Lesson Plan

Date: March 27
Subject: Environmental Science 20; Soil Pollution Grade: 11
Topic: Essential Question (from unit, if applicable):
How is soil pollution affecting traditions and ceremonies of First Nations people?
Why do we need to be aware of these pollutants to mitigate the damage they cause?
Imagine what it must be like to be a First Nations member who is losing their heritage to
pollution?

Materials: Lesson Plan, Pollutants work sheet, Student Textbook, Environmental Science 20
Weebly site and associated videos.

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Student need to understand the importance of soil chemical make-up and how it affects how the
plants grow.
Students need to know why it is important to be aware of these pollutants.
Students must be able to identify where the pollutant comes from and how it affects the soil make-
up.
Student must understand how changes in plant life can affect the food chain higher up.
Students must know the importance of plant and animal life to First Nations people.

Outcome(s):
ES20-TE3 Analyze soil as an integral component of a terrestrial ecosystem.
ES20-TE2 Recognize the need for intact habitat to support animal populations.

PGP Goals:
3.1 The ability to utilize meaningful, equitable and holistic approaches to assessment and
evaluation; and
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this understanding
to plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education;
4.2 The ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective
into all teaching areas,

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
During the lesson, I will be asking the students question about the material being presented to gain
insight into their comprehension. The goal of asking key questions to the students is to get them
thinking about the possible ways in which pollutants enter the soil. This will set the ground work for a
lab with that uses Vernier carts to measure different soil samples with an added pollutant. Further
formative assessment will be done through observing the students during the work period and
determining which concepts need to be reviewed and which can be taken to the next step.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
The summative assessment will come from the pollutants work sheet, and the lab report sheet on the
second day. The Pollutants work sheet will consist of a table of different pollutants found in the soil.
Next to each pollutant will be categories labeled with how the pollutants got into the soil, what plants
are affected, the potential backlash higher on the food web, and how this could be detrimental to
First Nations traditions and ceremonies. The second summative assessment will be using the Vernier
carts that contain soil analyzing instruments. Each soil sample will have a different pollutant and the
student will use the carts to determine the correct pollutant and then hypothesize where the
pollutant came from and the effects to local organisms.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

- Using the videos off the environmental science Weebly I will take the first few minutes of class to
get the basic information of soil composition including biology, chemistry, and importance.
- Video one: The Importance of Soil, http://www.agr.gc.ca/eng/news/scientific-achievements-in-
agriculture/agro-ecosystem-productivity-and-health/the-importance-of-
soils/?id=1429280876604
- Video two: Biology of Soil, http://www.agr.gc.ca/eng/news/scientific-achievements-in-
agriculture/agro-ecosystem-productivity-and-health/biology-of-soil-in-
canada/?id=1438269490047
- Video three: Chemistry of Soil, http://www.agr.gc.ca/eng/news/scientific-achievements-in-
agriculture/agro-ecosystem-productivity-and-health/chemistry-of-soil/?id=1449147806362

Main Procedures/Strategies:
- Todays class will cover the basics of soil pollution. There are many different types of pollutants
that can be found in local soil samples. All pollutants are man-made in nature and occur because
of industrialization, agriculture, or improper disposal of waste. The most common type of
pollutants are petroleum byproducts, pesticides/herbicides, lead and other heavy metals.
- With those only being a few of the actual contaminants, there many different ways in which soil
can become contaminated with many of them being affects from other types of pollution. For
example: A potential effect of air pollution is acid rain. This rain then falls onto the soil and seeps
into the ground water which is then take up by plant life and spread through the food chain.
Other form of pollution that dont involve direct industrial contact it contaminated surface water
being used to irrigate fields, or debris from roadways. Though this form of pollution doesnt
affect the soil chemistry directly, it does introduce foreign particles into the eco system which
then can become hazards for wildlife.
- Using the remainder of class time, I will hand out the work sheets and you may begin filling in the
table. There are seven different causes of pollution on the table and next to each one is a
category. Each category is based on what type of pollutants are associated with the specific
 pollution, how the pollutants affects the soil, what plant and animal life are directly affected by
the pollutants, the possible backlash higher on the food web, and lastly the significance to First
Nations people who use potentially at risk plant and animal species for important traditions and
ceremonies.
- Using a combination of the text book and laptop cart, research each the forms of pollution to aid
you in filling out the remainder of the table.

