Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Jin Soo Park

Date: 4/22/2017 Monday 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 how humans are impacting the environment in negative way and how we can change
that by bringing small changes such as planting trees.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand how human interaction with the environment has led to global environmental problems. U
Understand the deep complexity of environmental issues by looking at multiple views of an issue. U
Apply the environmental impact we watched by going outside and planting a tree as an act of justice. A x

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.
(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 finished their projects on superheroes saving the world from environmental issues.
knowledge and skills. The students understand there is a problem in the world and humans have caused it.

Pre-assessment (for learning):

Ask the students what some of the global environmental issues they have learned about and made a
superhero project out of.
Formative (for learning):
Outline assessment Students will be asked questions about how humans impact the environment. Students will be asked
activities to write as they watch an environmental video.
(applicable to this lesson) Formative (as learning):
They will reflect how they are impacting the environment negatively and positively.
Summative (of learning):
NONE
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
YouTube video on human impacts interaction authenticity, minimize threats
What will it take
on the environment. The students will be outside
neurodevelopmentally, Images of the environmental planting a tree
experientially, emotionally, degradation in the world. The students will move around and
etc., for your students to do sit with a group and discuss what
this lesson? they have learned.
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students can reflect through oriented feedback
writing a journal, making a speech,
printing or drawing a visual art,
and making a video
Provide a student with papers,
posters, websites, and images to
use

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 Provide options for comprehension-
activate, apply & highlight
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
drawing a visual art, and making a
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students reflect what they have
learned through writing a journal,
making a speech, printing or
video
Give students prompts and guides
for their reflection

Laptops, projector, trees

Materials-what materials
(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.
5mins Ask the students to close their laptops. The students should not have their laptops
Motivation opened.
(opening/ Ask the students to stand up and walk around to The students will walk around and talk with a
introduction/ share with one or two people what some of the person or two about some of the global
engagement) global environmental issues they learned before environmental issues they learned and how they
going on a Spring Break and how these issues came about.
came about.

If the students have a hard time remembering what

those are, give examples such as: ocean pollution,
desertification, deforestation, etc.
Bring the students together and ask them to go The students will go back to their seats
back to their seats.

2mins Ask each group what they remember about
different global environmental issues and how
Development these issues began.
(the largest
component or
main body of
the lesson) Ask the students if we should cut down more trees
for more money. How can we stop cutting trees and
still have paper and money? What can we do to
5mins stop it? How can we stop desertification if the
farmers need farmland and they are overusing arid
land, which later becomes a desert? How can we
The students will raise their hands to answer what
they have remembered.
For example, a student might say something about
how deforestation happened because people
needed trees to make paper and money.
As the teacher asks these questions, the students
can raise their hands to answer some of these
difficult questions.

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 conserve water when we need water to drink and
shower?

Show them images of environmental issues on

google images.
3mins
Finally, ask the students, How does all these The students will talk about how they feel about
environmental problems make you feel?? the environmental problems. The students will say
something along the lines of: It feels hopeless.
No easy solution
There is certainly no easy solution. If feels like
there is no hope for the future. But we are going to
6mins watch this video that will be hopeful.
Show the students a YouTube video on Man vs.
Earth by Prince EA by turning on the projector.
https://www.youtube.com/watch?v=VrzbRZn5Ed4 The students are watching the YouTube video

After watching the video, ask the students to open

their laptop.

Ask the students to type the question, How does The students will open their laptops.
the saving the world and recreating the world
different? on their laptops. Write the question on The students will type the question on their
the board. laptops.

4mins Ask them to take around 2 minutes to write down The students will take around 2 minutes to write
possible answers for the question. what they think.

After they wrote their answers, ask the students to The students will talk with a partner or in threes
share what they wrote with someone next to them. about what they wrote.

4mins Ask the students for volunteers to answer the The students will raise their hands and answer the
question. Repeat the question. question.
Remind them of the superhero project they did.
Remember how we created a superhero who will
save the day? One person saving the day seems
better. However, this video we watched showed
how we all have the role in play.
We cannot save the world, but what can we do? The students will say, We can recreate the world.
How can we do that? We can do that by planting a tree.
Yes, we do that by planting a tree!

Tie it to creation-fall-redemption by showing how

the Garden of Eden was perfect without sin and
without pain and toil. However, with the Fall came
sin and darkness and everything evil. The world we
live is full of darkness and sin. The environmental
problems arose because of our sins and pride.
However, Jesus Christ came to save us and save
His Creation by redeeming what was lost. We are
His agents of renewal.

10mins Closure Therefore, we are called to save the environment The students take the tree plants.
(conclusion, and recreate what is lost. Bring a tree and ask the
culmination, students to go outside together. The students go outside.
wrap-up) Together with the students plant a tree in the school The students run around and enjoy the nature.
backyard. Bring the students who are running

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 around together. Ask them to pat the tree and enjoy
the nature.
As we plant the tree, remind them of how this The students will see the tree being planted and
small act of planting trees can change the celebrate. They all take part patting the tree.
environment we live. Together we can make this a The students go back to the classroom.
6mins healthier, cleaner and more beautiful place to live.
Ask the students to reflect what they have learned Students reflect through writing a journal, making
by asking them, how can they are impacting the a speech, printing or drawing a visual art, and
environment negatively and positively. making a video.
Provide a student with papers, posters, websites,
and images to use.
This can be finished for homework assignment.

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. I went to YouTube to find videos on human impacts on the environment made by Prince EA,
which captures the importance of this topic in an engaging way. Then, I created my own lesson on bringing a tree to plant in the
school garden. I wanted to do something way outside the box, and gathering the students and going outside to plant a tree would
make the students feel as if they are part of changing the environment.

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