Name:
Francis Watson & Tocarra Bell
Time
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
4
Elaboration
5 E’s
G
N
Time
I
S
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Focusing
Student
Attention
DTA
4
DTA
5 All Models
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Water travels through our atmosphere
through a process known as the water cycle.
The area of land in which all precipitation
runs off into the same river or lake is called
the watershed.
Water moving over the landscape or
schoolyard will flow in the same manner.
Water may flow in a sheet-like way, collect in
channels, drain into pipes, accumulate in
puddles, or soak into the ground during a rain
storm. Rain water will eventually drain to a
river, lake, or to ground water. To have clean
water in a life sustaining, health watershed
each site requires thoughtful storm water
management planning. One of the best ways to
ensure clean water is to control runoff near its
source where precipitation first comes in
contact with the land.
Can you name at least two bodies of water in the
state of Maryland that can be affected by how we
use and protect or water?
Time
2
5 E’s
3
DTA
30
Guided Practice
10
5
O
7/21/2010
 indicates part of every lesson
Exploration
Explanation
HEART OF THE LESSON
5 E’s
2
Introductory and/or Developmental Activities
3
Independent
Activities and/or
Meaningful-Use
Tasks
Engagement
OPENING
5
Time
L
Students will work in groups and explore the school grounds in
order to understand that precipitation collects on lawns,
streets, and fields and runs into storm drains that eventually
flow into a body of water like the Chesapeake Bay.
 Students will observe illustrations of a watershed in order to
develop water friendly ideas about storm water management.
Date:
3rd Grade

Time
C
Grade Level/Content:
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Diagram the flow of water on the school
grounds. Find areas where water is
standing for a period of time after
precipitation and areas that dry out more
quickly than others. Locate storm drains
where water might exit the school
property. See attached Worksheet.
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Keeping water out of storm sewer systems lessens erosion and sediment carried into lakes and rivers, reduces
pollutants carried by moving water, and decreases chances of flooding.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Assessment
20
Grade Level/Content:
Evaluation
Name:
Time
6 All Models
5
Closure
Date:
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Tell a story about a rain drop falling on the school ground. Describe its journey as it moves on the school
property.
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
How does throwing trash into a storm drain affect the Chesapeake Bay?
Prince George's County Public Schools
Revised
June 2003
Grade Level/Content:
Date:
André Name:
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Prince George's County Public Schools
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?