ED 345 Calvin College Lesson Planning Form

Teacher: Evan Kroon Date: 3-10-17 Subject/ Topic: Math/Area and perimeter of
triangles

I. Objectives
What is the main focus of this lesson?
This lesson focuses on the environmental and social impacts of the endangered species list and vegetarianism.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in a three-week unit on controversial science issues. In this lesson students will be
introduced to two more of the issues they will be researching and debating next week.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable
national or state standards. If an objective applies to only certain students write the name(s) of the student(s)
to whom it applies.

Learning Target (LT): Endangered Species: Should we have an endangered species act? What does it mean for
a species to be on the list.
MS- Construct an argument supported by evidence for how increases in human population and per-
ESS capita consumption of natural resources impact Earth's system
3-4.

Learning Target (LT): Vegetarianism: What is the difference between vegetarians and vegans? Why do people
decide to be a certain type of eater?
o (MS-ESS3-3),(MS-ESS3-4)- Typically as human populations and per-capita consumption of natural
resources increase, so do the negative impacts on Earth unless the activities and technologies involved
are engineered otherwise.

II. Before you start

Prerequisite knowledge and Students will have a general knowledge of eating a plant based diet
skills. Students will have some knowledge about how human actions can impact other
living things
Formative:
Assessment - Students will be assessed on answers to comprehension questions
(formative and summative) - Students will be assessed on their answers to KWL questions
Summative:
- End of unit debate
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation (Action)
Options for Perception Options for action/interaction Options for recruiting interest
-WebQuest for Endangered Species -Pictures of animals
-PowerPoint with Pictures -Connect to animals students care
-Writing in Student Journal about.
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
-Picture on PowerPoint -Students will write in journals Persistence
- Clarify vocabulary that is -Use computer and google doc to -Have students answer questions
challenging. make list of endangered species and share with group.

Options for Comprehension
-Write learning targets on the
board.
-Highlight key ideas and have
student write in journals
Options for Executive Function Options for Self Regulation
-State lesson objectives at the start
-Objective as title of slide

Materials-what materials Computer for each student

(books, handouts, etc) do Uploaded Endangered Species Quest on google classroom
you need for this lesson and White Board
do you have them?
Do you need to set up your Students will sit at their desks or on the floor facing the white board
classroom in any special way
for this lesson? If so,
describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities
Parts
and student activities
5 Motivation Start by sharing todays topics and writing the learning targets for each topic on the
min (Opening/ white board
Introduction/ Todays theme is animals. How should we think about animals, why are they
Engagement) important, what do we as humans owe them?
Have a five minute discussion to get a feel for how the class feels/thinks about
animals
 Development Have students open their commuters, go to google classroom and open up the
assignment called Endanger Species Quest (Students are looking for plants and
animals on the endangered species list, and recording a picture and reason for
being on the list)
After 10 minutes bring the students back together and open op the google doc with
students research. Ask students if they noticed any patterns (help them to see
many of the animals and plants are on the list because of hunting, loss of habitat,
climate change)
As of October 2009, 1,361 plants and animals in the United States were listed
as threatened or endangered. There are many additional species that are
currently being evaluated for possible protection under the ESA, and they are
called candidate species.
So what happens when an animal is on the list? Once a species becomes listed
as "endangered" or "threatened," it receives special protections by the federal
government. Animals are protected from take and being traded or sold. A listed
plant is protected if on federal property or if federal actions are involved, such as
the issuing of a federal permit on private land.
The term "take" is used in the Endangered Species Act to include, "harass, harm,
pursue, hunt, shoot, wound, kill trap, capture, or collect, or to attempt to engage in
any such conduct." The law also protects against interfering in vital breeding
20 and behavioral activities or degrading critical habitat.
min The primary goal of the Endangered Species Act is to make species' populations
healthy and vital so they can be delisted from the Endangered Species Act. The
U.S. Fish and Wildlife Service and the National Marine Fisheries Service actively
invest time and resources to bringing endangered or threatened species back from
the brink of extinction. But should we? Should we invest our money to protect
animals? What if the animal or plant is on private land? Should the land owner be
handicapped by the endangered species? Does the list actually work to get number
up again? Why protect endangered species?

This leads us to our next topic Vegetarianism

20
min Pull up vegetarianism google slide show

Whats the difference between veganism and vegetarianism? A vegetarian is

someone who does not eat meat but is willing to drink milk and eat eggs.
Vegetarians usually are okay with wearing wool, leather, and down.
A vegan is someone who does not use any animal products. This means avoiding
meat, eggs, dairy, wool, leather, fur, down, and all other products made of, or
tested on animals.

But in reality it is complicated There are all kinds of variations! (Eating only
local eggs, only eat fish, ect.)
Why do people become vegetarians?
Environmental Reasons (animals drink lots of water, produce lots of waste, 6
calories of plant for one calorie of meat, lots of fossil fuels used in raising meat)
Health Reasons (Plants have less cholesterol, less fat, more vitamins, good sugars)
Philosophical Reasons (Animals feel pain so why put them through that? Why are
dogs pets and cows food?
 Religious Reasons (Restoration of the garden, lion and the lamb, no more death or
gnashing of teeth, God made all of his creation good)
Share personal testimony of why I am a vegan.

Allow for students to process their thoughts by sharing how they felt and why they
eat the way they do.

2 Share with students that both these issues are important but also very complicated.
min Remind students that there are good reasons for thinking about these issues.
Closure
Have students return their journals to the tables and dismiss them to their next
class

Your reflection on the lesson including ideas for improvement for next time: