Lesson Plan Title: The Effects of Acid Rain on Plant Growth

Date: September 13, 2014

Subject: Science

Number of Days Covered: Five

Grade Level: 5th

Standards Addressed: (Ohio Common Core Standards, or Ohio Content Area

Standards)

Specific Observable/Measurable Learning Objectives:

85% of students should be able to:
Identify the characteristics of acid rain
Determine the degree acid rain affects the growth of certain plants
Be able to make and record predictions and observations during the experiment
Compare and contrast two different types of water
Communicate about observations, investigations, and explanations
Review and ask questions about the observations and explanations of others

Evaluation of Student Learning:

What Evaluation Strategies Will You Use?
How Does Evaluation Align With Goals?
Connections: Identify the instructional connections between past, present and future
learning?
Instructional connects between the students past instruction and present includes
terms. Some of the terms explained in pervious instruction will help them better
understand the concept of this present instruction. According to the Ohio New Learning
Standard Connections: Acid is made up of Acid Rain or Acid deposition which is water
that falls to or condenses on the Earths surface as rain, drizzle, snow, sleet, hail, dew,
frost, or fog.
Required Materials Needed for Lesson:
(List materials to be used and where materials are located? How much time will be
needed to set up for lesson?)
8 small potted plants of the same kind
White vinegar
Measuring cups

Teaspoon
Distilled water

Students Background/Prior Knowledge/Experience: (Pre-Assessment)

Students were assessed previously on the water cycle. This included terms,
descriptions, and experiments which can be used to sort and compare the deference
between acid rain and regular rain.
Main Ideas:
The main idea is to understand that acid water is one of the many forms of water
pollution. Mainly what is water pollution and how is connects with acid rain. While
including how it affects plant life. Through chemical, biological change in water quality
that harms living organism or makes water unsuitable for desired uses.
Key Vocabulary:
Organisms
Acid
Acid deposition (acid rain)
Contamination
Pollution
Motivational Strategy/Anticipatory Set for Lesson:
(How will you hook student interest?)
Conduct a debate about an issue of special interest
Make a picture timeline of events on the plants
Bring in actual plants for students to look after and record progress

Content:
I will begin with assessment reviewing what the students already know about water and
how it works. I will include questions for example, make a list of the main facts and
write a list of any pieces of information you can remember. I will establish the students
interest by bringing in an actual experiment and gave the students create a debate
about the experiment. Relating the students past learning of how the water cycle works
along with the new learning being taught. The new learning taught will be on water
pollution and how acid rain has an affect on plants. The lesson overview will include me
introducing the lesson with a series of reviews to help the students get a better
understanding of what the lesson will be about. The students will receive a crossword
homework assignment on water pollution and acid rain. They will also be given a list of
vocabulary words. As well as write a paragraph about water pollution using at least 5 of
the vocabulary words.

Method:
Pour 41/2 teaspoons of vinegar into 2 cups of water, stir well.

Put labels water on 4 plants and vinegar on the other 4 plants.

Set the cups where they are not likely to be disturbed and where they will receive
some daylight.

Water the plants labeled water with 1/8 cup of water daily.

Water the plants labeled vinegar with 1/8 cup distillate vinegar-water daily.

Take photos, observe and record results.

I will then draw the lesson to a close with a conclusion of the debate and results of the
actual experiment. The debate will include what special interest or connection the
students received from the entire lesson/experiment. The homework and homework
connections with the lesson would show not only will the students know the concept of
water pollution and acid rain but understand it as well. The crossword will help them
know the terms and the explanation of the paragraph will show that they understood the
concept because they can explain it in their own words.
Differentiated Instructional Support: (What modifications/accommodations are
required to meet the needs of various students?)
Accommodations and modifications that will be put into place to meet the various needs
of students. To grasp the understanding of the lesson these students will cut out or draw
pictures to show a particular event of the experiment for homework/classwork. In the
classroom they can create discussions based off previous experiences in regards to the
lesson.
Integration of Technology:
The students will alternate between looking at pictures of water pollution and acid water
affects on plants, while the others draw a demonstration of what they think a acid water
plant looks like before and after.

