Claire Guzinski ESL-EDCI 5724

Daily Lesson Plan-Elementary School Stage 1: Identify Desired Results: What will learners know and be able to do by the end of the lesson? A. Context/Theme/Topic/Big Idea: Students will be able to identify natural resources using the proper vocabulary terms, and understand the concepts and language surrounding them. B. Objectives-Students will be able to... -Students will learn to recognize the English vocabulary terms related to the study of Natural Resources. - Student will be able to identify examples of Natural Resources both in writing during a game that we will play and through a hands-on approach during a nature walk during class. -Students will be able to give a brief oral presentation on an assigned Natural Resource. C. Grammar/Vocabulary: The vocabulary will involve Natural Resources themselves as well as vocabulary pertaining to the concepts and issues surrounding them. D. Goal Areas/Standards: VA Science SOL Standard: 4.8 The student will investigate and understand important Virginia Natural resources. Key concepts include a) watershed and water resources b) animals and plants c) minerals, rocks, ores and energy sources d) forests, soil and land WIDA Standard: English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science. E. Learners: Class as a whole is generally attentive and focused as long as there is little to no time between activities. Two students have ADD but are medicated and rarely act out. F. Materials: I will provide a handout with key concept terminology so that students may read along and refresh their memory when needed. I will provide each student with

a zip-lock bag so that they may collect samples of natural resources on the nature walk. I will also provide each student with a copy of a Webquest and a Technology module. Later I will provide each student with copies of the questions for a quiz. G. Determine Acceptable Evidence: The students will participate in a quiz-style game after going over the vocabulary, this will be in 2 groups, each consisting of half of the class. This will not be a grade, but will help me to see which issues are still confusing which students. The student will write and perform a 3-5 sentence oral report on a natural resource. This oral report will cover the name of their resource, why it is considered a natural resource, a place in society where it is used and whether or not it is facing depletion. The student will submit a written copy of the oral report that they have prepared The following day each bag containing a resource from the nature walk will be stationed around the room. Students will walk to a bag that was not their own, identify the resource, list one things that the resource can be used for in society and state whether it is in danger of being depleted. This information will be written down and submitted. After the quiz students will demonstrate their knowledge of the issues surrounding natural resources by completing a Webquest and turning in a techno module on the subject. Stage 3-Plan Learning Experiences: A. What Will Learners Do? - Learners will go through the worksheet with key concept terminology with the teacher. - Learners will participate in a quiz style game (In this game, there will be terms from the vocabulary written on the blackboard. One student from each of the two teams will be asked to come up to the board and given a fly swatter. I will ask a question to which the answer is one of the terms written up on the blackboard. The students will be in charge of swatting the right term. The team of the student who swats the correct term will be given a point. No correct answer will be given until both teams have chosen. If both teams select the correct answer, then both teams will be awarded a point. Any question to which the student up at the board does not know the answer will be submitted as a free game question to all of the other students on the team. This will make sure that they are all paying attention. There will be questions with more then one correct answer. Towards the end, all of the students will have to come to the board and point answer questions with many correct answers. At any time I may ask a student a bonus point question or ask them to explain their answer. The team who wins will get a piece of candy.) - Learners will go on a nature walk and gather evidence of one or more natural resources that they find. - Students will return and be assigned a natural resource about which to prepare the previously mentioned presentation.

