Lesson Plan

Date: March 21st 2017

Subject: Environmental Science Grade: Eleven
Topic: Essential Question (from unit, if applicable):

Materials: Power Point, Skeleton Notes

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Students need to understand that ecosystems, including plants and animals are
interconnected; a change in one aspect will result in a change in every other aspect.

Outcome(s): Outcome Indicators ES20TE3 Recognize the need for intact habitat to
support animal populations and biodiversity. [SI, CP, DM]

g. Discuss the implications of the competitive exclusion principle with respect to

animals and plants in an ecosystem, including the introduction of invasive species and
the potential for shifting eco-zones due to climate change. (K)

h. Evaluate the importance of a keystone species in a specific terrestrial ecosystem. (S)

i. Assess current or potential impacts of a changing climate on a specific representative

animal and its habitat. (S)

PGP Goals:
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g.,
Treaties, Residential School, Scrip, and Worldview);
2.4 ability to use technologies readily, strategically, and appropriately
2.5 knowledge of several subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge); 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.

Students will be given ample opportunity to express their knowledge as I ask questions
of them after each power point slide.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
Not Applicable

Stage 3- Procedures:

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

My cooperating teacher had some class business to attend to for the first 10
minutes of class
Class discussion about what Bio-Diversity is will follow for 5 minutes

Main Procedures/Strategies:

20-25 Minutes of power point with teacher led student engagement.

10-15 Questions about material just covered
IF time permits start new material

Closing of lesson:
5 minute discussion about what the students think they learned.

Personal Reflection: Personally, I find this material to be very interesting, not only
scientifically but extremely topical. I will try and help the students understand how much
these things will affect their future even though people in Saskatchewan do not
necessarily see these effect s every day. I will attempt as much as possible to talk about
local and indigenous issues.

After Lesson: Students were very engaged with this lesson. I think my passion for this
subject is coming through to them and they seem to respond well to that. Not everybody
participated when I asked question, but many people did. When they did they had very
good answers to my questions and comments.
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)