Lesson Plan

Date: March 8th 2017

Subject: Environmental Science 20 Grade: eleven
Topic: Essential Question (from unit, if applicable): not applicable

Materials: Projector, laptop, video materials, created notes

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

That certain process which are expeditated by human populations like; erosion,
desertification and soil pollution are affecting soil productivity and food production.

Outcome(s):

ES20-TE1 Analyze the importance of soils as an integral component of terrestrial

ecosystems.
[SI, DM, CP]

Indicator:

j. Examine how phenomena such as erosion, desertification, and soil pollution, whether
natural or human-caused, affect soil productivity and food production. (STSE)

PGP Goals:
1.1 the ability to maintain respectful, mutually supportive, and equitable professional
relationships with learners, colleagues, families and communities;
2.4 ability to use technologies readily, strategically and appropriately
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings.

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

In groups, they will be conducting teaching circles which I will be moving around and
observing to see if they are understanding what they are talking about.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
There is no summative assessment for this specific lesson, but elements of this material
will be incorporated into later date summative assessments.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

The two videos which are quite well done should engage the students into this very
important matter which has consequences on all of them.

Main Procedures/Strategies:

10-15 minutes; The lesson will start with two short videos. One on desertification and
one on soil pollution
25-35 minutes; In groups of 3-5 they will use my prepared note sheets and self-teach
each other.
As they move from group to group they will listen, read and make additional notes.
10 minutes; group discussion.

Closing of lesson:
The lesson will conclude once all individuals have heard each others sections.

Personal Reflection: I wanted to try something a little different for this as compared to
what I have done the day before. I do not know how this is going to work out, but this is
the time to try things. It is better to try something on your own and fail, than having
someone tell you, because you will learn more by having mistaken.
After Lesson: Students were interested and engaged during the two videos. The students
did like the material that they were working on together, however they read the material
faster than I had anticipated without really getting much out of it. I had envisioned a sort
of group jigsaw but instead they just read each other the material quite fast. I went from
group to group and encouraged them to discuss various ideas related to the information,
they would be engaging conversation as long I was present at their group encouraging
them. As soon as I would leave to another group they would stop talking and instead talk
about something else. This lesson did not go as planned and in the future I will in fact
have a proper jigsaw where each member of the expert group learns their specific
Information and individuals move from group to group teaching each other the content.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)