Lesson Plan

Date: March 7th 2017

Subject: Environmental Science Grade: Eleven
Topic: Essential Question (from unit, if applicable):

How does the process of soil formation work and

how can we keep soil from disappearing?

Materials: Power Point, Work Sheet with Notes, projector laptop

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Understand how soil is formed, by the process of mechanical and chemical weathering,
and various farming technics.

Outcome(s):
1) ES20-TE1: The importance of soils as an integral component of terrestrial
ecosystems. [SI, DM, CP]
2) Recognize how the breakdown of parent material through various processes
results in soil with varying properties (K)

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and
Western Canada;
2.6 ability to strive for/pursue new knowledge

Stage 2- Assessment

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

Brief discussion at the beginning of class about soil, soil formation and soil composition.
Will have individuals come and write their ideas on the board.
A note sheet with key words left blank to be filled in while power point is presented plus
attached work sheet with questions about the information presented.

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

what they have learned.
There was no summative assessment for this lesson.
Stage 3- Procedures:

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

Brief introduction about how these topics affect things like; archaeological remains and
Agriculture in Saskatchewan.

Main Procedures/Strategies:
1) 5-minute introduction as hook
2) 5-minutes for students to write knowledge on the board
3) 15-20-minute power point presentation, while students complete note set
4) 15-20-minute worksheet completion time

Closing of lesson:

1) 5-10-minute review of worksheet with student participation

2) Brief outline of next days topic (soil problems and their effect on productivity and
food production.

Personal Reflection:

I must see if the power point presentation in long enough and how much I will have to
adlib during it to fill out the time. I do have some predetermined concepts that I will have
to flush out the power point slightly to make it 20 minutes long. This will also happen with
student participation as I try to get as much group input as a I can.

After Lesson:
Lesson time went well, I had a perfect amount of content. I managed to include several
things related to the geology of Saskatchewan. There was a fare bit of conversation when
the questions were done, however it was mostly the same individual that responded. I did
prompt some other students to respond and received positive replies to these inquiries.
My power point went over quite well, and the students responded to it. The worksheet had
a pie graph which did not photocopy right and the colors were hard to distinguish. I had to
redraw the graph on the board so that the question involving in could be answered. I think
this lesson went according to plan.
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)