-Students will be given time to write a small script for their oral presentation. The information in this presentation will include but not be limited to: name of their resource, why it is considered a natural resource, a place in society where it is used and whether or not it is in danger of facing depletion. -The following lesson students will be assigned to one of the bags of natural resources collected from the walk the day before. They will be asked to write down the names of the resources in the bag, one way that each of the resources is used in society and whether or not they are in danger of being depleted. This will refresh their memory and allow me to gauge whether the terminology was understood. -After completing the quiz students will work through a Webquest and a Techno module in order to further their understanding of the issues surrounding natural resources in the world today. B. What Will I Do? - I will work through the list of key terms and concepts occasionally asking for examples or giving examples and asking the learners for the term that I am describing. This will keep them involved and hopefully help keep the ADD learners on task. -I will split the class into two teams and explain the rules of the fly-swatter game. -I will ask the questions for the game and keep track of the point totals for each team. -I will distribute the piece of candy to each member of the winning team. -I will pass out bags and explain what we are looking for on out nature walk. I will ask each student to collect one or more samples of natural resources that they find during this time and keep these in the bag. -During the walk I will ask about some of the issues that children are aware of around the world with natural resources. If I have children from other countries I will research events in those countries related to the issue the night before and explain them as part of the lesson. I will also discuss issues in the U.S. (briefly) -During the walk I will also guide a discussion and ask students if they know of natural resources that are available in other parts of the world that are not available in the U.S.(briefly) -I will collect the zip-lock bags from the nature walk. -I will lead the students back to the classroom where I will assign each student a different resource to focus on for the oral presentation. -I will explain the oral presentation and what it should entail to the students. -I will answer questions about resources and any questions that they might have on the topic during the oral presentations. -The next lesson during the first few minutes I will have laid out the bags and will assign each student to a bag for the review. -I will explain that I would like each student to write the identity of the resources in the bag and write whether or not each is in danger of facing depletion. -I will explain the webquest to the students and assign the Techno module for them to work through over the next few days. * The lesson on the first day will focus mostly on terminology. Students will know how to understand and apply the terms to certain resources by the end of the first day. The second day of the lesson, students will be moving into the Techno-module and Webquest.

The Webquest will focus on a more in depth look at the resource terminology that was discussed the day before, while branching out into conservation issues involving natural resources. The Techno-module will allow each student to take a more detailed look into three very common environmental issues involving natural resources. Students will move from understanding the vocabulary to understanding the issues. Stage 4-Reflect on Lesson Effectiveness: Did I achieve my lesson objectives? How do I know? Based on the feedback from both Dr. Shrum and my peers during my mock teaching experience, I believe that I did achieve my lesson objectives. Even though a few of the participants weren't entirely comfortable with some of the vocabulary terms included in the game, I think that a few strategies that were used seemed to help everyone feel a bit more comfortable. Overall the game seemed to do a good job of helping the participants identify and define the terms associated with natural resources. What worked especially well and why? The students seemed to particularly enjoy the interactive activity. Their feedback suggested that both the mild competition and the chance to participate so actively really helped them understand the terminology. I think that providing the different types of questions gave everyone an opportunity to answer with out feeling pressured. The questions that had multiple correct answers helped students see that sometimes there are multiple correct answers to any question. It seemed like when I asked a student to explain why they chose a certain answer that this took some of the pressure off. As long as a student could explain why and it made sense, they still got a point for their team (or would have if we had been keeping score). The group questions helped keep everyone on task and involved and the bonus questions and the possibility of a question being handed over to a team helped everyone pay attention and helped keep people on task. What would I change if I were to teach this lesson again? I did get some great feedback from Mindy especially. If I taught this lesson again I would try to contain my enthusiasm. I think that once everyone started getting excited I made the mistake of letting my emotions get the best of me. I began to enunciate less and speak faster which I think would be a disservice to any ELL students. I would make sure to watch my composure if I taught this again. Also, upon Dr. Shrum's suggestion, I would probably use something soft and harmless as a pointer in place of rulers or sly swatters.

Presentation Rubric Exemplary

4 Accomplished

3 Developing

2 Beginning

1 Score

Vocabulary Student used new vocabulary terms wherever appropriate and with no errors.

Student used many new vocabulary terms with very few errors

Student used little new vocabulary or formulated answers so that it was not necessary, when the new vocabulary was used, there were many errors

Student used no new vocabulary

Accuracy The information presented was entirely accurate

The information presented was mostly accurate

The information presented was sometimes accurate

The information presented was mostly inaccurate

Content All of the questions were addressed and information beyond what was requested was given

All of the questions were answered but no additional information was given

Most of the questions were answered

None of the questions were addressed

Presentation The student made eye contact with the class. The presentation showed evidence of rehearsal.

The student made eye contact most of the time with the class. The presentation showed some evidence of rehearsal.

The student rarely made eye contact with the class. The presentation showed minimal evidence of rehearsal.

The student made no eye contact with the class. The presentation showed no evidence of rehearsal.