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Special instructions:
The overarching teaching goal of this lesson study is to see if students can relate environmental pollution with means
of existence (Middelen van bestaan) and how students will react to a new method of teaching.
Overarching Goal of the Students Learning during the Lesson Study (SMP)
The overarching goal of students learning is to see in which way agriculture (rice cropping) can cause environmental
pollution
We decided on this task because we wanted to see how students think about environmental pollution in relation with
cropping rice in Nickerie
The students will look at geographical processes in a different way; we say that students will look at the world
through geographical glasses.
Problem: students can link environmental pollution with the way we are cropping rice in Nickerie.
4.Lesson Connections
Foundational Geographical Ideas:
In Nickerie we deal daily with the problem of pollution created by cropping rice.
People who live in the rice polders encounter the most problems (health and pollution, dust, dirt, chemicals) from
this; they reported this to the government but the solution given by the government is very poor.
Vocabulary:
Agriculture;gardening, environment, pollution, climate factor, paddy, rice, different pesticide, bio agriculture,capital,
ground, labor,fertilizer,soil,water, air,grow, vegetable, fruit,healthy, environmentally minded.
Differentiation
Now the students need to relate a specific part of agriculture(rice cropping) to environmental pollution by using
what they have learned during the lesson,video and examples included, and of prior experience and knowledge.
5. Lesson Flow
Date: July 28th 2015
Subject / grade level: Geography, 3th grade secondary school
Materials:
Beamer, laptop, PowerPoint presentation, paddy, rice, chemicals, task sheet, word puzzle.
With the information given to the students during the lesson they had found the connection between
agriculture and environmental pollution. With this discovery they can now relate every means of existence
with environmental pollution.
Lesson objective(s):
1.The way we are cropping rice in Nickerie
2. Why agriculture is important for Suriname
3.The link between agriculture and environmental pollution
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the engagement?
They will get different tasks during this lesson,questions and word puzzles.
At the end of each word puzzle the students need to form a sentence with the words they found.
List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
The teacher asks the students their opinion about agriculture, its importance for Suriname. Also if they
experience pollution in their own environment by giving examples.
EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them
to justify their explanations.
In which way does rice cropping effect environmental pollution in Nickerie.
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
Agriculture;gardening, environment, pollution, climate factor, paddy, rice, different pesticide, bio agriculture
How is this knowledge applied in our daily lives?
With this knowledge of environmental pollution, the students can help reduce it by practicing it in their
daily lives.
They can bring this message to the people.(Other students and people who dont know this yet).
This will eventually bring on a spin-off effect.
They can think of solutions for this problem.
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
At the end of each new subject there will be a task.
They can sum up the ways of environmental pollution by agriculture(rice cropping).
Come up with examples of environmental pollution in their daily lives.
This should be embedded throughout the lesson as well as at the end of the lesson
yes it will be talked about during the lesson and at the end when we do the task we will see who
listened objectively