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Demo Lesson - hs-ls2-7
Demo Lesson - hs-ls2-7
Lesson Plan
I. Subject, Grade Level, Topic of Lesson:
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of
human activities on the environment and biodiversity. [Clarification Statement:
Examples of human activities can include urbanization, building dams, and
dissemination of invasive species] (New Jersey Student Learning Standards
2016).
IV. Materials:
2|Page Dhagat, Sandeep (Fall 2017)
Ask students to reflect on their two-way interactions with the environment and
ecosystem. As a do-now or class reflection, ask them to take out a pen/pencil and a
notebook. Have them create two lists: (1) ecosystem services (what the ecosystem
provides me) and (2) human impacts (what harms I/you cause the environment). Give
them at least 5 minutes to complete this part. Students who finish before the 5
minutes may share and discuss their responses with a neighbor. Students who seem
confused or stuck may be guided with follow-up questions such as: where does your
food come from? how do you get to school? what happens to your garbage? what are
biological necessities for staying alive? At the end of the 5 minutes ask the students
whether they listed more services or more impacts, and have them share a few that
they wrote down. As a transition, explain how todays lesson will give them an
opportunity to quantify their ecosystem impacts.
1. Using the projector and power point, display an image of the Ecosystem Services
Wheel.
2. Give concrete definitions of (1) supporting, (2) cultural, (3) regulating, and (4)
provisioning services. Explain why economists, ecologists, biologists, and earth
scientists are interested in ecosystem services and human impacts on ecosystem
services.
3. Pause to ask students if there are any services listed that could have been included
but were not, or if there are any services that they dont understand functionally.
4. Give students a concrete definition of an ecological footprint. Ask students to
reflect on whether they think their ecological footprint is less than the average
American or more than the average American, and why.
5. Display the webpage for the ecological footprint calculator from Global Footprint
Network (http://www.footprintcalculator.org/).
6. Go through how to start the calculator simulation. Tell students they must enter
their email (school preferably), and walk them through how they can use the
sliders to answer the questions. Show them the Add Details to Improve
Accuracy link so that they can better refine their results. Tell them to use their
best judgement in situations where they do not know (for example: size of their
house in square feet), and to consider an average week for their answers.
7. Write the URL in big letters on the whiteboard in expo marker. Have students
start their computer, log on, and go the website. Give them at least 10 minutes to
finish the calculator simulation. Tell them to stop when they get to the results
screen. Walk around to clarify questions or trouble shoot computer problems.
Students unable to use a computer due to a physical disability or injury can join
another student or ask the teacher to help them fill out the simulation calculator.
8. After all students are done, have them reflect on their results section. Were they
surprised by how many earths their lifestyle required? What land type was the
most used? Compare their ecological versus carbon footprint.
9. Next, for 5 minutes, have them go back and try to get the lowest possible score for
number of earths required to support their lifestyle. Ask them to consider if this
would be possible to implement. How about for the highest possible score for
number of earths?
10. After sharing, have them navigate to this URL
(http://www.footprintnetwork.org/content/documents/ecological_footprint_nation
s/) to compare their results to national and global averages. Ask them if they
notice any geographic differences in ecological footprint between nations. Why
do you think this pattern exists?
Discuss as a class the results of their investigation. Ask them to consider the solutions
that were suggested by the simulation and what it took for students to get at or below
1.0 earth. Do you think you could implement these solutions in your own life? Why
4|Page Dhagat, Sandeep (Fall 2017)
or why not? Ask about barriers to implementation. Ask about the difference between
individual and group-level changes. Which is more influential? Make sure to give
students time to ask any questions about any of the information discussed today.
X. References:
United States, State of New Jersey Department of Education. (2016). New Jersey
Student Learning Standards. Retrieved October 5, 2017, from
http://www.nj.gov/education/cccs/2016/science/HS-LS2.pdf
XI. Appendix:
reading, class, or
daily life to illustrate
or develop answers).
Research Uses a scholarly Uses a reputable but Fails to use a reputable
source for research. not scholarly source source (e.g. blog or
Provides several facts (e.g. online science Wikipedia). Provides no
or statistics with magazine). Provides facts or statistics, or
MLA in-text some facts or does not attribute to
citations. Uses statistics, with source. Uses no content
content vocabulary incorrect or vocabulary or with
consistently and inconsistent MLA in- major inaccuracies.
accurately. text citations. Uses
some content
vocabulary with
adequate accuracy.
Structure, Few if any errors in Several grammatical Multiple errors in
Grammar, & spelling or or spelling errors, but spelling or grammar that
Mechanics punctuation. Exceeds they do not impair significantly detract
minimum paragraph readability. Meets from readability.
requirements. minimum paragraph Minimum paragraph
Matches writing to requirements. Writing requirements not met or
content discipline voice and style are paragraphs are
(e.g. follows formal and insufficiently developed
statements or appropriate. (at least 5-7 sentences).
opinions with factual Writing voice is
references). informal.