Hiqh School Lesson Plan Form

UNIT TITLE:
LESSON

Human Sustainabilitv

GRADE:
e lnvestieation

TITLE:

lnroduction to

Env

__

Learning/Lesson Plan

lnstructional indicators Next Generation Science Standard Performance Expectation:

Maryland Core Learning Goal Standards: t.7,6.4

ESS-HS Human

Sustainability b,g

Reading/Language Arts and/or Mathematics Common Core State Standards: --

Environmental Literacy Standards: LA, 8F

STEM Stanciards

of Practice: 1,4

Objective{s}: (What will a student know Icontent] and be able to do Iskills/process]?)

L.) Differentiate betrseen an environmental problem, issue, and solution (reviewfrom third
uarter), 2.) List the steps they nrust complete as they investigate an environmental issue this quarter, 3.) Brainstorm and record environmental issues at the local, staie, national, and global
q

sca l e.

Assessments Summative and Formative (Evaluation)

Evaluat!on:
Evaluate student examples of problems/issues/solutisns to ensure they know the difference, give orai feedback Homework assignment

Materials Needed

o e o e

Comic (resource folder) Environmental lssue lnvestigation Assignment (resource folder) Exami:le lnvestigation Powerpoint (resource folder) Choosing an lssue Assignment (resource folder)

Time Allotment sxProject will be spread throughout the entire quarter, this lesson class period,** take one 50

Engagement:
i-.) Warmup: Show studentsthe corrricfound in the resource folderforthe lesson, As review from last quarter, ask students whetherthe conric is about environmental problems, or issues.
a

2.) Go over answers {comic

problems). Ask students to recall the difference beiween an issue and a problem. Discuss/review as needed.
is about

3.) Ask students to name some issues related to the problems in tlre comic. (Should large fishiirg nets be allowed, when there is a danger of dolphins getting caught in them? Should there be stronger restrictions on the gas mileage cars get, orthe pollution they
create?)

4.)

Explain that this quarter, the students will be selecting one environmental issue to

investigate further. They will conduct research, gather data, make recommendations on how to resolve the issue, and develop an action plan for carrying out said solutions. Assure them this will be done in baby steps, and that today's main focus is on the issues themselves.

Acquisition of Skills/Developing the Lesson/Exploration*/Explanation*/ Elaboration*

Exploratian:
1.) lnstrLrct students to work in pairs or small groups to make lists of as many environmental problen-rs as they can brainstorm, and next to each, list an issue related to that problem.

2.) instruct the students to

go through the list of issues and propose solutions to each issue.

Point out that they may disagree on the solutions, and briefly review values from 3'd quarter, pointing out that disagreements often exist in the real world as well. lf there are disagreements, simply record all possible solutions.

3.) Share some problems/issues/solutions

as a class.

Explanation:
1.) Formally introduce the project, Hand out the assignment, found in the resources folder. It is up to yol-t, as teacher, to decide whether your students willwork individually, in pairs, or small groups. The assignment leaves room for customized instructions. As a class, fill in the blanks so students know exactlywhat is expected of them,

*'<Note** For complete a complete explonation of the process of this issue investigation, see

lnyesttqqlnq qnd Eygluqljnq Envrqnnentql lttllles qnd AeItonS by Hungerford, Volk, Ramsey, Litherland, and Peyton. Each high school in the county should have been provided with o copy. Ask around and see who has it. Everything directly related to specificiessons is provided in the resource
folder for those lessons, but the book contains more bockground information

**

Elaboration:
1.) Connect the investigation to what the students last quarter - use the powerpoint in the resource section to go through an example investigation regarding climate change, lt gives an overview of the process so students know what to expect, using
familiar topic,

Cl

osing the Lesson/Summa ry of Learning/Eva I uation*

Evaluation:

1,)

Provide the students with a homework assignment, and allow them to begin in class if there istime. The assignment, to brainstorm issues atthe local, state, national, and international levels, can be found in the resource folder, Give students 2-3 nights to complete this assignment, urge them to select topics they are genuinely interested in, and to look for ideas online. Point out when they choose their issue in a few days, they will be working with it all quarter, so the greater their interest the more enjoyable the experience will be.

2.) Urge students to ask any questions they may still have,

Differentiating the Lesson

Differentiations
c
o

be based on students'needs:

Have students put project due dates directly into their agenda books

Provide graphic organizers for problem---issue-solution brainstorming activity

Enrichment:
Ask students
assign ment.

to provide more than one issue at each

for the homework

Learning/Lesson Reflection (What went well? What may need revision the next time I use this lesson? How did students react? etc.)

Learni ng/Lesson Extension

(What web sites, references, field experiences, related topics, or activities might offer enriched or enhanced learning opportunities?)

Science lessons use the 5 E's: Engagement (experiences mentally engage the students with an event or question); Exploration (students work with one another to explore ideas through hands-on activities); Explanation (students explain their understanding of the concepts and processes they are learning); Elabqrcliao (activities challenge students

to apply what ther/ have learned and extend their knowledge and skills) ; and Evaluation (students teachers their own knowledge, skills, and abilities)

assess