock/construction paper.
Using marker or crayons, students will write one short action
that can be done to protect the environment.

Eg: RECYCLE, REUSE YOUR PLASTIC BAGS

Revised for spring, 2012

Evaluation (How will you
assess students’ learning so
that you can determine if
they met the objective of
the lesson?)
Plans for Individual
Differences
(differentiations needed for
students)
Materials used in the lesson;
Resources used in
developing the lesson
Place these signs around the classroom or hallway.
10 mins
KEEP THESE WORK SAMPLES
Formative: Teacher questioning throughout the lesson.
Summative : Collect student writing and determine mastery with
the following criteria
 Wrote at least 3 sentences about how our ozone layer can
be ruined,
 Wrote at least two sentences about what they can do to
protect the ozone layer and our environment
 For struggling writers: pull a small group and create a
written statement together (guided writing opportunity)
 For those who finish early: have them illustrate their
paragraph by drawing a picture of themselves saving the
environment
 ELL students – partner them with each other to allow
them to assist one another with translation needs.
 Trash samples
 Ozone Layer – What is the Ozone Layer”
https://www.youtube.com/watch?v=tMMre31CF-s
 “Climate Animation video”
 https://www.youtube.com/watch?v=wa58h4IJ6Hk
 Smartboard
 SS notebooks/paper
 Markers/crayons
 Cardstock/construction paper
 Tape
Revised for spring, 2012