Your NameYour NameEnEd 4555Spring 2006Lesson Title of Your School-Based EE Lesson Grade Level: What grade level is your lesson designed for?Length of Lesson: What is the total length of the lesson?Theme: What is the overall theme, topic, or key question being addressed in your lesson? Examples: “Adaptations” or “Wolves” or “What is the life of a black bear like?”Objectives: These are the measurable and observable outcomes of your lesson; they should be phrased using action verbs (NOT “learn” or “understand”) and describe the result of your lesson (not what you’ll have students do during the lesson). Keep in mind what we are trying to accomplish through EE and what is relevant to your audience (if school groups, state standards!). Examples: “Students will be able to explain three differences between butterflies and moths.” or “Students will be able to describe at least two different viewpoints regarding the draining of wetlands.” Relevance to EE: Which of the 5 EE Tbilisi objectives is targeted in this lesson? Or which goals for curriculum development in EE does it support (see page 479 in your text)? Example: “Developing an awareness and sensitivity to the environment” or “Level III. Investigation and Evaluation.”Correlation to Minnesota Academic Standards/Benchmarks: What standards or benchmarks does your lesson support? Often MN Science standards are used, but your lesson could support other content areas. You’ll want to state the standard (or benchmark) and then provide the code so that it can be found within the entire set of standards. Go to http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards for a list of standards in the different subject areas.Materials: What materials do you need? You should list all materials in enough detail so that someone else could pick up this lesson plan and gather all the materials required to teach it.Location: Where will your lesson be taught? In the students’ classroom? In the school’s forest? On the playground? In the gym? Make sure you’ve checked with the teacher to know what space is available!Background Information: Include relevant information regarding scope and sequence (where it falls within a series of lessons or pre-requisite knowledge, skills, activities, etc.). Indicate if you’ve adapted the lesson from existing EE curricula. Provide relevant background content information or a reference to where one could find the necessary background information. Don’t forget to cite your sources!Procedure:For each of the sections below, note approximately how much time each section will take. Also note a back-up plan for any outdoor portions of your lessonPreparation: What needs to be done prior to teaching the lesson? What needs to be set up?Introduction: Introduce yourself and the lesson; provide some way of introducing students to the topic in way that is engaging and catches their interest. This sets thestage for learning!Experience: Provide students with an opportunity to learn about the content through some experience. It could involve a game, hike, experiment, role-play, observation, etc. While there may need to be some introductory content that is shared and directions that need to be given, this part of the lesson should be primarily experiential or hands-on and minds-on for the students.Reflecting on (Thinking about) the Experience: How will you help students reflect on what they learned from the experience? What questions will you ask or what will you have them do? This will include thinking about what happened and then relating it to some other, broader concept. (This addresses the processing and generalizing part of the learning cycle, or the “So what?” of the experience.)Application: What will students do with what they learned? How might they build on what they just experienced and relate it to a new situation? How might they practice or apply what they just learned in a similar or different situation? How can this content or this experience be made relevant to the lives of students? (This addresses the “Now what?” of the experience.)Conclusion: Wrap up the lesson, providing a summary of what was done and what may have been learned. This might involve a short activity or suggesting something for students to think about or do at a later time.Assessment: What will you do to determine whether or not students have successfully accomplished the lesson objectives? What questions will you ask to determine if students have learned what you hoped they learned? At what points in the lesson will you check for students’ understanding? What will students’ understanding “look like” – correct responses to your questions? Successful construction of some product? Successful participation in some activity or task? etc.Extensions/Resources: What are possible extensions or related activities that could be used after this lesson is completed? What references or resources could be used for future, related lessons? Self-Evaluation: Leave blank space here for jotting hand-written notes after you’ve taughtthe lesson regarding how the lesson went and what changes are needed for next time.Checklist for Good EE Lesson Plans: Is it good EE (fair/unbiased, scientifically-sound, not advocating a particular way to think, supports goals/objectives of EE)? Is it relevant to my school audience?  Is the topic, depth of content, and types of instructional strategies appropriate to thegrade level I will be teaching? Are a variety of teaching styles are used? Does my lesson reflect the experiential learning cycle? Do my activities match my lesson objectives? Have I allotted enough time for the activities I’ve included? Do I have alternative activities planned in case I have extra time or in case something doesn’t go as planned? Do I have a way for finding out whether or not my objectives were met?  Is my lesson plan clear? Does it provide enough detail for someone else to use