Social Studies Lesson Plan

Lesson Title: Environmental Issues in Europe
Grade and Subject: 6th Grade World Studies: Latin America, the Caribbean and Canada, Europe, and
Australia
Week of: 8/21 8/25
Page 1
COMMON COMPONENTS OF LESSON AND ASSESSMENT PLAN

Lesson and Assessment Plan Context
This lesson is being taught because students will be able to analyze
how human interactions impact the environment. This lesson will
develop my 6th grade students understanding on analyzing the
relationship between people and the environment, and how human
interactions can impact one's significant location, their economy and
environmental circumstances. This lesson is significant to learn
Overview because; we are faced with many environmental issues that are
growing at an exceedingly high rate. This lesson will be used to
introduce next weeks lesson on the impact of location, climate, natural
resources, and population distribution in Europe. The strategies
implemented in my lesson will be visual, auditory, and tactile. These
lessons are designed to aid my 6th grade social studies students in
analyzing the causes and effects on environmental issues.
I have a consistent group of students in all of my classes; 96% of my
students are Black/African Americans, 3% of my students are Hispanic,
and 1% of my students are Asian. Some students come from a single
parent or two parent homes, or home where their grandparents have
legal guardianship. Ive learned that many of my students have step-
parents whether its a step-dad or step-mom. About 15% of my
students even take on the role as caretaker of the household with their
siblings. There are a total of twenty-three students thirteen females,
thirteen males. Seven students are documented as gifted learners and
thirteen are struggling readers. Based on a learning styles inventory
given at the beginning of the school year majority of my students are
Student
visual learners and tactile (hands-on) learners. My students have an
Background,
interest in learning things that are relatable to them; they like to go in
Culture, and
depth as to why and how certain events have happened throughout
Context
history, depending on the content we are discussing. Most of my
students show a great deal of interest in the work when we are
separated into groups and the activity involves them drawing
something to visually explain their comprehension of the content
taught. My students strengths are in displaying visual aids, in writing,
and reading. Some students need some improvement on
comprehension, reading comprehension, and thought-processing. The
school is based in the city focuses on managing the students behavior
within the school walls. The school is working towards building a safe
anti-bullying environment for their students and keeping the gang
activity to a minimum.
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This lesson is important for my students to learn because; today we are