Closing of lesson:
- Why is it important to know/be aware of the different forms of pollution? How can this
knowledge change how we treat the world around us? I wanted to include First Nations
perspectives into this lesson because I want my students to start thinking about how pollution,
that most people brush aside, can affect people more closely linked to the earth. First Nations
people have a very deep connection to the land through traditional teachings and disruption of
that connection can lead to unnecessary stress. My goal for later in this unit it to bring in a First
Nations speaker and let them share their point of view with you. I know the scientific aspects of
pollution, but I want my students to hear a different worldview about the damaging effects of
pollution.

Personal Reflection:
Outcome 1:
I have adapted the curriculum to focus more on man-made forms of pollution, the reason being
that all of the other key word listed in the curriculum can be discussed and introduced after the topics of
man-made pollutants have been learned. I chose to have the students research the different pollutants
because I feel that it would engage them more to find the information themselves, rather than me talk
at them for the full hour. My instructions for this class are minimal as my goal is begin the preparation
process for post-secondary education, most university lab classes give the minimal amount of
instruction before letter the students inquire for themselves on how to solve the problem. I am trying to
ease my students into this type of thinking so that university doesnt come a such a shock. I decided to
include a different Outcome from the curriculum into this lesson plan because it focused more on the
habitat conservation aspect of the curriculum that I want to begin to introduce in the upcoming lessons.
Outcome 2:
I feel that the goal of this lesson is covered well in the closing remarks. I wanted to use man-
made pollution as a stepping stone into habitat conservation because it is a topic that everyone needs to
have some knowledge in as it pertains to the health of the entire world. Ill admit that perhaps the goal
isnt clear in the beginning of the lesson but as the student work on the sheet and with a few guiding
questions I hope that they would see the point I am trying to make. The last section of my closing
remarks focuses on the reason for having FNMI content which I felt I needed to explain to the students
so that there was a connection to the assignment and not just tossing in FNMI content for the sake of
putting in FNMI content. The next step for this lesson would hopfully to have a speaker come to the
class and discuss the effects of pollution on First Nations communities. If a speaker was not available, I
have participated in Skype conferences that have focused on that topic exactly, and if possible I would
get in touch with those who set it up to achieve the same outcome.
Outcome 3:
I chose to show videos to introduce the concept because Ive found that videos are the best
ways to get students interested in a topic. The only other way that Ive found motivates the student to
learn as much as videos is to take them on a field trip. The videos are just introductory concepts into the
world of soil. The next section of my lesson is simple lecture style to convey the necessary information
about what I want from my students during the remainder of the class and what they can expect from
the assignment. The lecture style I feel is the best to use for this type of lesson as soil pollution is a topic
that cant be introduced through hands on experience, or inquiry based learning. There needs to be a
formal introduction to set the ground work for the assignment.
Outcome 4:
I feel that the lesson has everything I would need to feel comfortable in handing it off to another
teacher to teach. There are links to the videos to start the class, the outcomes I want to achieve,
possible PGP outcomes, as well as the actual handout for the students to work on. the only complication
I could see it the links not working, booking issues with the laptop cart, and the ever-present potential
for classroom management to dissolve.

