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Direct Instruction Lesson Plan Template

Direct Instruction Lesson Plan Template

Grade Level/Subject:

Central Focus:

3 rd Grade/ Integrated Science & Social Studies

Plants and their importance in our community.

Essential Standard/Common Core Objective:

 

3.L.2- Understand how plants survive in their environments.

o

3.L.2.2 Explain how environmental

conditions determine how well plants

Date taught: March 23,

survive and grow

2017

3.E.2- Understand entrepreneurship in a

market economy. 3.C&G.2- Understand how citizens participate in their communities.

Daily Lesson Objective:

 

The students will be able to explain why it is important for citizens to

participate in their community (specifically in a market place for buying and selling goods) and analyze the need for plant survival in a variety of environmental conditions.

21 st Century Skills:

Academic Language Demand (Language Function and

Compare, Describe, Analyze, Explain

• Critical Thinking and Problem Solving

Vocabulary):

Prior Knowledge:

Students have been introduced to the standard 3.L.2.1 (Remember the function of the following plant structures as it relates to the survival of plants in their environments: roots, stems, leaves, flowers). They have knowledge that in order for a plant to survive, it needs all of the components to be in working order and doing what they should be doing (absorb nutrients, provide support, synthesize food, and attract pollinators). Students should also have a general knowledge of economics and the need for a healthy market place for buying and selling of goods. Students have also been introduced to the five types of ecosystems: tundra, forest, aquatic, desert, grasslands.

Activity

Description of Activities and Setting

1. Focus and

Start by asking questions:

Review

Can anyone tell me the 4 components of a plant?

 

o

Roots, stems, leaves, flowers

Why do plants need roots?

 

o

To absorb nutrients

Time

 

And what happens if the root system is damaged?

o

The plant would probably die

Why do plants need stems?

o

To help hold it up.

Has anyone ever tried to drink something with a

broken straw? Was it hard? (anticipated response:

nodding) How does this apply to the stem of a plant?

Because the stem is like a straw for a plant. What happens if the stem is broken?

o

o

The plant will probably die.

Now, this one is tricky. Why do plants need leaves?

o

To make food for the plant

And what happens if the leaves can’t make food

for the plant? It starves and dies.

o

Lastly, why do plants need flowers? To invite pollinators which help the growth of

o

plants would most likely die.

future plants The goal of this question and answer session is to reiterate the importance of the plant components. The questioning is designed to start slow, but then become somewhat redundant for students to understand that if any of the components were not in working order the

  • 2. Statement of

The students will be able to explain why it is important for citizens to participate in their

conditions.

Objective for Student

community (specifically in a market place for buying and selling goods) and analyze the need

for plant survival in a variety of environmental

  • 3. Teacher Input

So, I want everyone to close your eyes. Help me imagine this. I am a farmer living in North Carolina (on a flood plain). I have a plot of land (the size of the Carolina Panthers Stadium). It’s huge. Now, imagine this I planted 5 rows of tomato plants, 10 rows of corn, 3 rows of lettuce, and 2 rows of sunflowers. Okay now open your eyes. Did you picture all of the plants in the garden? What do they all have in common? (They come from a seed; they need

water, soil, and sunlight to grow.) Now, close your eyes

   

again.

I need all of my plants to survive in order for me

 

to sell them at the Farmer’s Market on Saturday and Sunday. That’s my source of revenue. Uh oh! It starts pouring rain on Tuesday and doesn’t stop until Thursday. It has rained four inches and flooded my garden. On Friday, I went out to check on my crops. Now, I only have 2 rows of tomato plants, 6 rows of corn, 0 rows of lettuce, and half of a row of sunflowers. I was fully reliant on all of my crops surviving in order for me to make

money. What am I going to do?

   

Now, turn and talk to your neighbor sitting on your left. Devise a plan to help me plan for a better garden for the next year. Draw a layout of what your design would be

4.

Guided Practice

for a garden that could withstand a variety of conditions. When should I start planting my crops? What crops do you think I should avoid based off my story? What could I

 

do differently in regards to how my garden looks?

   

Students will be given an ecosystem. With their ecosystem in mind, they will begin to brainstorm what their market would consist of. They have to explain what

5.

Independent

would be sold in their ecosystem and how it would be a

raised in their ecosystem.

Practice

good source of revenue. They would justify their market

and the goods that would be sold within it. They can use their Chromebooks to look up items that are grown or

6.

Assessment

 

Walk around during their writing time for students to ask questions

Methods of

and for me to check on their progress (to make sure they’re on

 
 

all

task and that they understand what is being asked of them).

 

objectives/skills:

 
   

Students will be placed in groups of 5 (one student of each ecosystem). They will teach their classmates about their ecosystem and what they would sell in a market from the items they were able to grow. Then, we will

 

7.

Closure

regroup as a class and I will ask one student from each ecosystem to explain what they would grow and sell. I would write down the students sellable goods on the board and we would discuss what wouldn’t be a good

 

item to sell depending on the ecosystem.

8.

Assessment

 

Most of the students remained on task and completed their

 

Results of

independent practice in due time. Some of the students needed to

 

all

 

objectives/skills:

 

Targeted Students Modifications/Accommodations:

 

A majority of the students (except one) are ESL students or ELL students. I will stop during my story for time to translate the story to the Spanish speaking students. I will also allot more time for questions in order to ensure a strong understanding of what is being asked of them.

 

Materials/Technology:

Paper from notebooks Chromebooks Whiteboard and markers Possible maps

References:

 

be reminded to complete their required task.

Student/Small Group Modifications/Accommodations:

Reflection on lesson: I thought the lesson went pretty well. It was really hard to find an activity for the students to do that would incorporate the lesson. If I had more time, I would have made this into a unit plan and at the end of the unit I would have the students create communities. The class would be divided into 4 groups. The students would have to brainstorm what they would have in their community and explain the importance of what is within. Then, the class would have a debate over their communities and why they are the best community in regards to essentials and needs (providing the best with what they have). They have to have a market place and other essential resources in order to be deemed a viable community. It was also really hard to integrate this lesson with the small amount of time that I had due to the fact that the class was already done with their Social Studies unit. It was also really hard to have it as a direct lesson plan instead of an indirect lesson plan.