STEM 434/534 Lesson Planning Template

(Complete answers in Purple font)

Name: Kallie Raymond Grade: First Topic: Earth Resources

Brief Lesson Description: Students will apply their knowledge on conserving natural resources to a real-world situation. They will
collaborate in small-groups to come up with one way our school can better conserve natural resources. Students will display their ideas on a
poster board with writing and pictures. Each group will present their idea to the classroom.

Time Allotment: 50 minutes, one day

● Opening activity: ~10 mins
● Individual thinking (graphic organizers): ~5 mins
● Small group work: ~20 mins
● Presentations: ~15 mins

Specific Learning Outcomes: Students will be able to determine a resource in the school or home that may be conserved, brainstorm
solutions, and implement a plan to address the conservation concern.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
The idea of recycling is a great way to have students come together and become active in their community. All students live in the
neighboring community, and it is important to teach them that conservation and recycling are ways to help all of us and where we live.
Caring about a common goal is an excellent way to bring people together, regardless of other differences. Students have equal opportunity
to recycle and practice conservation at school, and are encouraged to practice this in their daily lives.

Narrative / Background Information

Prior Student Knowledge:
In kindergarten, students are taught through the K.11 standard that materials can be reused, recycled, and conserved. This introduction
served as the foundation for the standard this year, and for the standards to come (such as 2.8 in second grade, which focuses on plants
being important natural resources).

Science VA SOL Health VA SOL NGSS (You may have to look to a different
grade level for the connection)
1.8 The student will investigate and 1.1 The student will identify the basic K-ESS3-3. Communicate solutions that will
understand that natural resources can be components and functions of human body reduce the impact of humans on the land,
used responsibly. Key ideas include systems and the importance of safe water, air, and/or other living things in the
a) most natural resources are limited; practices, positive interpersonal local environment. [Examples of human
b) human actions can affect the availability relationships, and environmental health. impact on the land could include cutting
of natural resources; and Community/Environmental Health trees to produce paper and using resources
c) reducing, reusing, and recycling are ways q) Identify items and materials that can be to produce bottles. Examples of solutions
to conserve natural resources. reduced, recycled, repurposed, or reused. could include reusing paper and recycling
cans and bottles.]

Science & Engineering Practices: (You must tie engineering practices into your plan)

Students will define the problem (natural resources at school that need to be conserved), brainstorm possible solutions (how they can solve
this problem), and they will plan their solution (their idea expressed on a poster).
These practices go hand-in-hand with the following grade one SOL Scientific and Engineering Practices…
1. The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
b) planning and carrying out investigations
c) interpreting, analyzing, and evaluating data
d) constructing and critiquing conclusions and explanations

Possible Preconceptions/Misconceptions:
Students may not think that one person can make a difference from doing their part of recycling and conservation. It is important to show
how coming together as a community, such as our school, could be very beneficial in natural resources conservation. Students may also
think our school already recycles, which is enough. They will need to think outside of the box to come up with more effective conservation
strategies.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
To review and open discussion about the importance of natural resources, conservation, and recycling, the teacher will start discussion with
a Jamboard. The teacher will pose questions such as: What are natural resources? How can we conserve natural resources? What is
recycling? Why should we recycle? The Jamboard can be used to list answers to these questions and possible other questions that students
may have. The teacher will then share a video on how to care for our natural resources (linked below). This will provide insight for students
on what familiar resources are considered natural resources, and different ideas of conserving and recycling those resources.
https://www.youtube.com/watch?v=MlPrxxDk79U

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

QUESTION: What can our students at school do to conserve or recycle natural resources?
Students will brainstorm solutions to this question individually, with the graphic organizer below. Students will have to identify natural
resources that are found/used at school. Then, they can come up with an idea or ideas on how to conserve or recycle these materials. While
students are completing this graphic organizer, the teacher will walk around to check for understanding/answer questions.

After the students have a chance to brainstorm independently, students will be assigned to small-groups to complete their assignment. In
their groups, students will share their ideas, and choose one idea to focus on that the school/students can do to conserve or recycle
materials. The teacher will have a rubric on the board for each student to refer to while completing their assignment. Each group will be
given a post-it poster to write a few sentences and draw pictures/visuals that assist in explaining their school conservation idea.
At the end of the lesson, each group will have an opportunity to share their poster and idea. Students will be encouraged to give feedback
and ask questions.

Materials needed:
Interactive White Board
Graphic organizers
Post-it Posters
Markers

EXPLAIN: Concepts Explained and Vocabulary Defined:

Natural resources can be conserved by reducing our use of materials, reusing items, or recycling.

Vocabulary:
Natural Resources – materials from the Earth that are used to support life and meet people's needs
Conservation – a careful preservation and protection of something
Reuse – use again or more than once
Reduce – make smaller or less in amount, degree, or size
Recycle – to treat or process (used or waste materials) so as to make suitable for reuse

ELABORATE: Applications and Extensions:

Students will elaborate on their initial brainstorms/graphic organizers when they are put into small groups. They will have to discuss their
ideas and collaborate in order to decide on one idea they want to elaborate on for their assignment.
EVALUATE:
Formative Monitoring (Questioning / Discussion):
Through class discussion, the teacher will be able to grasp students' knowledge on the content. The teacher will also do formative
monitoring by walking around and reviewing students’ graphic organizers and posters.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

The students will be assessed based on their assignment/poster they create in groups. The rubric below will be reviewed as a class, and
shown on the board during the completion of this assignment.

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) – Accommodations will be met for every
individual student. The teacher should provide written and oral instruction for these students, as well as reducing the number of
resources in the brainstorm task. Expecting these students to only list 2-3 resources instead of 5 is acceptable. Having a timer
visible on the board will benefit these students so they can better manage their time.
● ELL – Providing extra wait time during discussion, and providing sentence stems to complete their graphic organizer and/or group
assignment will best benefit these students. It is also a good idea to group the lower-level with higher-level speakers.
● Gifted learners – These students can be given the option to lead a group, or complete the poster assignment individually. This
gives these students a sense of independence.
Elaborate Further / Reflect: Enrichment:
● How will you evaluate your practice? Reviewing the final poster assignment creations from each group, and observing student
feedback/discussion will give the teacher the best idea of how effective this lesson was.
● Where might/did learners struggle in the lesson? Some learners may struggle in this lesson if they do not like working in groups, or
if presenting in front of the class is not their strength.
● How can the lesson be strengthened for improved student learning? Allowing time for students to individually reflect at the end of
the lesson may require students to review and better understand the content.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Providing more emphasis on the school
community coming together as one would enhance the cultural pedagogy of this lesson.

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price
1 Post-it® Super Sticky Easel Pad, 25" x Office Depot Item #618017 $39.79
30", White, Pad Of 30 Sheets
5 Crayola® Broad Line Markers, Assorted Office Depot Item #764180 $3.99/pack
 Classic Colors, Box Of 10
1 Interactive White Board In class –
25 Graphic Organizers Printed in school building –