faced with many "global warming" issues. Global warming is still a
questionable topic by the government and the society in regards to whether
it is real or not. Environmental issues are growing at an exceedingly high
rate and will continue to grow if efforts aren't put in place to decrease this
trend. My students will analyze the value and effects a countrys
geographical features have on its society and how their interactions with the
environment impact their community and the future conditions of Earth.
This is lesson is designed to bring about awareness and strength my
students understanding on global environmental issues. This lesson
Rationale
connects to last week's lesson in regards to the location of Europe's
countries and geographical features and how they play a role in
environmental issues. This lesson will also be used to connect next weeks
lesson on the impact of location, climate, natural resources, and population.
The strategies implemented in my lesson will be visual, auditory and tactile.
At the beginning of the year I conducted a learning styles inventory on each
of my students. About 20% of my students are auditory learners, 60% are
visual learners, and 20% are tactile (hands-on) learners. These strategies
will and have been proven effective in my teachings based on the data
gathered from their learning styles.
Lesson and Assessment Plan Learning Objectives
1. What environmental concerns do the countries in Europe face?
Purpose of the
2. How did humans impact the environment of Germany, the
Lesson: Central
United Kingdom, and Chernobyl, Ukraine?
Focus
3. What were the effects of each environmental issue?
Students will be able to explain the concerns of Europe's
environmental issues
Students will be able to explain the causes and effects of acid
Learning rain in Germany
Objective(s) Students will be able to explain the causes and effects of air
pollution in the United Kingdom
Students will be able to explain the causes and effects of the
nuclear disaster in Chernobyl, Ukraine
SS6G9: The student will discuss environmental issues in Europe.
GSE - Georgia
a. Explain the major concerns of Europeans regarding the issues
Standards of
such as acid rain in Germany, air pollution in the United
Excellence
Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
Formal and Formal: Pre-Assessment on Europe provided by District, Post
Informal Assessment/Unit Test, and Quiz III on environmental issues in
Assessment Germany, Ukraine, and the United Kingdom, Environmental Issue
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Awareness Poster
Informal:2Exit Tickets,Europe's Environmental Issues Graphic
Organizer, Europe's Environmental IssuesComprehension Check
Questions Handout, Group Discussions, and Small Groups
Before students enter the classroom they are to line-up outside of the
classroom door to the right. As students enter the classroom they are
greeted with a hug, a smile, a good morning, and occasionally a
question about how their night was. As students begin to seat
themselves they are to sharpen their pencils and get started on their
journal entry (warm-up activity) of the day. Students desk are
organized into groups of 5-6. Before transitioning to the next portion of
the lesson, the teacher will inform students to wrap up their
assignment and we will discuss/review the activity as a class. After the
class discussion/review, teacher will announce what students will be
Facilitation &
doing for the next segment of the lesson and then have them turn to the
Safety
correct page of their interactive notebook to start taking notes during
the presentation/instruction. During instruction time there will a
transition from teacher to student, to student to student learning. After
instruction time students will work independently on their in-class
assignments. 15 minutes before class ends students will engage in a
class discussion on todays lesson and then close out todays lesson
with an informal assessment; exit ticket or comprehension check
questions. As the students are exiting the classroom teacher is to collect
the exit tickets on the way out of the door and encourages the students
to have a great day.
Students will explain the concerns of Europe's environmental
issues.
Language Students will explain the causes and effects of acid rain in
Function Germany, air pollution in the United Kingdom, and nuclear
radiation in Ukraine. Through group activities and discussions,
ACADEMIC LANGUAGE
implementation of instructional strategies, and individual work.

Vocabulary:Acid Rain, Environmental Issues, Smog, Air Pollution,
Vocabulary Nuclear Power, and Cause and Effect
Students will demonstrate their understanding of the vocabulary

through reading, writing, speaking, and group work.
Students will demonstrate their knowledge of the vocabulary by
Syntax or
providing examples of each that expresses the causes and effects of
Discourse
each environmental issue through their graphic organizers.
Students will also demonstrate their understanding of the vocabulary
through small group class discussions on the possible causes of the
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Week of: 8/21 8/25
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environmental issues in Europe.

Students will demonstrate their understanding of the vocabulary by
summarizing/explaining what they have learned through their exit
tickets and choral response.
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Week of: 8/21 8/25
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DAILY LESSON AND ASSESSMENT PLAN

Day 1: Monday, August 21
Teacher will recap previous lesson on the countries and geographical
features of Europe with students. Next the teacher will announce to
class that today we will be exploring the environmental issues of
Europe within three of the countries from the previous lesson
Germany, Ukraine, and the United Kingdom. Students will then be given
an envelope; inside the envelope will be an Environmental Issue
matching card activity. Teacher will demonstrate/model and provide
Instructional Strategies & Learning Tasks that Support Diverse Student Needs
oral instructions on how students should set up and conduct their

