Brock University

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: A Pressing Concern Assignment Date: 11/16/2017

Subject: Science Course Code: SCH 4U Duration: 3 x 75mins

Overall Expectations
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and
recording, analysing and interpreting, and communicating); A2. identify and describe careers related to the fields of science under study, and describe the
contributions of scientists, including Canadians, to those fields
B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of
compounds that are harmful to human health and the environment;

Specific Expectations
A2.2 describe the contributions of scientists, including Canadians
A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge
A2.1 identify and describe a variety of careers related to the fields of science under study
B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life
Lesson Learning Goals
Knowledge & Understanding, Thinking, Communication, Application
I understand the positive and negative impacts of synthetic polymer compounds on society and the environment

Learning Skills and Work Habits

Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Responsibility
- Fulfills responsibilities and commitments within the learning environment
Collaboration
- Shares information, resources, and expertise and promotes critical thinking to solve problems
Self-regulation
- Perseveres and makes an effort when responding to challenges

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)

1. Process  Asessment for and as Anecdotal notes during process

2. Presenter role learning Rubric for presentation, reporting, and formal report
3. Reporter role
4. Report

Success criteria:
Did my students use a number of reliable resources to present
their compound and report on another group’s compound?
Prior Learning
Prior to this lesson, students will be able to…
- Work in groups
- Write a paper
- Research using peer reviewed journal articles

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
Notes from the unit, internet, hand-out on assignment
Ways of Learning (Process)
Internet and journal research; can use videos, watch movies, etc. to gain knowledge

Ways of Demonstrating Learning (Product)

Presentation can be in any format: poster, video, clips, public speaking, pamphlet, flyer, etc.

Accommodations: Modifications:
N/A N/A

Materials/Preparation/Safety Consideration(s) for Teaching

What do I need to prepare before I begin the lesson?
Assignment hand-out
Technology readily available
Chrome books signed out

Instructional Sequence
MINDS ON Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
 What are you collecting?
 Connection to prior learning and/or experiences
(Observations/Conversations/Products)
 Setting the context for learning  How are you collecting student data?
(Assessment tool)
- Discuss the format of a press conference -
- What is the point? Who goes? What do science press conferences look like? What is the
role of scientists? How do scientists market their compounds? (25mins)
ACTION Assessment Opportunities
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)
- Allow students to get into groups - Anecdotal notes on collaboration and
- Have students pick a synthetic compound research skills
- Assign reporting groups their compound to report on
- Students need at least 2 periods to research and prepare
CONSOLIDATION AND CONNECTION Assessment Opportunities
- Press conference (needs its own lesson)
- Consolidate at the end: which product are you most likely to use? Why? How did the
presenters present it well and in a good light? Which were some of the most difficult
reporting questions to answer? How will this change the way you choose your
products? Do you think you are now a more conscientious consumer?
REFLECTION
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