Madie Podgorski
ED 498 Lesson Plan #3
Robillard
SUBJECT
TOPIC
GRADE
TIME
OBJECTIVES
IN Academic (K12) Standard(s)
IN Academic
English Language
Proficiency
Standard(s)
Student
characteristics
Key terms
Science
Biosphere – Human effects on biosphere
8th grade
70 minutes
Students will be able to make an outline of their research findings and own personal beliefs of a chosen human activity that affects the
biosphere over the course of two class periods.
8.2.6 Identify, explain, and discuss some effects human activities (e.g., air, soil, light, noise and water pollution) have on the biosphere.
8.4.8 Early Intermediate (Level 2): Collect information from several sources and prepare an outline.
8.4.20 Advanced (Level 4): Research several resources and include original ideas to support organization, content, and purpose of
writing.
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Majority native speakers with a few ELLs from early intermediate to advanced
Some are talkative and participate frequently, while some are passive and not as likely to speak out in class (mostly ELLs)
Most prefer talking in small peer groups than in front of class
Biosphere, pollution, human effects
TIME
TEACHER ACTIVITY
STUDENT ACTIVITY
15 mins
Anticipatory Set
Review definition of biosphere. Introduce topic of human effects using
dichotomous pictures of inhabited and uninhabited land. Explain “silent
walk” activity and introduce ideas that students should begin thinking
about before and during the activity.
Silent walk activity – The class is going to walk around the school
building/recreational area/other outside space silently. They are not to
talk, but to observe signs of human activity/effects using all five senses.
This is a time for reflection. They may take artifacts as proof (empty
coke bottle laying on ground or other litter) for when we discuss the
findings back in the classroom.
Thoughts during silent walk:
-What do you see?
-What do you feel?
-What do you smell?
Listen to review, introduction of topic, and “silent
walk” instructions. Write suggested thoughts on scrap
piece of paper to take outside. Walk silently outside
with class and engage in activity. Record thoughts, if
desired. Collect any artifacts available. Prepare
thoughts for class discussion
Lesson Planning-1
MATERIALS
Equipment,
materials,
teaching aids
Computer, screen,
projector, scrap
paper
5 mins
25 mins
5 mins
8 mins
-What do you hear?
-What do you taste?
-How are these sensory objects representing the biosphere?
-How are these sensory objects representing human effects and
pollution?
Instruct students to write these suggested thoughts on a scrap piece of
paper to take outside with them. They may take a pencil to record, if
desired.
Objective and purpose
Monitor class discussion about “silent walk” by posing questions and
maintaining discussion-style environment (respecting others’ ideas and
talk time). T/P/S: Pose the question of the importance of discussing the
human effects on the biosphere, independent thinking, and share with a
neighbor. Once they’ve had a time to share, teacher shares his/her
reasoning with the class.
[Being aware of the human effects on the biosphere is essential for a
better, healthier tomorrow. It will keep the biosphere in greater balance
and we, as the human race, will benefit from a normal functioning
biosphere. The consequences can be more natural disasters, fewer
resources for an increasing global population, and bigger financial
hardships as we try to “cover up” our mistakes]
Input / Instructional strategies
Library day!
Instruct students to conduct research/exploration using computers or
other library resources and use graphic organizer to record findings and
thoughts. Students may draw or copy and paste pictures. Remind
students this is a pre-write designed to collect information, reflect, and
organize.
Checking for understanding (Formative evaluation)
First, ask the students to give hold up 1, 2, or 3 fingers indicating how
much information they are able to find with 1 being very little and 3
being a lot. Then, circulate around library and inquire each student
what human activity they have chosen, if they’re able to find
information, and if they have questions.
Guided practice
I will give students a sentence frame and they must finish it in their
own words.
Sentence frame: The human activity I have chosen to research is
____________________. The biosphere is affected by this activity
because…
Lesson Planning-2
Participate in discussion, listen, and respect others.
Share ideas for the importance of human effects on the
biosphere with a neighbor.
Research/explore using computers, books, or other
library resources. Fill out graphic organizer with words,
pictures, or both.
Using 1,2, or 3 fingers, indicate research success, keep
working on graphic organizer, and ask questions.
Listen to and read the sentence frame
(1) ___________, (2) ____________, and (3) ______________.
10 mins
2 mins
Students will turn to a partner and read their response aloud.
Independent practice
Students will write at least 4 sentences (maybe 2 sentences for ELLs)
that are opinions or original thoughts.
They may use the following sentence frames for extra help:
I feel that my human activity is good/bad for the biosphere because
_______.
Or
It makes me feel ____ that my human activity is affecting the biosphere
because ______.
Closure/ Evaluation
Collect the 4 or 2 sentences to evaluate and return with feedback for
next class.
Write the 4 or 2 sentences using own words and, if
needed, sentence frames.
Hand in sentences.
Rationale: It is crucial for students to understand their actions affect the natural world around them from deciding to walk instead of drive to using paper instead of
plastic at the grocery store. Pollution is in its prime and the health of the Earth will fall upon their decisions more so than generations in the past. Students in 8th
grade are old enough to begin to make these decisions. This is also a way to get students thinking critically. We so often live day by day ignoring our comforts and
take many things for granted. This forces students to stop and observe. The silent walk is meant to do this as they must use all five senses and reflect. The walk is also
a way to engage visual, kinesthetic, and intrapersonal learners. It is an activity to internalize first and to keep thoughts until a later time. This is also good for middle
school students and ELLs alike as they are still learning academic language and need time to reflect before speaking. The T/P/S (Think/Pair/Share) activity is
included to alleviate pressures of sharing ideas with the entire class. There are ELLs who do not readily volunteer to share ideas aloud, so this is a way for them to
express themselves to at least one person. Also, it is always good to make ELLs practice speaking and expressing themselves. They may speak in their native
language, but it is still speech. This is also the purpose of including the read-aloud to partners in the guided practice section. I encourage all students, but especially
ELLs, to use graphics and pictures to express their research findings. If ELLs need a visual introduction to their topic, then they may use Google images. For all
students, this is good practice researching (using correct terms, Boolean phrasing, looking for academic websites, etc.). Independent work time allows the teacher
more time to work one-on-one with students who struggle more than others. Similarly, students may get help from peers. The sentence frames are used for extra ELL
support. In this lesson, the focus is formulating ideas from research, so the details of writing will come later.
Student work to be collected: 4 sentences done for independent practice
Lesson Planning-3