Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Jin Soo Park

Date: 4/22/2017 Wednesday 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 see what natural resources are and how they are used today.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Analyze different texts to understand what natural resources are and where we find them. An U
Apply what the students learned about natural resources to create a list of renewable resources that we can use to help
Ap C
the environment.

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.
Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plant), lithosphere (soil), and hydrosphere (water).
(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 how the UN created Environmental Day to issue an environmental
knowledge and skills. problem and why it is a problem in this world.

Pre-assessment (for learning):

Outline assessment activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Ask the students, Does anybody remember what kind of problem each WED tried to solve each
year from 2004 to 2013? What are some of the ways we can make a better place to live?
Formative (for learning):
What is happening to natural resources? Jot down what you learned about natural resources and
how humans are destroying them in an alarming rate.
Formative (as learning):
The students will reflect what they feel about the destruction of natural resources.
Summative (of learning):
N/A
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- making Provide options for physical Provide options for recruiting
information perceptible action- increase options for interest- choice, relevance,
YouTube video interaction value, authenticity, minimize
Website about natural resources threats
Worksheet and laptop Usage of colorful images,
Drawing natural resources drawing, and video
Self-reflection for students at
the end.
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence-
symbols- clarify & connect language of expression optimize challenge,
Usage of images, video, drawing, texts They can express through speech, collaboration, mastery-
and speech text, drawing, or image oriented feedback
Pre-teach the word, natural resources They write their notes on Google
Doc, which checks their spelling
and grammar.

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 Provide options for comprehension-
activate, apply & highlight
Anticipation Guide- KWL
Bridge WED and natural resources
through questions
Define natural resources
Provide options for executive
functions- coordinate short &
long term goals, monitor progress,
and modify strategies
Provide options for self-
regulation- expectations,
personal skills and strategies,
self-assessment & reflection
Give the student prompts for
questions to write, draw, find
an image or talk.
Self-reflection at the end.

Worksheets: Anticipation Guide

Materials-what materials Pen or pencil to write, laptop, projector
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

The students are sitting in a semi-circle

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 close their laptops
Motivation
(opening/ Ask the students, Does anybody remember what kind of The students raise their hands to answer the
introduction/ problem each WED tried to solve each year from 2004 to question.
engagement) 2013? What are some of the ways we can make a better
place to live?

We looked at how we should conserve water, not waste

food, save animals and plants, etc.

Now, what caused this environmental degradation? Why The students answer by saying human
is earth suffering? What are they lacking more and more? beings caused this. We used too much of
What are human beings taking away from nature? natural resources
3mins Natural resources! What are natural resources? What are The students answer by talking about how
some of the examples of natural resources? natural resources are water, trees, rocks,
Natural resources are physical environmental item that etc.
people perceive to be useful. Examples are soil, trees,
7mins water, and minerals. Write this on the board. Draw soil,
Development tree, water and minerals on the board. Ask the students to
(the largest write this on their laptops.
component or
main body of Hand the Anticipation Guide to the students. The students are paired with a partner to
the lesson) Write T if you think the statement is true and F if you write T or F on the Before Lesson
think the statement is false. Answer the left column where section.
it says, Before Lesson. We will go back to this
4mins worksheet after our lesson and we will fill out After
Lesson. Ask the students to work in pairs. Pair the
students in twos.

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 Talk to the students what they think. Engage with the The students are engaging with each other
students go to the students who are struggling to focus and to place T or F.
ask them what they think of some of the statements.

After the students finish, ask them to put the worksheet to The students put away the worksheet and
6mins the side. Ask them to open their laptops and go to SS they open their laptops to SS notes on
notes on Natural Resources. Natural Resources.

Define natural resources. Natural resources are physical
environmental item that people perceive to be useful.
Examples are soil, trees, water, and minerals. Write this
on the board. Draw soil, tree, water and minerals on the
board. Ask the students to write this on their laptops.
Students copy down the definition and they
are find examples of natural resources
online.

10mins Tell the students, We are going to watch Story of Stuff

but we are not just going to watch it, I would like you to
jot down anything interesting. We are not going to watch
the whole thing. I am going to ask you questions after
watching the video. It is 10 years old, but it is pretty
good. The students are attentively watching the
Start the video of Story of Stuff on YouTube. video.
https://www.youtube.com/watch?v=9GorqroigqM
Watch from 0:00-4:43.

Ask the students, What shocked you the most about what
5mins human being are doing to natural resources? How are we
trashing our planet? How are we destroying so much
natural resources? What does the world say about this, If
you do not own, you do not have what? what do you not
have according to what the world says? As you answer
these questions write down what the classmates are
talking about.
The students try to answer the questions by
raising their hands.
Students say, by cutting down trees,
overfishing, mining etc. we are not
valued.

Now open:
5mins http://www.theworldcounts.com/themes/our_environment.
Go through each category, and write down on your SS
notes what shocked you, interested you, and surprised you
the most. For more information of some of the things the
website talks about a topic, click on it and read some more
facts.
The students open the website and they go
through all these statistics of how the
environment is depleting. They write down
what they find most shocking, interesting
and surprising in their SS notes.

Ask the students, What shocked you the most? And Students raise their hands and explain what
Why? made them shocked and why.

What made you feel as you were looking at these The students share what they think and
statistics? feel.

What is happening to natural resources? How can we stop The students share how we can stop
this? On your notes, create ways we can stop overexploitation of natural resources.
overexploiting or trashing our environment.
5mins Closure Let us go back to Anticipation Guide and talk about each The students take out the Anticipation
(conclusion, category. Guide and try to answer After Lesson
culmination, Start from the first one and go down to the last one
wrap-up) together as a class.

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 At the end, ask the student to free write, talk, draw or find The students talk, write on Google Doc,
an image of what they have learned about natural draw, or find an image of what they
resources and how they feel about human beings learned. Google Doc checks their spelling
destroying it in an alarming rate and share it with a and grammar.
partner. Walk around and watch what they are doing and
engage with them if they have a hard time reflecting or
focusing.
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. Natural resources were mentioned in the second lesson of Human/Environment Interaction.
However, I altered the Anticipation Guide used in the curriculum to fit with my own lesson plan. I dont go into the definition and
examples of natural resources, rather I wanted to look at the overexploitation of natural resources in our world to discuss justice
issue. Then, I found a YouTube video on Story of Stuff that discuss how natural resources were used to get the stuff we have.

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