Name Maggie Deal

Class ELED 3221

Date 2/21/2018

Indirect Instruction Lesson Plan Template

Humans and Changing Habitats
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Central Focus/Big Idea: Ecosystems

Subject of this lesson: Various ways that humans adapt to changing habitats.

Grade Level: 4th grade

NC Essential Standard(s): 4.L.1.3: Explain how humans can adapt their behavior to live in
changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to
prevent flooding and erosion).

21st Century Skills:

Creativity and Innovation: Outcome for 8th grade: students will be able to describe how science
and engineering involve a creative process that include formulating explanations.
Social and Cross-Cultural Skills: Outcome for 8th grade: students will be able to structure
scientific discussions that allow for different opinions and perspectives. When the students are
sharing their posters, they will be observing different perspectives that their class mates have on
the environment and the preservation of the environment.

Academic Language Demand

 Students will be able to explain how human behavior impacts the ecosystem and humans
adapt to changing habitats.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

 Scientific Vocabulary:
o Ecosystem, Habitat, Preserve/Preservation, Persuade
Instructional Objective:

Students will independently create a poster from the perspective of an animal persuading humans
to preserve their habitat. Students are expected to earn 10 out of 12 possible points. Grading will
be done based on the attached rubric.

Prior Knowledge (student):

Students must know what an ecosystem is as well as what a habitat is. Students must know that
organisms in a habitat interact with other organisms and with humans.
Content Knowledge (teacher):
The teacher will need to know what an ecosystem is as well as what a habitat is. The teacher will
need to know how humans interact with their habitat and how they adapt to changes in an
environment. The teacher should also know what effects humans have on their ecosystems. The
teacher should also know how humans can adapt their behaviors to preserve their ecosystems.

Accommodations for special needs

I will check in on the ELL students more frequently and read any directions to them. One student
requires a behavior chart. I will fill out his behavior chart is as appropriate during the lesson.

Materials and Technology requirements: You need to be specific with the amount of stuff you
will need.

The teacher will need the computer and the smartboard to show the reading of The Great Kapok
Tree to the class. The provided PowerPoint will also be used. The students will need poster paper
and crayons, markers, and/or colored pencils to make the posters.

Total Estimated Time: 50 minutes

Source of lesson: The PowerPoint with the read aloud and the activity slide were provided to me
by the classroom teacher.

Safety considerations: Students will be reminded of basic classroom rules and will be told that
if they are using scissors for their posters that they will need to use them sitting down at their
desk.
 Content and Strategies (Procedure)

Engage:
To engage the students, I will ask the following questions to begin a short class discussion:
- Do you know how humans interact with the ecosystem?
- Does anyone already know of ways that we can preserve our ecosystem?

Explore:
The students will watch the read aloud of The Great Kapok Tree by Lynne Cherry. This book
explains the consequences of the main characters choice of wanting to cut down a tree and
explores all of the consequences for each of the animals that reside in the forest. I will ask the
students to pay close attention to what is happening in the story and notice how each animal
depends on the forest so we can talk about their similarities and differences.

Explanation:
I will recap the reading of The Great Kapok Tree.
Questions to ask to facilitate a classroom discussion:
- What effects do humans have on their ecosystems?
- What would happen to the animals in the story if the man had cut down the Kapok tree?
- Name one animal either from the story or that you see every day and explain how they depend
on/use trees.

Elaborate:
Questions that can be asked:
- What are some things that humans can do to preserve the habitat of the animals?
- What are some things that an animal could persuade a human to do?

The students will independently create a poster that persuades humans to preserve their habitat.
The poster should include both pictures and writing.
If students finish their activity early they will write about how other animals would also benefit
from things that humans can do to preserve the environment like recycling, preserving water, and
carpooling.
If time allows, students can share their posters with a partner before turning them in.

Evaluate:
For a formative assessment, I will pay attention and make observations about what the students
are saying during discussion time.
For a summative assessment, the students will create a poster. The students will create a poster
from the perspective of an animal persuading humans to protect their habitat.
The following rubric will be used to assess student learning.
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson

CT signature/confirmation: _________________________________ Date: ________________