Lesson Planning Form for Differentiating Instruction Education 305

Teacher Rebekah Wissink and Courtney Gruner Grade level and theme: 3rd Grade Michigan Studies I. Objectives What is the main focus of this lesson? The main focus of this lesson is to have the students share information with their classmates about their research they have done on their specific natural resource throughout the course of the unit. How does this lesson tie in to your Big Idea This lesson ties into our Big Idea because it is a presentation on the natural resources around the whole state of Michigan. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. Indicate themes addressed in thread (ex-Geography-human environment interaction) 1) Students will be able to appropriately and accurately present their research project about the Michigan natural resource that they have been working on throughout the unit. 3 - W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information. 3 - L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings 3 - S.DS.03.04 plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reecting a variety of resources; and varying the pace for effect. Thread/Crossover: All

II. Before you start

Prerequisite knowledge and skills.

How to give a good presentation - clear voice, eye contact, and pace (give time to students prior to final presentation to practice) How to work any technology they will need for presentation (ELMO) How to work in a group and divide up tasks within group 1. Presentation: Students will be graded on their final presentation - both the oral part and their lapbook or poster by the use of a rubric. 2. Questions/Discussion: After each presentation there will be a time of questions and discussion to check comprehension of audience. 3. Tour Guide Booklet: Students have to fill out a Tour Guide booklet during other groups presentations that is a summery of the main point of each presentation. Students should provide a list of vocabulary that they learned when researching their natural resource. Teacher will then compile these vocabulary words and put them in a glossary at the end of the the Tour Guide Booklets before the presentations. Folders Posters Construction/cardstock paper (craft supplies in general: glue, scissors, tape, etc) Assessment rubrics for each student Tour Guide Booklets (for each student) Classroom will be set up so that students can give their presentations at the front of the room with chairs/desks arranged to watch the presentation. Have extra chairs in the back of the classroom and invite parents!

Assessment (formative and summative)

Key vocabulary for this lesson

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

III. The Plan Time Parts Motivation (Opening/ Introduction/ Engagement)

2-4 Day Lesson (for preparation and presentation)

The description of (script for) the lesson, wherein you describe teacher activities and student activities Students will get into their resource research groups and make a poster or lapbook to present the information they learned about their natural resource. They will be given a blank rubric with the following requirements that their final presentation must have: Map of Michigan with natural resources located and their particular resource highlighted in some way Listing of the main uses of their natural resource Information from their ISP chart telling of the history of their natural resource and how its use has changed throughout time. Name and information about the Native American tribe that lived by and used their natural resource Information from the T-Chart of the 5 themes of geography organized to pertain to their natural resource Timeline of the history of their natural resource - how it changed through time due to inventions, economy, etc. Graphs of the cost or use of their natural resource over the years - to be compared with their timeline. Copy of their bill to protect their natural resource Once their presentations are complete give them a class period to practice how they want to present it to the class (and parents!) For the final presentation day, students will give a 5-10 minute presentation on their researched Michigan natural resource. As each group presents, the teacher will fill out the rubric for the oral group presentation. The teacher will also have filled out a rubric earlier by simply looking at the lapbooks and posters to see if they meet the criteria noted above. As each group presents, the other students will fill out their Tour Guide Booklets **The Tour Guide booklets are a way for the listening students to stay focused and learn about other resources that they didn not research. The example sheet provided would be printed off 6 times and then formed into a booklet. (The teacher can also add in a Glossary at the back that lists the Vocabulary words and their definitions that the groups provided the teacher with earlier.) After each group presents, allow at least 2-5 minutes for questions and discussion. Have students journal about what they liked and learned throughout this unit. (Have them pick one thing that stuck out to them if they have trouble getting started.)

Development

Closure