Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual stu dents) 7th grade Geography, inclusive classroom

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? No one

What is the long range goal(s) that is tied to this lesson? Students will understand the history and importance of the role the National Park service plays in preserving our federal public lands and the threats to the continued existence of NPS. What is the specific learning objective(s) for this lesson? Using internet links from delicious, students will research and identify threats to the National Park Service Students will use problem solving skills to come up with solutions to the problems they identify

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Websites and search skills Basic information about the parks (from previous class)

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Learning acquisition, learning fluency, maintenance (technology use)

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) One day lesson with homework (blog post) assigned to be completed within the week Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AN D what materials will be needed? Each student should have a computer during the second part of the lesson

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson provides students with a contextual background to current events related to government, environment, climate, and people. How does this lesson relate to the PA Academic Standards? CC.8.6.6-8.E: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Interactions between People and the Environment- 7.4.7.B: Describe and explain the effects of people on the physical systems within regions. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson asks students to draw from what they have already learned and relate their research and problem solving skills to the assignment How will you determine if students have met the lesson objective? (Think assessment) Observations during class, questioning, and blog completion/content (rubric)

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Whole class lecture/tutorial and individual time on computer with teacher available for questions

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson : (Provide Standard number and statement) CC.8.6.6-8.E: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (PA Common Core) Interactions between People and the Environment- 7.4.7.B: Describe and explain the effects of people on the physical systems within regions. (PA Academic Standard) Lesson Objective(s) (Stated in observable and measurable terms) Students will research possible economic, social, or environmental threats to the federal lands in America. Students will write a response to the posed blogging prompt including information from their research and personal thoughts and ideas.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will be graded using the attached rubric. Teacher will assess success of blogging posts based on completed answers and student participation in blogging conversation

Materials: Each student will need a computer with Internet access

Inclusion Techniques for Students with Special Needs: Inclusion students may need directions completed for them and given to them. Inclusion students may need an aide or partner to help them on the computer. Enrichment Techniques: Students can gain extra credit by posting comments on their classmates responses to the original blog post and effectively initiating a blog conversation about their solutions to the problems they identified

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Each student needs a computer and changes to the lesson for individuals will be made by the teacher based on the teachers discretion or the special education/IEP teacher

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Review the last assignment students completed on the Weebly site (physical geography of the location) and discuss any troubles/success anyone might have had with this assignment.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

Transition student thinking to this week by explaining that each park or location is possibly at risk from any number of threats. Ask the class what they think these threats may be? What are some things that threaten the physical environment

of protected land? What might be some governmental or political threats to a place or institution? What about the impact people have on the environment? (Answers: NPS faces federal budget cutsland is threatened by climate change and human pollutionpeople may be losing interest in these places as technology and convenience of life continue to increase, etc.) Introduce the blogging assignment. Mention that the threats we just discussed and took notes on will not be posted again anywhere else so be sure to have them in your notes. Explain the rules/directions for the blog assignment: must mention one threat (using the links provided-cite link), must include your solution to that threat, must be at least 5 sentences long, must respond to at least 2 classmates posts (more for extra credit), must be school/class appropriate. Take students to computer lab (or pass out mobile laptops) and allow them to login and begin working on this assignment. This is the time they will have in class to ask any questions about how to complete the assignment The initial blog post will be due on Wednesday and the responses will be due by class next Monday (1 week). Let students know when there is only five minutes left in class so they can save, log off, and put the computers back and pack up.

Guided Practice/Independent Practice/Assessment Activities Rubric- to be presented to students (viewable on weebly) beforehand so they know exactly what is expected of them

Closure: The initial blog post will be due on Wednesday and the responses will be due by class next Monday (1 week).