matching activity. Students will also be provided written instructions
to refer back to for assistance. Teacher will announce to students they
have 10 minutes to complete their activity and when the music stops,
everyone should be seated and ready to discuss with the class their
Introduction activity matches. Teacher will announce that students who finish
(15 minutes) before time is up you are to discuss the possible causes of the
environmental issues within the three countries. After the
Environmental Issue matching activity the teacher will call on one
student from each group (The country from one group, acid from the
next group, and rain from another group The country from one group,
air from the next group, and pollution from another group... The
country from one group, nuclear from the next group, and radiation
from another group) to put a pair together for a class visual (this will
provide a way for students to use the activity as a guide, reference,
and/or graphic organizer). As students identify the specific
environmental issue with its correct country, the teacher will share an
interesting fact on the environmental issue theyve connected to the
country.
Part I: Teacher will provide verbal/oral feedback to the class on how
they performed on the matching activity. The teacher will then have the
class place their matching activity back into the envelope and set aside,
next, the teacher will inform the class that they will dive deeper into
the causes and effects of the environmental issues specifically, acid rain
in Germany and air pollution in the United Kingdom. Teacher will
Body
inform class we will learn more about the nuclear radiation in Ukraine
(60 minutes)
next class period. Next, teacher will have students take out their
interactive notebook and title their paper Environmental Issues in
Europe.The teacher will then introduce a brief video on Acid Rain to
support the lesson. As the video is playing, students will write down 2
to 3 facts theyve gathered from the video. (Teacher will replay the
video if needed.) Next the teacher will have the students share their
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Week of: 8/21 8/25
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facts with the class, as the students share their facts with the class the
teacher will evaluate and expound on each fact. The teacher will then
discuss the first environmental issue, acid rain in Germany using the
PowerPoint on Europe's Environmental Issues, after the topic on acid
rain in Germany is taught the teacher will briefly recap the acid rain in
Germany topic and proceed to move onto air pollution in the United
Kingdom.
Part II: The teacher will discuss the second environmental issue, air
pollution in the United Kingdom using the PowerPoint on Europe's
Environmental Issues, after the topic on air pollution in the United
Kingdom is taught the teacher will briefly recap air pollution in the
United Kingdom and pass out the Solving Environmental Challenges
Question and Response Graphic Organizer.
Part III:Students will have reviewed and recorded notes from the
PowerPoint on the causes and effects of Acid Rain in Germany and Air
Pollution in the United Kingdom in their interactive notebook. As a
class, we will review the Acid Rain and Air Pollution Chart/Diagram.
Students will place the charts in their interactive notebook.
Part IV: Next, the teacher will have a short discussion of the man-
made environmental issues not only in the United Kingdom and
Germany, but also in other parts of the world. Teacher will ask students
the following discussion questions: Do you know of any other
environmental issues that are happening today? How can we address
these man-made environmental problems and what can we do?
Students will be given a reading article on Europes Environmental
Issues to refer back to for class discussion and in class assignment.
Lastly, using their notes and informational text, students will complete
a Solving Environmental Challenges" Question and Response Graphic
Organizer.
Questions to reflect on:
1. What are the causes of acid rain?
2. What are the effects of acid rain?
3. What are the causes of air pollution?
4. What are the effects of air pollution?
To bring todays lesson to a close the teacher will ask the students to
finish up their last question and complete the assignment for
homework (for those who havent finished). Teacher will ask the
Closure students to verbally recall what theyve learned today from the lesson.
(15 minutes) After the students responses, the teacher will have the students to
complete their day one exit ticket. (The exit ticket consists of two
questions; 1) Based off today's lesson name two environmental issues
in Europe. 2) In which countries can these environmental issues be
Australia
Week of: 8/21 8/25
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found in Europe? Ex: ______ can be found in _______...)

Home learning: Solving Environmental Challenges Question and
Response Graphic Organizer and Europe's Environmental Issues
Graphic Organizer
Students who struggle with reading comprehension will have the
opportunity to become familiar with the vocabulary words through a
choral response. Teacher will also model procedures for assignments
before students begin their work. The teacher will use the chunking
Differentiation, method with vocabulary words and will simplify and/or summarize
Modification(s), content for better understanding. Visuals of graphic organizerswill be
and provided for students, along with directions for given assignment. In
Accommodation(s) small groups students will be able to infer the causes of environmental
issues; this will allow students to express their thought-process. For
students who have mastered the content, they will be assigned the
pitch your idea questionnaire for developing a solution to the
environmental issue of their choice.
Europe's Environmental Issues PowerPoint
Europe's Environmental Issues Matching card game
Europe's Environmental Issues Graphic Organizer
Europe's Environmental Issues Reading Articles
Materials
Solving Environmental Challenges Question and Response
Graphic Organizer
Acid Rain video YouTube link
Day 1 Exit Ticket
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Week of: 8/21 8/25
Page 8

