Developmental Lesson Plan
Teacher Candidate: Liz Coover Date: April 24th
Group Size: class 25 students Allotted Time: 50 min. Grade Level: 2nd
Subject or Topic: Lesson #5 Conservation
Common Core/PA Standard(s):
4.5.2.C Identify how people can reduce pollution.
4.1.2.A Describe how a plant or an animal is dependent on living and nonliving things in an
aquatic habitat
Learning Targets/Objectives: three part
The second grade students will identify how we can reduce pollution and how animals depend
on it by taking part in a conservation demonstration.
Assessment Approaches: Evidence:
1. class discussions/ post it note activity 1.observational
2. Aquatic Animal Mural 2.Turn in mural and graded off rubric
…. …
Assessment Scale: (rubric below in resources)
Subject Matter/Content: don’t write anything after this just a heading
Prerequisites:
● have an understanding for what animals are
● information about local bodies of water and oceans from previous lessons
● information about fish and water reptiles that we talked about including the vocab word
cold-blooded
● knows how to use technology in a safe manner (google applications)
Key Vocabulary:
● Conservation: a careful preservation and protection of something especially : planned
management of a natural resource to prevent exploitation, pollution, destruction, or
neglect
Content/Facts:
● Mistaken for other animals and killed (ex: northern water snakes are often mistaken for
water-moccasins
● Bright lights, noise hurts animals (turtles get confused)
● Fishing nets, boat propellers, and trash hurt fish
● Oil, chemicals, sewage pollutes the water
● Catch and release instead of always keeping
Introduction/Activating/Launch Strategies:
● Good Morning Scientists! Yesterday I asked you all to think about ways we can
conserve the animals we've talked about in our unit, but does anyone know what
conservation means?
● Students will write down what they think the definition of conservation is on a sticky
note and post it anonymously on the board.
● The teacher will read out the different definitions all the students posted. Then ask
“After reading all of those ideas, does anyone have a definition they would like to share
with the class that may be different after hearing our friends' responses?” (call on a few
students)
Development/Teaching Approaches
● Ok scientists, you all shared your idea of what the word conservation means.
Conservation is a careful preservation and protection of something especially : planned
management of a natural resource to prevent exploitation, pollution, destruction, or
neglect.
● In our unit, when we talk about conservation we are talking about keeping the water
clean for the animals we've talked about and keep the animals safe or protected. There
are a lot of things that can harm our water and aquatic animals. Have students take out
a pen and paper to take notes.
● Oil, chemicals, and sewage pollutes the water. Bright lights, noise hurts animals (turtles
get confused). Fishing nets, boat propellers, and trash hurt fish. Some animals are
mistaken for other dangerous animals and killed because of it (common water snakes
are mistaken for water moccasins which are venomous)
● We as scientists and citizens of the community can pick up trash, recycle, look
carefully at animals, and catch and release when fishing to help reduce pollution AND
conserve our waters and aquatic animals.
● We are now going to complete a water conservation demonstration to help us see what
pollution can do to the water.
● Teacher will fill a large bowl with regular clean tap water “This is what our local
bodies of water should look like.” Teacher will then add trash “This is what happens
when you throw your trash on the ground. It makes its way to the water.” Teacher then
adds oil and blue food dye. “Some companies dump harmful chemicals and oil into the
water.” Teacher will add sticks, leaves, and rocks. Teacher then adds a piece of fishing
net and shines a flashlight into the water. “Now look at this water. Does it look clean
and safe for our aquatic animals to live in? Does it look safe to drink? No” Teacher
hands each student tongs or other tools like spoons, forks, etc. Teacher asks each
student to take out everything they put in (trash, oil, everything) Teacher then explains
that some things once added can’t be taken out of the water like oil, chemicals, light.
“We have to be careful and make sure that we are helping not harming our water and
animals.”
● Okay, scientists, we just finished talking about the importance of keeping our waters
and animals safe. Now we are going to share all the important information with others
about everything we learned about this unit. We are going to create an Aquatic Animal
Mural.
● Please take out all of the foldables, inquiry sheets, notepages, and animal journals that
we have used this unit. You will be using all of our notes to help you with this project.
● Teacher will talk to students about the assignment/ rubric. Students of our murals will
have one local body of water pictured and labeled, at least two animals and two things
they depend on will be labeled, and one way of conservation will be labeled. Please
take your time and be creative. There are poster boards, art supplies, and you have
computer access. After you finish creating your mural you will write a paragraph with
an introduction and concluding sentence. Your paragraph will have your local body of
water and why it is that body of water, The two animals and the two things they depend
on will be written. Lastly your one method of conservation will be written.
● Teacher will write bullet points on board for what is needed on the assignment to get
full points. (See where students are at, may extend mural into the next day)
Closure/Summarizing Strategies:
Students will walk around for an art gallery walk. All of the murals will be hanging or on the
screen. Students will take the time to look at each piece. The class will come back together and
share a good thing they saw for each mural.
Accommodations/Differentiation:Allow ELA student to write all labels of their mural in their
native language
Materials/Resources:
● Lined paper
● Pencil
● Variety of art supplies (crayons, colored pencils, markers, tissue paper, glue)
● Poster board
● Computers
● Bowl, tongs, forks, spoons
● water, rocks, leaves, food dye, sticks
● trash, fish net, flashlight
Conservation information
Cousteau, P., Hopkinson, D., & So, M. (2016). Follow the moon home : A tale of one idea,
twenty kids, and a hundred sea turtles.
Rubric
Conservation for water snake fact
https://www.nwf.org/Educational-Resources/Wildlife-Guide/Reptiles/Northern-Water-Snake
Conservation activity
(I came up with a few years ago teaching pollution at a summer camp)
Conservation definition
https://kids.britannica.com/kids/search/dictionary?query=conservation&_ga=2.107956928.338
437190.1605551246-565893488.1601398678
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
1) How was my pacing?
2) Was my assessment authentic and engaging for students?
Additional reflection/thoughts
