Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

Lesson Plan Guide
Teacher Candidate:
Augustus Gatlin
Grade and Topic:
4th grade science
Mentor Teacher:
Dr. Weaver
Date: 2/3/15
Length of Lesson: 50 mins. For one day
School: University of Memphis
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The analyzing of the great lakes is part of a unit covering the science of natural landmarks within the Americas.
Natural landmark efficacy requires understanding of purpose of names, Surface area and maximum depth,
visual image, natural predation and location.
LESSON OBJECTIVE:
Given an article about the great lakes, TLW discuss what they have learned, from the article, with the teacher. Afterwards,
given a computer, with Microsoft word, TLW create a 6 x 6 table chart on Microsoft word with the information of the
great lakes, as stated above, and will assess their knowledge of the information through the chart and presenting them to
the class with a score of nine out of twelve on the rubric.
STANDARDS ADDRESSED:
Analyze how an increase or decrease in competition or predation affects an ecosystem.
Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher
support.
MATERIALS:
Materials: current article about the great lakes, a computer for every child with the latest Microsoft office
software, and Internet access.
The students will receive one copy for every child of an article from the Chicago Tribune:
http://articles.chicagotribune.com/2012-02-01/opinion/ct-perspec-0201-lakes-20120201_1_invasivespecies-chicago-area-waterway-system-great-lakes-commission and they will use Microsoft word for the
creation of their table chart, and the websites for the great lakes information that they will use are:
http://www.epa.gov/greatlakes/lakestats.html & http://www.livescience.com/29312-great-lakes.html.
BACKGROUND and RATIONALE:
Students will demonstrate knowledge of great lakes by researching the purpose of names, Surface area and max.
Depth, visual image, natural predation and location of each lake, and place the research in an organized 6 x 6
Microsoft word table. Students will also improve public speaking skills by presenting the research that they
have within their table to the class.
Academic language will be addressed in IDT 3600.
The lesson will connect with future lessons and will be a foundation to other lessons about lakes within the
Americas.
I plan to use the great lakes as a foundation for other lessons. First I will start with the great lakes, afterwards, I
will move on to lakes and rivers within other states, i.e. the Mississippi River.
Lessons will be modified to meet the needs of my students.
PROCEDURES AND TIMELINE:
Introduction: What will you do to help the students become focused or motivated to learn in this teaching
segment?
Begin by bring a globe ball and establish that whoever has the globe ball gets to standup and speak.
Ask the children what knowledge they already have of the great lakes, and pass the ball around to observe
what they know. (To avoid chaos, children will pass the ball to the next student with the teachers instruction.)
Give each student a copy of the article about the great lakes found on http://articles.chicagotribune.com/201202-01/opinion/ct-perspec-0201-lakes-20120201_1_invasive-species-chicago-area-waterway-system-greatlakes-commission and inform them that for today they will be gathering information, making a table chart,
and presenting information about the great lakes for their understanding.
Procedures:
*Lessons will be modified to meet the needs of my students.
Prior to the Computer (10 mins.)
Teacher Procedures
1) After the introduction, read through the article
with the students, afterwards, pass the globe
ball around and ask students what they have
learned from the article.
At the Computer (33 mins.)

Teaching Procedures
1) Have students open both MS Word and an
Internet browser
Student Procedures
1) After the introduction, students will read along
with the teacher about the article from the
Chicago Tribute website, and present their
understanding of the article by receiving the
globe ball and speaking about what they have
just read and listened to.
Student Procedures
1. Open MS Word and an Internet browser
2) Direct students to the great lakes

information websites with separate tabs for
each URL.
(http://www.epa.gov/greatlakes/lakestats.html
& http://www.livescience.com/29312-greatlakes.html.)
3) Inform the students that everything that they
will need for the assignment is on the links that
was given. Afterwards, direct the children to
use the landscape setting and create a 6 x 6
table chart on MS word.
2. Go to Internet browser and type within the URL

http://www.epa.gov/greatlakes/lakestats.html
4) Monitor and assist as needed
5. Title the chart properly and enter the information

accordingly: purpose of names, Surface area and
within one tab and

http://www.livescience.com/29312-greatlakes.html within another tab.
3. Using the landscape setting, create a 6 x 6 table chart
using MS word
4. Read the information found on
http://www.epa.gov/greatlakes/lakestats.html &
http://www.livescience.com/29312-greatlakes.html
max. Depth, visual image, natural predation and
location.
6. Once the information for the other areas, with the
exception of visual image, has been found and
recorded, then research images of each lake and copy
and paste into the chart accordingly.
7. When chart is complete, check for spelling and
grammatical errors.
8. Print a copy of the MS document.
After the Computer (8 mins.)

Teaching Procedures
1) Choose four students, one for each lake, to
present to the class their findings of their
favorite great lake.
Student Procedures
1. Come and reflect on the knowledge that was just
gained by presenting findings of favorite lake.
Closure: Students will volunteer to share their Great lake research reflections in front of the class. At the end of class,
the teacher collects reflections, checks for assignment submissions, and discusses the importance of this lesson relating to
future lessons of other lakes and rivers within the Americas.
ASSESSMENT EVIDENCE:
Criteria
Information
0-1
The information
given is not
accurate at all
about the facts
concerning the
great lakes.
2
The information given
has a low accuracy
level of the information
about the great lakes.
3
The information given
has a high accuracy
level of the information
about the great lakes.
4
The information given is
100% percent accurate
with the information about
the great lakes, received
from the websites given.
The rationale for
The rationale for
The rationale for
The rationale for all of
one or none
at least two of the
at least three of the
the chosen graphics
of the chosen
chosen graphics
demonstrates
chosen graphics
demonstrates
demonstrates
an appropriate
an appropriate
representation of the
Concept
Concept
Contains major spelling

and grammatical errors
Few minor spelling and

grammatical errors
Visual image
graphics
an appropriate
demonstrates an
appropriate
Concept
representation of
The concept.
Spelling and
grammatical errors
Consistent with
major spelling and
grammatical errors
throughout the
table chart.
No spelling and
grammatical errors
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.

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Lesson Plan Guide

Grade and Topic:

4th grade science

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

At the Computer (33 mins.)

1. Open MS Word and an Internet browser

2) Direct students to the great lakes

2. Go to Internet browser and type within the URL

4) Monitor and assist as needed

5. Title the chart properly and enter the information

within one tab and

After the Computer (8 mins.)

The rationale for

The rationale for

The rationale for

The rationale for all of

at least two of the

at least three of the

the chosen graphics

Contains major spelling

Few minor spelling and

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