Day 2: Tuesday, August 22
Teacher will recap previous lesson on the countries and geographical
features of Europe with students. Next the teacher will announce to
class that today we will be exploring the environmental issues of
Europe within three of the countries from the previous lesson
Germany, Ukraine, and the United Kingdom. Students will then be given
an envelope; inside the envelope will be an Environmental Issue
matching card activity. Teacher will demonstrate/model and provide
oral instructions on how students should set up and conduct their

matching activity. Students will also be provided written instructions
to refer back to for assistance. Teacher will announce to students they
have 10 minutes to complete their activity and when the music stops,
everyone should be seated and ready to discuss with the class their
Introduction activity matches. Teacher will announce that students who finish
(15 minutes) before time is up you are to discuss the possible causes of the
environmental issues within the three countries. After the
Environmental Issue matching activity the teacher will call on one
student from each group (The country from one group, acid from the
next group, and rain from another group The country from one group,
air from the next group, and pollution from another group... The
country from one group, nuclear from the next group, and radiation
from another group) to put a pair together for a class visual (this will
provide a way for students to use the activity as a guide, reference,
and/or graphic organizer). As students identify the specific
environmental issue with its correct country, the teacher will share an
interesting fact on the environmental issue theyve connected to the
country.
Part I: Teacher will provide verbal/oral feedback to the class on how
they performed on the matching activity. The teacher will then have the
class place their matching activity back into the envelope and set aside,
next, the teacher will inform the class that they will dive deeper into
the causes and effects of the environmental issues specifically, acid rain
in Germany and air pollution in the United Kingdom. Teacher will
Body
inform class we will learn more about the nuclear radiation in Ukraine
(60 minutes)
next class period. Next, teacher will have students take out their
interactive notebook and title their paper Environmental Issues in
Europe. The teacher will then introduce a brief video on Acid Rain to
support the lesson. As the video is playing, students will write down 2
to 3 facts theyve gathered from the video. (Teacher will replay the
video if needed.) Next the teacher will have the students share their
Australia
Week of: 8/21 8/25
Page 9
facts with the class, as the students share their facts with the class the
teacher will evaluate and expound on each fact. The teacher will then
discuss the first environmental issue, acid rain in Germany using the
PowerPoint on Europe's Environmental Issues, after the topic on acid
rain in Germany is taught the teacher will briefly recap the acid rain in
Germany topic and proceed to move onto air pollution in the United
Kingdom.
Part II: The teacher will discuss the second environmental issue, air
pollution in the United Kingdom using the PowerPoint on Europe's
Environmental Issues, after the topic on air pollution in the United
Kingdom is taught the teacher will briefly recap air pollution in the
United Kingdom and pass out the Solving Environmental Challenges
Question and Response Graphic Organizer.
Part III: Students will have reviewed and recorded notes from the
PowerPoint on the causes and effects of Acid Rain in Germany and Air
Pollution in the United Kingdom in their interactive notebook. As a
class, we will review the Acid Rain and Air Pollution Chart/Diagram.
Students will place the charts in their interactive notebook.
Part IV: Next, the teacher will have a short discussion of the man-
made environmental issues not only in the United Kingdom and
Germany, but also in other parts of the world. Teacher will ask students
the following discussion questions: Do you know of any other
environmental issues that are happening today? How can we address
these man-made environmental problems and what can we do?
Students will be given a reading article on Europes Environmental
Issues to refer back to for class discussion and in class assignment.
Lastly, using their notes and informational text, students will complete
a Solving Environmental Challenges" Question and Response Graphic
Organizer.
Questions to reflect on:
1. What are the causes of acid rain?
2. What are the effects of acid rain?
3. What are the causes of air pollution?
4. What are the effects of air pollution?
To bring todays lesson to a close the teacher will ask the students to
finish up their last question and complete the assignment for
homework (for those who havent finished). Teacher will ask the
Closure students to verbally recall what theyve learned today from the lesson.
(15 minutes) After the students responses, the teacher will have the students to
complete their day one exit ticket. (The exit ticket consists of two
questions; 1) Based off today's lesson name two environmental issues
in Europe. 2) In which countries can these environmental issues be
Australia
Week of: 8/21 8/25
Page 10
found in Europe? Ex: ______ can be found in _______...)

Home learning: Solving Environmental Challenges Question and
Response Graphic Organizer and Europe's Environmental Issues
Graphic Organizer
Modification(s), content for better understanding. Visuals of graphic organizers will be
and provided for students, along with directions for given assignment. In
Accommodation(s) small groups students will be able to infer the causes of environmental
students who have mastered the content, they will be assigned the
pitch your idea questionnaire for developing a solution to the
environmental issue of their choice.
Europe's Environmental Issues Matching card game
Materials Solving Environmental Challenges Question and Response
Graphic Organizer
Acid Rain video
[https://www.youtube.com/watch?v=JBuczMLD_NU]
Day 1 Exit Ticket
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Day 3: Wednesday, August 23
Journal Entry: Students will make a list of the worst disasters ever
known to mankind which still affects people and land today? After
students complete their journal entry the teacher will ask the students to
Introduction shareone event/disaste from their list. As students share their disasters
(15 minutes) with the class, the teacher will rmake a list of responses on the
blackboard. After students finish the list of responses the teacher will
introduce the Chernobyl Plant Disaster and compare and contrast this
phenomenon to students responses.

Part I: Teacher will recap Monday's lesson on acid rain in Germany and
air pollution in the United Kingdom. The teacher will then introduce a
brief video on the Chernobyl Plant Disaster. As the video is playing,
students will write down 1 to 2 sentences gathered from the video. After
video, students will work together in small groups to create one cohesive
paragraph using a sentence from each group member. Teacher will
evaluate paragraphs and have the students share with their paragraphs
with the class. After the students have shared their group paragraphs, the
teacher will ask the students what did they gather from their peers
paragraph that they may not have mentioned in their groups paragraph.
Part II: Teacher will then students to take out their interactive notbeook.
Using the Europe's Environmental Issues PowerPoint, the teacher will
discuss the Chernobyl disaster, the causes and effects of this disaster.
Body
During the lesson students will take notes using their interactive
(60 minutes)
notebook, students will also be asked to analyze before and after photos of
the Chernobyl Plant disaster. After presentation students will be asked to
complete their Europe's Environmental Issues Graphic Organizer for
Chernobyl, Ukraine. Students will have 15 minutes to complete their
graphic organizer. After students have completed their graphic organizer
they will proceed onto the next activity.
Part III: Teacher will then present a project activity for students.
Students will be asked to explain in his/her own words the Chernobyl
disaster through creating a story board. Students will be given a template
and a set of instructions for the story board. Students will refer to the
informational text and other resources provided to assist with writing
narrative. Students will work on their rough draft for the story board
project.
As today's lesson comes to a close the teacher will ask the students to
Closure complete five comprehension check questions on the Chernobyl Disaster.
(15 minutes) Homelearning: Students will study notes for quiz II on Environmental
Issues of Europe. Students will also work on their story board project.
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Week of: 8/21 8/25
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Modification(s), content for better understanding. Visuals of graphic organizers will
and be provided for students, along with directions for given assignment.
Accommodation(s) In small groups students will be able to infer the causes of
environmental issues; this will allow students to express their
thought-process. For students who have mastered the content, they
will be assigned a writing assignment on the Chernobyl Plant Disaster
(storyboard).
Europe's Environmental Issues Comprehension Check
Materials
Questions
Chernobyl Plant Disaster video
[https://www.youtube.com/watch?v=7VBGoXs7czQ]
Day 2 Exit Ticket
Australia
Week of: 8/21 8/25
Page 13

Day 4: Thursday, August 24
Journal Entry: Students will make a list of the worst disasters ever known
to mankind which still affects people and land today? After students
complete their journal entry the teacher will ask the students to shareone
Introduction
event/disaste from their list. As students share their disasters with the class,
(15 minutes)
the teacher will rmake a list of responses on the blackboard. After students
finish the list of responses the teacher will introduce the Chernobyl Plant
Disaster and compare and contrast this phenomenon to students responses.