Outcome 5:
My formative assessments are based off the response of the students to the work sheet. As the
students complete the work I can assess their level of comprehension through which questions they are
struggling to answer and if they are having difficulty asking the right questions to find the answers
online. The work sheet itself is a type of formative assessment. I do intend to take the assignment as a
form of an exit slip. Using their answers to the sheet I can determine where the students are stugling
with certain concpts and will give me an idea where to focus on should they need a refresher. The
questions I have at the end of the lesson to connect it back to the FNMI content are also a part of my
formative assessment as they are guiding questions towards the First Nations perspective. I want my
students to start thinking about indigenous worldview because it is difficult to incorporate in a pure
science class like Environmental Science. Granted, Enviro Science is one of the easier to bring in First
Nations perspective, it is still important to make sure that traditional teachings can still have a place in
the science world.
Outcome 6:
The formative assessment for this lesson comes from the final product of the Pollutant Work-
Sheet that will be handed out during the lesson. I chose this method to assess the students ability to
make connections to causes of pollution and how they affect the surrounding area, both small and large
scale, and the impact on First Nations. Two to three points will be necessary for each box to receive full
marks on the assignment. The Work-sheet will hopefully be handed back at the beginning of the next
class period so that the students have immediate feedback on their comprehension of the material. I
also wish to have it back to the as soon as possible so that I may adapt the lesson as need be based on
how they scored on the hand-out.
Outcome 7:
I have chosen PGP goals that I feel are best applicable to this content. I chose 3.1 because I wish
to create a learning environment where non-standard assessment tools are used. It would be easy to
simply hand out and assignment and hand back a number grade with the only motivation to the
students is Because I said so, but that wouldnt be the kind of class that I want to be a part of. I chose
to use 3.1 before I began writing the rest of the lesson plan, and used it as a guide to my formative and
summative assessments. While the summative assessments remain rigid, the formative assessments are
based off what I infer from my students understanding. I find they are meaningful in that there is good
dialogue between myself and that students about the essential questions. I chose 4.1 as an attempt to
better myself with being able to apply what I knew about the curriculum, and about the subject matter
to combine the two and create a meaningful lesson that has the students learn what I want them too,
and still reach the outcomes. 4.2 was another test to myself to see if I could incorporate meaningful
FNMI content into my lesson. It is easy enough for teachers to make a small connection every now and
again to FNMI, but my goal is to center most of my unit with ties to FNMI content throughout.
Outcome 11:
It is difficult to create an environment where I would be able to respond to and learn from my
students culture in an environmental science classroom. This lesson address First Nations culture as it
relates to pollution of natural habitat and how that can affect the traditions and ceremonies related the
nature. There could be possible adaptations to this lesson to create a more culturally friendly
environment. Making connections to other cultures who have a strong connection to the land. To be
able to learn from my students, this lesson would have to include different cultural issues as they relate
to soil pollution. The concern there is that there are students with different cultural backgrounds, yet
have never experienced a different type of pollution other than what is found in Saskatchewan.

Outcome 12:
In my lesson, I have planned for a few key questions that cover all four types of questions. My
Lead questions is part of the assignment that involves what types of pollutants are found in each case of
pollution. For example, if the pollution type is road debris, then the pollutant is rubber, car parts, glass,
and oil spills. Most of the questions found on the assignment are quick, one-word answer lead
questions. My Guide questions are in the closing of the lesson. I chose to place these here so that they
are the most recent thought that goes through my students head as they leave the class. I want to get
them thinking about what they have just learned, and hy it is important. My Motivational set is acting
the part of my Hook question. Showing the student videos tends to get their attention better than
asking them questions about subjects they may know nothing about. Ive seen it all too often when a
great hook question from the teacher is met with blank expressions and silence. My Essential Questions
are directly at the beginning of the lesson and are the main theme throughout. I chose these as my
Essential questions because they were the most important to keep the focus on FNMI content and get
the student thinking about the potential backlash on First Nations communities from pollution.
Outcome 14:
The differentiation for this lesson is basic adaptations from students with various learning
disabilities and students who need enrichment. Though this is intended to be an individual assignment,
students who are struggling may be allowed to pair up to complete the assignment. Further adaptation
could be taken to create a new handout that has fewer, more broad forms of pollution, and less
connections to what type of pollutant is found and narrow down the table to how does this pollution
affect the ecosystem, and what are the concerns for First Nations culture. Students who require
enrichment for this assignment could be given a larger table with more in depth questions for each
pollution. For example, adding columns for mitigation strategies, additional forms of pollution, and
other cultural concerns could be added. EAL students would have the potential to work with students
who share a language and collaborate on the project, however, care must be taken that one student
doesnt end up doing all the work. further adaptations for EAL students would be allowing for extra time
in-class to finish, or getting the assistance of an EAL instructor to help with the translation of the
handout.
Outcome 15:
This lesson will hopefully engage my students by having them research different kinds of
pollution that affect the world around them. Lecturing to my students about the harmful effects of
pollution is a surefire way to put them to sleep. I hope that by giving them responsibility to research on
their own, they will better understand the impact the pollution has on their surroundings. This lesson
however, is just an introduction to soil pollution with labs to follow that use Vernier carts to analyze
potential soil pollutants.
Outcome 16:
The literacies I want my students to achieve are primarily centered around developing cultural
awareness through looking at the effects on First Nations people, and becoming aware of the ever-
growing problem that is pollution. The students should have some background knowledge of what
pollution is coming into the class, but it is my goal to have them look at it in greater detail, and not just
from a Western worldview, but a more holistic view the comes from Indigenous cultures. Though
research alone wont give the students a chance to reflect on these literacies, it will open the door to
new process of thought and the self-assessing will come later in the unit.
Outcome 17:
Having taken most of my lecture topics from the curriculum indicators and outcomes, I have
based labs from these lectures that will allow me to assess whether the students have understood the
subject material. If the students can replicate the lab results, then it is clear to me that they have
grasped the core concepts. In this unit, I have added two definition sheets for key words, one test, and
two projects for assessment. it is my hope that these assessments in tandem with the formative
assessments during the labs I will can determine if the students have met the outcome and indicators.
The test and projects will be the best way for the students to demonstrate their understanding of the
subject material, while providing a variety of assessment formats to not make the unit monotonous.

