Lesson Plan 2

Course Science Grade Level 10

Energy Flow In Global
Subject Time Frame 80 Minutes
Systems
Title Love & Conflict Developed by Group B

Stage 1 Desired Results

Content Standard(s): Environment & Conflict
Enduring Understandings/Big Ideas: Essential Questions:
(from Harden: Lesson specific)
Students will understand that
The diversity of organisms, living and
extinct, is the result of evolution.
Applications of science often have
ethical, social, economic and political
implications.
Science assumes that for every effect
there is one or more causes.
Related misconceptions . . .
Species coexist in ecosystems
because of their compatible needs
and behaviors; they need to get
along.
War and conflicts do not affect
ecosystems.
Knowledge objectives (specific
outcomes):
Students will know . . .
Investigate and interpret the role of
environmental factors on global energy
transfer and climate change
(Lesson specific)
What does a community need to survive?
Can humans survive and thrive without using
up the resources of the planet?
What influence do humans have on Earth's
atmosphere?
Prior Knowledge:
What do students already know . . .
Grade 7 Science, Unit A: Interactions and
Ecosystems
Grade 7 Science, Unit C: Heat and Temperature
Grade 8 Science, Unit E: Freshwater and
Saltwater Systems
Grade 9 Science, Unit A: Biological Diversity
Lesson Emphasis:
Environmental Monitoring, Environmental
Impacts, Energy Flow, Environmental
Management
Skill objectives (specific outcomes):
Students will be able to . . .
Investigate and identify human actions affecting
biomes that have a potential to change climate
Assess, from a variety of perspectives, the risks and
benefits of human activity, and its impact on the
biosphere and the climate

Stage 2 Assessment Evidence (Lesson specific)

Performance Task(s): N/A

Student Self-Assessments Other Evidence (assessments)

Class Discussion Verbal Questioning

Stage 3 Learning Plan

Learning Activity:
Learnin What the Student does . . . Materia
g Cycle What the Teacher does . . . Time
(Include differentiation instruction) ls
En Listen to introduction from Introduce 360 activity
the teacher for students to virtually Chrome
Exr
Use chrome books to visit view the destruction on 30 books
Exl website provided by the the environment in Minute
teacher Syria caused by the s SMART
El Board
Explore the environment and conflict.
Ev take notes on observations www.360syria.com
En Teacher provides mini-
Listen to mini-lesson and take lesson on the causes of
Exr
notes on how chemicals can destruction through 15 Notebooks
Exl cause destruction of chemical warfare (ex. Minute
environmental systems Syria) s
El
Explains the chemical
Ev compounds and uses
En
Exr
10
Listen to review of the UN Begin review of the UN
Exl Minute Notebooks
sustainability goals sustainability goals
s
El
Ev
Listen to introduction
En Choose an area of the world Provide short
of interest that has had some introduction to research
Exr activity and knowing
type of "conflict" 25
how to find credible Chrome
Exl Minute
Research possible articles s
books
El environmental effects these www.google.ca/scholar
Ev conflicts may have had on
the environment and
surroundings
Stage 4 Reflection
Considerations Comments
Is there alignment between the
first 3 stages?
How has learner differentiation
been addressed?
How does the unit design
include a variety of teaching
experiences that includes: FNMI,
multicultural, and
interdisciplinary activities.
Sources consulted (APA format)