Lesson Plan - Four Column Format
Lesson Plan - Four Column Format
Lesson Plan - Four Column Format
IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior or future concepts to learn.
Students will be adding to a Hoot character chart we created in a previous ELA lesson. This chart will continue to develop as we read through
the story and learn more about the books characters and their personalities.
Students will be continuing research about assigned ecosystems divided into seven groups of three, each studying a different ecosystem
like tundras and marshes. They have begun studying organisms in their ecosystem by learning about animals and will continue this task in this
lesson by learning about plants.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS: Describe the important theoretical underpinnings of the lesson, both general and
content-specific theories of learning and development.
Human actions affect the environments around us. This is a main theme of the chapter book Hoot and it is an idea students will be guided
towards within their individual ecosystem studies. Hoot is used as a motivator to spark students interest in learning about ecosystems. This
unit seeks to incite students curiosities and desires to learn, supporting Settlage and Southerlands statement that intrinsic motivation is key
to individual engagement with and understanding of written material (p.292, 2012).
MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including equipment or technology used by the
teacher in presenting the experiences.
Teacher: smart board presentation (for Venn diagram and science mini-lesson), Hoot character chart, photosynthesis diagram handouts
Students: have read Hoot chapter 4 (in library just prior to lesson), Hoot notebooks (feature two sections for ELA and science), chromebooks
(for ecosystem research)
Components of the lesson. learning activities and
Anticipated Student
Teaching notes
Evidence of learning.
key questions (and time allocation)
DIFFERENTIATION:
list
Evaluation points or
Responses and solution
strategies. (Potential Barriers &
assessment questions.
Misconceptions)
Classroom participation is
the main formative
assessment taken during
this lesson. Are students
interacting, making eye
contact and taking notes
during the science minilesson?
During individual/partner
work time, are students
progressing through
chapter 5? Are students
using only the Discovery
Education resource as they
were instructed?
close.