Outcome 18

My assessment piece meets all the basic requirements for GRASPS but could be written in
greater detail. However, the assessment piece does provide clear feedback the students can apply what
they have learned in a performance type task. Using the rubric I have created for the final project, I can
determine whether the students understand the concepts of the unit, and if they can demonstrate that
knowledge. The slides that I have asked the students to make are based off topics covered throughout
the unit.

Outcome 19

Using the outcomes as a guide line I have created a unit that will teach each outcome, and have
an assessment piece associated with each outcome. The pre-assessments will come from observing the
students during the introduction days to each topic. The formative assessments will happen in each
lecture to address the level of comprehension of the class. During lectures, I will be asking questions to
determine the level of focus in the days subject, and readdress any topics that students may have
misunderstood or simply werent paying attention to. Formative assessments done in the labs will
further indicate the level of comprehension of the students as they attempt to apply the lecture concept
to real-life settings. Finally, the summative assessments will hopefully show me that my students have
understood each lesson. The first soil test will determine if the class is ready to move on, or if more time
must be spent on that topic so more of the class understands. It is possible to add another test for the
plant section before the final project is assigned, just as a last check before moving on the performance
task. However, I feel the making use of the plant identification at Beaver Creek would serve in the place
of another test as students will demonstrate what they know in the field.

Outcome 20:

The revisions to my unit plan consisted of the addition of the entire assess and reflect section. I
left this section blank the first time simply dur to time constraints with the original due date. I feel that
this helped me finish off the unit and I have a polished product. The additions to the assess and reflect
definitely help refine my adaptations for both struggling and exceeding students. Another reason I left
this section blank initially was due to my lack of knowledge in the subject area. As a music major, I have
little experience in Environmental Science 20 and was unsure of how to adapt the lessons accordingly. I
am currently enrolled in an online EdPsych class that deals with adaptations from exceeding and
struggling students, and that class has given a great deal of information that I have been able to put to
use in this section of the unit plan. The same could be said for the reflection section on FNMI content. I
used the information I gain from my Pedagogies of Place-Based Learning, along with my Anti-Oppressive
class to better educate and adapt to including FNMI content into my lessons.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Environmental Science 20

Pollutants Work Sheet

Student Name:

Type of Types of How the What Potential Risks and

pollution pollutants pollutants Plants/Wildlife concerns Damages to
found enter the soil would be higher up the First Nations
affected. food web People.
(including
humans)

Oil Drilling/
Mining

Accidental
Spills/Corrosio
n of
Underground
storage tanks

Acid Rain
Intensive
Farming/Agroc
hemicals
(Pesticides,
Herbicides,
Fertilizer)

Industrial
Accidents and
Road Debris

Waste Disposal
(Oil and Fuel,
Nuclear,
Industrial
Dumping,
Electronic
Wastes, Agents
of war)