Closure:
I will then draw the lesson to a close with a conclusion of the debate and results of the
actual experiment. The debate will include what special interest or connection the
students received from the whole lesson/experiment. The homework and homework
connections with the lesson would show not only will the students know the concept of

water pollution and acid rain but understand it as well. The crossword will help them
know the terms and the explanation of the paragraph will show that they understood the
concept because they can explain it in their own words.

Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)
c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Department of Professional Education
Lesson Plan Scoring Rubric

Checklist: All Goals/Objectives Are:

Clearly Stated
Developmentally Appropriate Given Classroom Context
Aligned with National, State or District Standards
Described in Terms of Student Performance NOT Activities
Learning Objectives are Based Upon Blooms Taxonomy

Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms

Checklist: Instructional Design & Implementation

Learning Goals & Learning Objectives Are Aligned with Standards
Follows a Logical Sequence
Includes Evidence of Deliberate Checking for Understanding

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Partially
Met (0 pts) Met (1 pts)

Met (2 pts)

Is Developmentally Appropriate (intellectually, socially & physically)

Takes Into Account Students Background/Prior
Knowledge/Experience
Uses Creative Motivational Strategies &/or an Anticipatory Set at
Beginning of Lesson
Step-by-Step Procedures for Lesson Presentation are Provided.
Sample Questions and Correct Responses are Provided.
Modifications/Accommodations are Made as Required to Meet
Needs of Various Students
Required Materials for Lesson are Listed.
Main Ideas of Lesson Are Clearly Presented to Students
Key or New Vocabulary Terms are Clearly Presented to Students
Resources are Appropriately Cited.
Homework or Home Connections are Provided
Closure of Lesson is Provided
Identifies connections between past, present and future learning

Total Checklist Points ________/48

Total Rubric Points ________/32
Total Points
Rubric:
Rating
Indicator
Distribution of
Objectives

Assessment
Criteria

Multiple
Learning
Strategies

80-75 points
74-67 points
66-57 points
55 points & below

A = 100% - 94%
B = 93% - 83%
C = 82% - 71%
D = unacceptable

________/80
Element 2
Not Met (0pts)
All objectives are
factual
knowledge
objectives.

Element 2
Partially Met (1 pt)
More than half of the stated
objectives are knowledge
objectives versus application
and reasoning objectives.

Element 2
Met (2pts)
Knowledge objectives represent
1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.

No evidence
provided.

Response includes only 2 of

the criteria listed to the right,

Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.

Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the
strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies

A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most
are of the more
common/traditional type.

Multiple instructional strategies

using multiple types/levels of
learning are incorporated throughout
the lesson. Application of multiple
intelligences & learning styles is
evident. Most strategies actively
involve students in critical thinking,
problem solving, or authentic
performance.

Indicator
Score
____x2

____x2

____x2

Active Inquiry &

Learner
Centered

Technology

Critical
Thinking

Student
Learning Based
on Data

Reflection/Self
Evaluation

mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.
Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.

Lesson design includes some

procedures for engaging
students in active inquiry but
most procedures rely on passive,
rote, recall strategies for the
learner.
Use of technology is limited
(e.g., one time or for only short
periods) or is used w/o regard to
learning outcomes (i.e., an addon just to full requirement) or a
limited rationale is given why it is
inappropriate to use technology
with their students.

Lesson design includes a majority of

procedures that actively engage
students in questioning concepts,
developing learning strategies,
seeking resources & conducting
independent investigations.
Technology is integrated throughout
instruction or makes a meaningful
contribution to learning (i.e., it had a
purpose or was needed) or a
rationale is given why it is
inappropriate to use technology with
their students.

Encourages critical thinking

when situations occur naturally
in the classroom. Teacher does
NOT deliberately explore ways to
enhance critical thinking.
Identifies successful and
unsuccessful activities or
assessments & superficially
explores reasons for their
success or lack of success.

The teacher deliberately

incorporates into the lesson critical
thinking techniques and encourages
independent exploration of student
ideas to enhance critical thinking
Identifies successful & unsuccessful
activities & assessments & provides
plausible reasons for there success
or lack of success.

Provides ideas for redesigning

instruction but offers no rationale
why these changes would
improve student learning.

Provides ideas for redesigning

instruction and explains why these
modifications would improve student
learning.

____x2

____x2

____x2

____x2

____x2