Part I: Teacher will recap Monday's lesson on acid rain in Germany and air
pollution in the United Kingdom. The teacher will then introduce a brief
video on the Chernobyl Plant Disaster. As the video is playing, students
will write down 1 to 2 sentences gathered from the video. After video,
students will work together in small groups to create one cohesive
paragraph using a sentence from each group member. Teacher will evaluate
paragraphs and have the students share with their paragraphs with the class.
After the students have shared their group paragraphs, the teacher will ask
the students what did they gather from their peers paragraph that they may
not have mentioned in their groups paragraph.
Part II: Teacher will then students to take out their interactive notbeook.
Using the Europe's Environmental Issues PowerPoint, the teacher will
Body discuss the Chernobyl disaster, the causes and effects of this disaster.
(60 minutes) During the lesson students will take notes using their interactive notebook,
students will also be asked to analyze before and after photos of the
Chernobyl Plant disaster. After presentation students will be asked to
complete their Europe's Environmental Issues Graphic Organizer for
Chernobyl, Ukraine. Students will have 15 minutes to complete their
graphic organizer. After students have completed their graphic organizer
they will proceed onto the next activity.
Part III: Teacher will then present a project activity for students. Students
will be asked to explain in his/her own words the Chernobyl disaster
through creating a story board. Students will be given a template and a set
of instructions for the story board. Students will refer to the informational
text and other resources provided to assist with writing narrative. Students
will work on their rough draft for the story board project.
As today's lesson comes to a close the teacher will ask the students to
Closure complete five comprehension check questions on the Chernobyl Disaster.
(15 minutes) Homelearning: Students will study notes for quiz II on Environmental
Issues of Europe. Students will also work on their story board project.
Differentiation, Students who struggle with reading comprehension will have the
Modification(s), opportunity to become familiar with the vocabulary words through a
Australia
Week of: 8/21 8/25
Page 14
and choral response. Teacher will also model procedures for assignments
Accommodation(s) before students begin their work. The teacher will use the chunking
method with vocabulary words and will simplify and/or summarize
content for better understanding. Visuals of graphic organizers will be
provided for students, along with directions for given assignment. In
small groups students will be able to infer the causes of environmental
students who have mastered the content, they will be assigned a
writing assignment on the Chernobyl Plant Disaster (storyboard).
Materials
Europe's Environmental Issues Comprehension Check
Questions
Chernobyl Plant Disaster video
[https://www.youtube.com/watch?v=7VBGoXs7czQ]
Day 2 Exit Ticket
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Week of: 8/21 8/25
Page 15

Day 5: Friday, August 25
Introduction
(15 minutes)
Diverse Student
Learning Tasks
Instructional
that Support
Strategies &
Body
Needs
(60 minutes)
Closure
(15
minutes)
Differentiation,
Modification(s),
and
Accommodation(s)
Materials

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Lesson Title: Environmental Issues in Europe

COMMON COMPONENTS OF LESSON AND ASSESSMENT PLAN

This lesson is important for my students to learn because; today we are

implementation of instructional strategies, and individual work.

Students will demonstrate their understanding of the vocabulary

environmental issues in Europe.

DAILY LESSON AND ASSESSMENT PLAN

oral instructions on how students should set up and conduct their

found in Europe? Ex: can be found in _...)

DAILY LESSON AND ASSESSMENT PLAN

oral instructions on how students should set up and conduct their

found in Europe? Ex: can be found in _...)

DAILY LESSON AND ASSESSMENT PLAN

phenomenon to students responses.

Students who struggle with reading comprehension will have the

DAILY LESSON AND ASSESSMENT PLAN

Disaster and compare and contrast this phenomenon to students responses.

DAILY LESSON AND ASSESSMENT PLAN

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