Better Community, Better Life: Teachers' Lesson Plan Competition Template
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Lesson plan title*: Angels of the Wetland Better Community – Better Life theme*:Theme 5---Environment and Community Curriculum area*: science, ICT Suggested cross-curriculum links: language art—giving a talk in public Suggested level / age*: Grade 4-6 （9-12 Lesson length*: 440 minutes years old） Learning objectives*: 1. to build up the complete concept of plants and the environment 2. to understand the interaction between plants and surroundings 3. to have a brief understanding of the ecosystem 4. to apply mind-mapping to the learning of science 5. to show great concern toward the community and tell the young graders to cherish our living environment Links to previous learning / curriculum fit: 1. the basics of creatures in the sea 2. the structure and function of plants 3. the classification of plants 4. environment factors that affect the growing of plants Resources*: http://www.wetland.org.tw/ （Wetlands in Taiwan） http://wetland.nmmba.gov.tw/index.htm （Wonderful Wetland, by National Museum of Marine Biology and Aquarium, Taiwan） http://www.wet.org.tw/ (Taiwan Wetland Society)
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
http://163.27.59.23/yang/modules/tadnews/index.php?ncsn=2&?tid=2 (Student-made ecological stories) http://163.27.59.23/yang/modules/tad_player/?tid=4 (Teacher-made ecological film) the Little Tree News) Grade 5 science textbook and workbook published by Nan I Book. Co. Starter / Introduction Timing 60 minutes
Groupings individual
Activity Wetland in the Campus 1. Students (Ss) find one of their favourite animals or plants from the wetland in campus 2. Ss look closely at its characteristics and name it
groups
3. Ss sit in groups and get a notebook to draw the mind map 4. Ss draw the animal/plant they chose 5. Ss look closer at the relationship between the other animals/plants and their environment 6. Ss choose a name for the animal/plant they chose 7. Ss write down their findings on the worksheet Main activities*
Timing 80 minutes
Groupings
Activity Activity 1: Plant Life and Wetland (self-made PPT)
pairs
1. Ss share their drawings with one another and discuss what they have found
whole class
2. Teacher (T) talks about “wetland” by using Teacher-made PPT. The content Ss will learn includes: （1）what is “wetland” （2）types of wetland （3）plants found in wetland in the campus （4）animals found in wetland in the campus
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（5）the relationship between human and wetland in the campus
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3. Ss discuss in groups and fill in the answers on the worksheet whole class
4. T and Ss read through the questions on the worksheet and have a discussion 5. T and Ss post their drawings and observation records on the bulletin board Activity 2: Drawing the Mind Map of Wetlands
120 minutes individual
1. Ss surf on the Internet in the ICT Room and look for the key points below: (1) types of wetlands (2) animals in the wetlands (3) plants in the wetlands (4) the relationship between wetlands and human lives (5) appropriate ways of protecting and utilizing Wetlands
groups
2. Ss surf on the Internet and draw their mind maps of wetlands in groups 3. T walks around the classroom, giving necessary help or support 4. Special notes for Teacher: (1) encouraging Ss to look for wetlands inside/outside the campus, near their house (2) encouraging Ss to think and talk about the functions of wetlands inside the campus (3) encouraging Ss to talk about the lives and death of wetlands in Taiwan (4) encouraging Ss to look closer at the wetland animals/plants found in the campus so that
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they can make the observation in great detail groups
5. Every group takes turns to share with others what they have found 6. T encourages the audience to ask and answer questions Activity 3: Making Wetland Story Books
55 minutes
whole class
1. T presents the self-made film, the Little Tree News 2. Ss watch the presentation of the Little Tour Guide of Ecology 3. T and Ss talk about the main points of making ecological information into story books
groups
4. The main points are (1) choosing one animal or one plant only (2) listing the ecological characteristics, growing features and living environment of the target animal/plant (3) adapting folk tales or fairy tales to form a new story (4) each story should be finished within 10 minutes
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5. Each group chooses their favourite target animal/plant
individual
6. Homeroom Teacher helps to finish the story in the writing class Activity 4: Show Time—Telling a Story
65 minutes
individual
1. T invites one volunteer to share with the class his/her story
whole class
2. T encourages others to give feedbacks after listening to the story 3. T leads the class to the wetland in the campus
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4. Ss stand next to the target animal/plant they chose and tell the self-made ecology story to the rest of the class 5. T invites more volunteers to do the presentation and the others are the audience Individual
6. The audience offer supportive feedbacks after listening to the ecological stories
whole class
7. T gives comments and reminds the class that the story they made should have certain connection with the target animal/plant they wanted to observe.
whole class
8. Ss modify their presentation with the hope that they will present better next time groups Plenary / Summary Timing 60 minutes
Groupings groups
Activity Sharing with the Young Graders 1. T explains the process of the story-telling activity to the young graders and reminds them to be attentive while listening to ecological stories 2. Each wetland storyteller leads a group of young graders to the animal/plant he is going to introduce 3. The storyteller tells the ecology story to the young graders 4. The storyteller can give a quiz and distributes little something as a prize
groups
5. Young graders listen to different stories in turns so that they know the complete ecology stories in the campus
class
6. T and the storytellers listen to the feedbacks given by the young graders 7. Storytellers emphasize the importance of security while doing the observation at school 8. Young graders go back to their classrooms and do the worksheet
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individual
9. T and Ss go through the storytelling process and solve the problem they have had met in order to make the next storytelling more successful
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