LESSON PLAN TEMPLATE

TEACHER Sam, Ben, Maddie, Austin,

Subject/Class/Course Grade 10 Science
Topic Sustainability of Ecosystems
Grade Level 10 Duration 30 min

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
GCO: Science, Technology, Society, and the Environment, and Attitudes

SCO: 114-1 explain how a paradigm shift can change scientific world views

118-9 propose a course of action on social issues related to science and technology, taking into account
human and environmental needs

215-4 identify multiple perspectives that influence a science-related decision or issue

SFL: I can identify multiple perspectives that influence science related issues while taking into account
human and environmental needs.

Introduction
- Upon entering the classroom, students will be offered a choice between 5 groups (Farmer’s union,
Business society, University student, aboriginal/indigenous group, environmental activists)—groups
will be capped around 5. Each of these groups will have one of the 5 teachers at it.
- Outcome and agenda will be written on the board
- As a group students will rank a list of things (i.e. sunset, bugs, cars, money) in terms of how much
they think about/value those things.

Assessment
- Students will create a plan of action in response to an environmental issue
- Teaching will be done in a small-group context which allows for more ongoing formative assessment
and C4U

Develop the Instruction

- Instruction will be done in a small group/focus group context. Each teacher will guide their group,
facilitate discussion, and provide necessary info and clarification when necessary. Our role is mainly
to facilitate/guide students and ask probing question when necessary.
- Rank a list of things first as a table group from their perspective what is important or what they think
about most. After ranking from their real life perspective as a table group ask a few tables to share
their list. Then continue on in the perspective of their chosen special interest group. “What is
important/of value from the perspective of your group? What is least important?” Share with the class
this list. “What does this say about the group?” “What are some big difference?” “Who might find
conflict in because of their values?”
 - Students will then be presented with a scenario where a developer wants to develop an area and has
submitted plans to city hall. Students will work in their groups as “lobby groups” and craft a speech
based on their groups perspective that they will present to “city hall”. We will then discuss as a class
what plan of action “city hall” should take.

Closure
- We have built in an activity debrief into our instruction. Students will be lead in a discussion that
addresses the activity and the outcomes.
o How did the different perspectives change how you approached the science related issue?
o What sorts of human and environmental needs did your group consider?
o Is there another group that you strongly agreed or disagreed with?

Materials, Technologies, Safety or Special Considerations

- Paper cut outs for ranking activity
- Costume/décor to match different groups (i.e. ties for the business society)
- Instructional slide (PowerPoint)
- Seating instructions (posted outside classroom)

Reflection
Were my students successful in meeting the outcomes and objectives? How do I know? Did my instructional
decisions meet the needs of all students? What could I do to improve the lesson?