STRUCTURED DISCOVERY INSTRUCTION (INDIRECT INSTRUCTION) LESSON PLAN GUIDE AND TEMPLATE (Use the bulleted information provided

to write your lesson plan. Replace the bulleted text in each section below with your text. Your text should be written in complete sentences, so be sure the bullets are deleted also. Numbers in parentheses show the point value for each section of the lesson. Please do not change/delete any of the information in the left-hand column. You may delete these instructions on each lesson plan.) Name: Lesson #: Lesson Title: rd Grade Level/Subject: 3 grade Science Topic Pollination NCES/CCSS Standard and 3.L.2.2 Explain how environmental conditions determine how well Objective (1) plants survive and grow. 3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Revised Blooms level of Give the level of thinking for the primary objective and the kind of thinking/type of knowledge (1) knowledge according to the Revised Blooms Taxonomy. Behavioral Objective (2) Students need to be able to work in groups or pairs. Be able to work on the computer and stay on task Objective Rationale (1) Students need to understand the importance of bee pollination as it relates to the plant life cycle. Gaining understanding of this concept in the context of the plant world is valuable for students as they continue to build a deeper conceptual understanding of how this process is applied to other living organisms. Prerequisite Knowledge and How to research information on Internet, how to create Skills (1) brochure using Word or Publisher, and how to lead discussion with classmates Key Terms and Vocabulary (1) Pollinate, plant life cycle, living organisms Content and Strategies Instructional Strategies Engage (prepares students Students will be asked to share what they have Making sure the class is for the lesson) (2) learned about plant life cycle. Create a bubble paying attention to the video being shown because map to record their answers. Show various we will be sharing after the video clips from You Tube or Teacher Tube. Prompt students what to listen for as they view video is over. videos. Ask students to share what information they gained from viewing Write websites that the Explore (Students get the In the computer lab, students will be divided students are able to go to content in this section of the into groups of four and will research bee on the board. Give them lesson in a student-centered pollination using bookmarked web sites or the scavenger hunt paper manner.) (3) Google. Students will use teacher-created scavenger hunt to guide them in their research. that includes what they need to find and give them Each student in the group will be given a an example to start with. specific area to research relative to bee pollination. Explain (Students debrief what they have learned in Explore. This helps them to process the information and make meaning out of it for themselves.) (3)
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After research is complete, allow student groups to explain and share information within their group. Students should use scavenger hunt notes to guide their discussion. Student groups should determine how and why bees should be protected and how people should be encouraged to protect the bee

Make sure they are discussing things about the project and not just talking.

Elaborate (Provides an opportunity for students to be engaged in studentcentered, inquiry-driven application activities that allow them to use higher order thinking skills.) (3)

population. Student groups should reach consensus for conclusions and explain to teacher Using Word or Publisher, student groups will create a brochure to accurately explain bee pollination. In addition, the brochure should persuade someone to protect and encourage bee pollination. Provide both written and verbal directions. For this cooperative learning activity, each student in group will be given specific responsibility for creating brochure (organization/layout, text, clip art, reviewer, reporter, etc.). Approved brochures will be printed. Student groups will present brochures to class and lead discussion of their findings. Close lesson with recapping importance of bee pollination and relation to life cycle of plants.

(Lesson closing) Evaluate (How will you Formative: assess students learning so I will question students on what they already know, what they are that you can determine if observing and how they are connecting this knowledge to make they met the objective of the predictions. lesson?) (3)

Summative

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1)

Students will create a brochure to meet the following criteria: Mastery Colorful and organized brochure created in Word or Publisher Three (3) accurate facts related to bee pollination Catchy, persuasive slogan/message Students groups cooperative Partial Mastery Brochure created in Word or Publisher Two (2) accurate facts related to bee pollination Slogan/message Students groups somewhat cooperative Non-Mastery Brochure not created in Word or Publisher One (1) accurate fact related to bee pollination No slogan/message Students groups not cooperative Videos, computer, and brochure for visual learners Videos and discussions for auditory learners Hands-on activity and computer for hands on learners Computers, printer paper, pencils/pens/markers, list of things they must find information on the internet about pollination and the plant lifecycle

21st Century Skills (must be in three lessons)

Technology- Students need to know how to be able to a computer. There

are many different areas that computer skills are needed in the present for the students and also in the future. Team Work Being able to work in a group and communicate with others is an important role in life. In all jobs people are required to work with others in some aspect. It may be just a few people or may be a lot they are required to work with. Either way, working together is very important.

Global Awareness (must be in two lessons) Culturally Responsive Teaching (must be in three
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It can help the students be more aware of what is around them. If you have students of different cultural backgrounds they can search for flowers that are native to their country and puts those pictures on

their project. lessons) Overall alignment in the lesson (2) The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not. Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

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