Introduction: This lesson will be a continuation from lesson 1. It will test their knowledge and act as a bridge to the next topic under the theme of sustainability. They will have to apply what they have learned so far and think critically. This is not one of the best activities for inquiry based learning but it is the lesson that made most sense to follow the first (logical order).
Lesson Plan 2 Name: Joanna Longmuir
Grade: 5
Subject: Social Studies
Content: (Topic) Renewable and Non-renewable resources(review), sustainable practices, non-sustainable practices, and possible consequences of non- sustainable practices
Teaching Strategy: Direct, indirect, experiential
Learning Outcome: Explain the importance of sustainable management of the environment to Canada's future Indicators:
a) Differentiate between renewable and non-renewable resources b) Create an inventory of current non-sustainable practices (e.g. presence of plastics; packaging; dumping of waste into river systems)
c) List the possible consequences of non-sustainable practices related to the use of resources (e.g. lack of resources for future generations, endangered species, global warming)
Assessment: (as, of, for) Did the student have at least three examples written down on their data collection sheets of: Renewable resources shown in the film?
Non-renewable resources shown in the film? Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?
Did the students show an understanding of the topic through their discussion?
The information in thier quick-write would also be used as assessment.
Adaptive Dimension: To make this lesson easier you could omit some of the questions on the data collection sheets and focus on one thing. You could also include more discussion and omit the quick-write at the end. To make this activity more difficult you could add more questions to the data collection sheet.
Lesson Preparation
Equipment/Materials/Resources:
“Suzuki Speaks” video, sticky notes with sustainable and non-sustainable actions on them, data collection sheets
Presentation:
Set: Each table group will be given a sticky note with either a sustainable action (e.g. composting) on it or a non-sustainable practice on it (e.g. littering). The groups will be asked to tell why they think the action on their sticky note is positive or negative. For each negative practice the class will be asked “What possible consequence could result from this?” Then the sticky notes can be categorized in to two groups on the board.
Development: The teacher will then tell the students “Our Earth is changing in mysterious ways. Today you will be an investigator. You must watch this film carefully and record any information you think could answer the question of why our Earth is changing so rapidly”. Each student will be given a data collection sheet. On their data collection sheets there will be categories that they will have to record data on such as:
Examples of renewable resources shown in the film?
Non-renewable resources shown in the film?
Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?
Before the film is shown we will talk a little about what each of these categories mean. The film that will be shown is a documentary by Dr. David Suzuki called “Suzuki Speaks”. It is a video about our planet, environment, what people are doing to this place we call “home” and sustainability.
Closure: We will have a class discussion about the film we viewed. Students will have the opportunity to raise their hand and express how they feel after watching such a powerful video. Hopefully this will allow the information to sink in and help them make connections to thier own lives. To end the lesson students will do a quick-write about what they have learned in their journals.
Assessment Tool (of/as/for learning) Data Collection Sheet Film: “Suzuki Speaks”
Name:__
Our Earth is changing in mysterious ways. You are an investigator. You must watch this film carefully and record any information you think could answer the question of why our Earth is changing so rapidly. Pay special attention to the following details:
Renewable resources shown in the film?
Non-renewable resources shown in the film?
Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?
Lesson Plan 2
Name: Joanna Longmuir
Grade: 5
Subject: Social Studies
Indicators:
a) Differentiate between renewable and non-renewable resources
b) Create an inventory of current non-sustainable practices (e.g. presence of plastics; packaging; dumping of waste into river systems)
c) List the possible consequences of non-sustainable practices related to the use of resources (e.g. lack of resources for future generations, endangered species, global warming)
Did the student have at least three examples written down on their data collection sheets of: Renewable resources shown in the film?
Non-renewable resources shown in the film? Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?
Did the students show an understanding of the topic through their discussion?
The information in thier quick-write would also be used as assessment.
Equipment/Materials/Resources:
“Suzuki Speaks” video, sticky notes with sustainable and non-sustainable actions on them, data collection sheets
Examples of renewable resources shown in the film?
Non-renewable resources shown in the film?
Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?
Before the film is shown we will talk a little about what each of these categories mean.
The film that will be shown is a documentary by Dr. David Suzuki called “Suzuki Speaks”. It is a video about our planet, environment, what people are doing to this place we call “home” and sustainability.
Assessment Tool (of/as/for learning) Data Collection Sheet
Film: “Suzuki Speaks”
Name:__
Our Earth is changing in mysterious ways. You are an investigator. You must watch this film carefully and record any information you think could answer the question of why our Earth is changing so rapidly. Pay special attention to the following details:
Renewable resources shown in the film?
Non-renewable resources shown in the film?
Current non-sustainable practices shown in the film?
Possible consequences of non-sustainable practices shown in the film?