DIRECT INSTRUCTION LESSON PLAN

ELED 3110

Name: Kayla Parton

Initial Planning
Grade Level/Subject: 3rd Grade Science incorporating Language Arts Topic: Soil
NCSCOS Content Standard and Objective / 2.01 Observe and Describe the properties of soil:
·  Color.
·  Texture.
·  Capacity to hold water.
2.04 Indentify the basic components of soil:
·  Sand.
·  Clay.
·  Humus.
NCSCOS Computer/Technology Skills Objective / 3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories. (4)
Instructional Objective / Following a lesson on the properties and components of soil, students will be divided into small groups and be given a cup of soil to describe by making a Haiku poem. Students will take pictures of their soil to attach to their final poem. Students will use word processing to type their final draft poems. Students will present their poems in front of the class with their groups.
Objective Rationale / Students need to understand the very basic properties and components of soil. This understanding is essential for comprehension of plant growth and plant decay. Soil is a building block in the study of science for latter topics of plant growth, plant decay, soil absorption, and composting.
Prerequisite Knowledge and Skills / Students should know how to make simple Haiku poems. Students should know how to describe objects using descriptive adjectives. Students should know what syllables are and how to count how many are in a word. Students should be able to cooperatively work in small groups. Students should know how to use a Polaroid camera. Students should have basic knowledge of word processing.
Key Terms and Vocabulary / Humus, component, property, soil
Materials / Polaroid camera, blank computer paper, individualized clear mini cups, soils from different environments, computers with word processing.
Resources / Adapted lesson plan from:
Smith , Karen. "Savvy Soil." Learn NC. 4 Apr 2008 http://www.learnnc.org/lessons/KarenPSmith5232002051.
Content and Strategies
(Include the use of technology by the teacher and by the student.)
Lesson Introduction
Focus/Review / Start by reading a Haiku poem about soil. Ask the students: What do you think the subject or inspiration for the Haiku is? Why? What do you already know about soil? How would you describe soil? Where is soil found?
Objective (as stated for students) / Today, you are going to learn about soil! You will learn the properties and basic components of soil. Then, you will learn how to use adjectives to describe the soils that I give you. You will then create a Haiku poem and take a picture of your soil to display with your poem.
Lesson Development
Teacher Input (includes modeling and checks for understanding) / Explain to students that scientists describe and identify soils by their properties and components. Properties of soil are color, texture, and the capacity to hold water. Show students examples of the soil properties, meaning show students examples of soils that are different colors, different textures, and show how some soils hold more water than others. Pass examples around the classroom in order to give students an example to look at them up close. Write on the whiteboard/chalkboard/or overhead the 3 soil properties. (CFU)Ask students to verbally give an example of each of the soil properties. Explain to the students the basic components of soil. The basic components are sand clay and humus. Show the students examples of sand, clay, and humus, then pass them around so that the entire class might see. Write on the whiteboard/chalkboard/or overhead the 3 basic components of soil. (CFU)Ask students to verbally give an example of each soil component.
Lesson Implementation
Guided Practice / Lead the class in making a list of adjectives to describe a given type of soil using the properties and components of the given soil. Write the words on the board. Review with the class how to make a Haiku poem. A Haiku is a 3 lined poem. The 1st line has 5 syllables, the 2nd line contains 7 syllables, and the 3rd line has 5 syllables. Ask the class to give a word or adjective that describes the given soil. Lead the class to discover how many syllables are in the words by using the chin method or by clapping when speaking the word. Repeat the process until the Haiku example is complete.
Independent Practice / Divide the class into small groups. Pass out blank sheets of computer paper and soil in cups. Instruct the students not to touch their materials until all instructions have been given. Say to students, “Now it’s your turn to make your own Haiku! I have given each group a different cup of soil to describe in your Haiku. Each person in your group is responsible for creating and suggesting one word to make your Haiku poem. Once you have made a list words for your Haiku, test them together, as a group using one of the methods that we used earlier as a class. (PID-Modalities: By using the clapping or chin method to sound out the syllables in a word, it incorporates auditory and bodily kinesthetic learners.) Then, one person in your group needs to type the Haiku on word processing. Then print the Haiku out. Once your group is completely finished with your Haiku raise your and I will come to your group and let one person in your group take a picture of your soil using the Polaroid camera. Once all the groups have finished their Haiku’s and pictures, each group will present their Haiku to the class by reading them aloud!” (PID- Rates of completion: For those students in a group who finish early, they will be given the task of decorating their Haiku paper (adding clip art, changing fonts, ect.), they may also clean up their station.
Closure / Instruct students to hand in their Haikus. Direct students to clean up and return to their seats. Allow each group to come to the front and show the picture of their soil and read their Haiku. After all the groups have presented, ask the class to name the 3 soil properties and the 3 basic components of soil. Praise and commend the students for working cooperatively in groups together and for their efforts on their Haikus.
Lesson Evaluation
Assessment / Students will be assessed by using a rubric based upon the written content of their Haiku poems. Each of the poems should be typed using word processing. The poems should structurally have three lines, consisting of a 5 syllables on lines one and three and 7 syllables on line two, and have a title. The words in the poem should be nouns and adjectives describing the properties and components of their specific soil. Students should have attached a Polaroid picture of their soil to their poem.
Plans for Individual Differences / PID-Modalities: By using the clapping or chin method to sound out the syllables in a word, it incorporates auditory and bodily kinesthetic learners.
PID- Rates of completion: For those students in a group who finish early, they will be given the task of decorating their Haiku paper (adding clip art, changing fonts, ect.), they may also clean up their station.
Justification/purpose for use of technology / The purpose of students using word processing is to enhance their typing skills, and to promote professional looking work.