Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Jin Soo Park

Date: 4/22/17 Thursday Subject/ Topic/ Theme: Environmental Science Grade: 6th grade

I. Objectives
How does this lesson connect to the unit plan?
The lesson connects to the Environmental Science unit that helps students to how natural resources are used over time and how we can bring a change in the society.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Analyze a text about the History of Natural Resources by reading for key words.
An x

Apply the text to talk with a classmate about environmental changes that happened throughout the history
Ap,

Understand ways in which the students can change the environmental problems we see today through advocating,
U
writing a letter or other means.

Common Core standards (or GLCEs if not available in Common Core) addressed:
Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earths natural
resources.
Explain how human action modifies the physical environment and how physical systems affect human systems.
The students will read closely to determine what the text says explicitly and to make logical inferences from it
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite The students have learned about natural resources and how they are overexploited today.
knowledge and skills.

Pre-assessment (for learning):

What are some of the examples of natural resources? How are natural resources overexploited? In
what ways?
Formative (for learning):
Outline assessment The students will be asked what happened to our natural resources over the years and how humans
activities used resources. The students will be asked how resources are being taken away by other countries.
(applicable to this lesson) Formative (as learning):
The students will reflect on how they can be a change in their society. What can we do to make a
change? What are the three things you need to make a change?
Summative (of learning):
None.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance,
Images Students stand up to talk among value, authenticity, minimize
What will it take
YouTube video themselves threats
neurodevelopmentally, Texts Usage of voice and text Usage of colorful images,
experientially, emotionally, Usage of highlighter/pen/pencil to drawing, and video
etc., for your students to do read a text Self-reflection for students at the
this lesson? end.
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium of effort and persistence- optimize
symbols- clarify & connect expression challenge, collaboration,
language They can express through speech, mastery-oriented feedback
Usage of images, video, drawing, text, drawing, or image
texts and speech They write their notes on Google
Learning new words that connect Doc, which checks their spelling and
to environmental science and grammar.
history

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 Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply & functions- coordinate short & long regulation- expectations,
highlight term goals, monitor progress, and personal skills and strategies,
Usage of highlighters to read a modify strategies self-assessment & reflection
text Give the student questions to
Emphasize key words in the write, draw, find an image or
text talk.
Self-reflection at the end.
Laptop, projector, highlighter, pen or pencil, text on History of Resource Use, worksheet: The
Materials-what materials History of Resource Use, and handout on the richest and the poorest countries in the world.
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

The students will be sitting in a group on a row.

How will your classroom be

set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students to close their laptops. The students will close their laptops.
Motivation
2mins (opening/ Ask the students, What are some of the examples of The students will raise their hands and share
introduction/ natural resources we discussed yesterday? How are some of the examples of natural resources.
engagement) natural resources overexploited? What do you
remember about the video we watched yesterday?

1mins Development Hand the text on History of Resource Use to each The students will have the handout and the
(the largest student and the worksheet on the History of Resource worksheet on the History of Resource Use.
component or Use
main body of Open: Overconsumption? Our use of the worlds
the lesson) natural resources in pdf. Show the pdf to the
students on the board through the projector.

15mins Read the text together as a group. Tell the students The students read together with a highlighter
that as they read together, they will stop at some key and/or pen/pencil to circle or mark important
words or terms. Stop to underline or circle: per capita words or terms.
(per person) consumption; factor of 15 to 30; hunter-
gatherers, agrarian or agricultural societies, one
metric ton per year. Stop here and show a diagram of
resource consumption per day in different societies
from pg. 7 of pdf. Ask the students to look up. This is The students will look up and see the different
how much the hunter-gatherers consumed. societies in their resource consumption.

Continue reading. Stop and circle at agrarian

societies; 11kg per day; wood as key energy source. The students will continue to read and look up
Stop and show the same diagram, but focus on the when the teacher mentions the consumption of
agrarian society. an agrarian society

Continue reading. Stop and circle at Industrial

Revolution; fossil fuels; surplus; Population grown The students will continue to read and look up
steadily; use of machines and fertilizer consumption when the teacher mentions the consumption of
of resources has risen; uses 44 kg of natural an industrial society.
resources per day. Stop and show the same diagram,
but focus on the industrial society.

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 Continue reading. Stop and circle at we cannot
change the size of our planet. Underline the question: The students will continue to read and look up
How can we become more sustainable without going when we finish reading.
back to the Stone Age and renouncing the comfort of
modern life?

5mins Show the image of a factory with chemicals coming

out of the chimney. What do you see? After reading The students talk among themselves about what
the text, what happened over the years? What did they see, and the questions of how this all came
humanity do to the natural resources? Where did we to be.
start and where are we right now? Think, Pair and
Share with a partner.

5mins Now, look at the worksheet and you will be working

with a group on each box. Group the students to six The students are divided into six groups and
groups and have each group do each box on the they answer their box.
worksheet.

Bring the students together. Starting from the first

group and go around answer the question. Go on The students will quiet down and they will read
until the sixth group. what they found about their question. The other
students who were not in that group write down
the answers for the questions.
5mins Bring the students together to answer the question
the author posed: How can we become more The students will stand, walk around, find
sustainable without going back to the Stone Age and someone who were not in their groups, and
renouncing the comfort of modern life? Ask the answer the question as best as they can.
students to stand and walk around to a person who
were not in their groups to answer as best as they can
on this question.
7mins Bring the students back to their seats. Open the Story The students go back to their seats and open
of Change: 0:00-6:15. their laptops to SS notes.
https://www.youtube.com/watch?v=oIQdYXCKUv0 They watch the YouTube video.
Before watching it, ask the students to write down
anything they find interesting and notable about how
we can make a change on their SS notes.
Closure
5mins After watching the video, ask the students, what can The students answer, Big Idea, Cooperation,
(conclusion,
we do to make a change? What are the three things Action. They write their own reflection on their
culmination,
you need to make a change? SS notes either typing, talking to a recording
wrap-up)
Instruct the student to take a moment to reflect these device on their laptop, taking a video of
questions and respond them on their SS notes. themselves, drawing or finding an image online.
Reflect either typing, talking to a recording device on
their laptop, taking a video of themselves, drawing or
finding an image online.

As the students are tell them how we can also make a

different in how we live each day. We do not have to
go back to Stone Age, but we must pursue on
forward. We need to bring a difference through the
small actions we make.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I was not able to teach this lesson. The lesson dives into the history of natural resource use so that students can understand the reasoning
behind why we use so much natural resources. The third lesson was on what and how natural resources are used and the fourth lesson
asks the question of why. I also looked at the second video on the Story of Stuff that talks about specific ways in which we can be part
of the change. I wanted the students to realize that they can make a difference wherever they are.

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