Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Explain the impact humans have had on local ecosystems in Bangladesh.
- Explain how teaching sustainable methods of farming to villagers in Bangladesh is improving conservation efforts in the region.
- Discuss the importance of sustainability for the people of Bangladesh.
- Determine the meaning of selected academic and domain-specific words in the text.
- Cite specific and relevant textual evidence to support analysis of the text.
- Construct a written response that clearly establishes the main point(s), contains relevant textual evidence to support the main point, utilizes transitions to maintain flow, effectively uses domain-specific vocabulary, and provides an appropriate conclusion.
Prior Knowledge: What prior knowledge should students have for this lesson?
In regards to science:
- Students should be familiar with the impact humans can have on ecosystems including use of natural resources, poaching, illegal harvesting, etc.
- Students should understand how ecosystems depend on the interconnectedness of biotic and abiotic factors (the living and nonliving portions of an ecosystem).
- Students should understand how sustainable development and other conservation efforts are being used to protect the environment.
- Students should understand the idea of carbon footprints and what practices can be used to reduce one.
In regards to literacy skills:
- Students should have prior experience utilizing various vocabulary strategies to determine the meaning of unknown words in a text. For this lesson, prior experience in using context clues to determine the meaning of words in a text would be beneficial, as would the use of dictionary skills.
- Based on the writing rubric included with this lesson, students should be able to respond to a writing prompt in a clear, organized manner that includes use of an introduction to establish the main point(s), a body paragraph(s) that support the main point(s) and includes relevant and specific textual evidence, and a conclusion that supports the main point(s).
- Students should have some awareness that use of transition words or phrases can help a piece of writing flow smoothly from one point or idea to the next. Teachers might wish to provide students with a sheet of transitions to help them. This provides transitions teachers might provide.
Guiding Questions: What are the guiding questions for this lesson?
1. Prior to the involvement of the USAID, what impact were the villagers having on Lawachara National Park?
The villagers living near the Lawachara National Park are extremely poor and limited on ways to support their families. As a result, many of them have turned to using the natural resources found in the forest, resulting in loss of flora and fauna within the area. Villagers were collecting tree trunks, branches, twigs, etc. to use as firewood and to sell for money. They also hunted animals living in the forest. This unregulated loss of natural resources has had an impact on the forest ecosystems with loss of habitat and biodiversity.
2. What strategies did USAID use to protect Lawachara National Park?
The USAID, or United States Agency for International Development, is using new ways to protect endangered ecosystems in Bangladesh. They are teaching families skills that will allow them to feed and support their families while reducing, or even eliminating, their need for resources from these areas. Because the people of Bangladesh are extremely poor, it is important for skills to be taught that will be beneficial to the people for the long term. This article specifically discusses the use of homestead farming as a way to not only feed families but to sell the produce for an income.
3. Why is it important to promote sustainable practices worldwide?
It is unrealistic for people not to use land and other natural resources in their community. However, if these resources are not properly managed, it is very likely these resources could be lost for good. The Lawachara National Park is home to a critically endangered primate, the hoolock gibbon. It is important for the habitat of the forest to be maintained for organisms such as this. It is also important to use more effective and environmentally friendly farming techniques. By changing to organic methods of farming versus traditional use of fertilizer and pesticides, the soil and food from it will be safer. The goal of the USAID is to promote sustainable practices with positive long term results for these countries.
Teaching Phase: How will the teacher present the concept or skill to students?
1. Begin the lesson by asking students: What are some ways in which humans can impact ecosystems?
Have students work with a partner to brainstorm ideas. Answers will vary from deforestation, poaching, introducing invasive species, overuse of fossil fuels, etc.
2. Next ask students: Why is it important to conserve ecosystems and their resources?
Students might suggest the idea of running out of non-renewable resources, endangerment of living organisms, loss of clean water, soil, etc.
3. Ask students: What are some ways to protect ecosystems and their resources?
Students might say use of sustainable practices, plant more trees, use less fossil fuels, or reduce your carbon footprint. Teachers might want to use this from the NOAA that provides a carbon tracker; teachers could show it to students to help them visualize carbon emissions worldwide.
4. Teachers might want to show the following video clip from the Smithsonian titled "Ecosystems on the Edge: Forests and Climate Change" to build students' background knowledge about forests and climate change to help them prepare for reading the article in the Guided Practice.
5. Discuss the concept of sustainability with students and ask: What is sustainable land or resource use?
Accept student answers such as not harming the environment, not depleting the land of resources, or not permanently damaging the land.
6. Tell students today they are going to read an article that will inform them about how people in Bangladesh are learning to preserve their forests by using sustainable practices. As they read this article they should be thinking about how these efforts benefit both humans and the ecosystems of Bangladesh.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Provide each student with a copy of the article "Organic Fruit and Veggies Help This Farmer-Mom Save Money and Forests in Bangladesh."
2. Provide each student with a note-taking guide. Have students number the paragraphs and break the text into four sections. Section 1: paragraphs 1-4, Section 2: paragraphs 5-10, Section 3: paragraphs 11-16, Section 4: paragraphs 17-23.
3. Have students fill out the note-taking guide as they read the text. This can be done individually, in pairs, or in a small group. The teacher should monitor as students work and provide support and guidance as needed.
- Note: Based on the needs and skills of the students, teachers can decrease the number of academic or domain-specific vocabulary students will define on the note-taking guide.
- For academic vocabulary, students will likely be able to use a variety of vocabulary strategies to define the meaning of the words. For domain-specific (in other words, subject-specific) vocabulary, students will typically need to draw on prior knowledge and use a dictionary to define the words.
How will you check for student understanding? (Formative Assessment):
1. Teachers can check students' understanding by collecting students' completed note-taking guide, checking their work, providing written feedback, and possibly a grade. Or, teachers can have students share out their responses and the teacher can provide verbal corrective feedback, allowing students to make corrections to their work during the discussion.
2. Teachers can use this sample answer key to help them assess students' answers. For discussion on students' answers to the defined vocabulary words, teachers are encouraged to not only ask students to explain the meaning they determined for a word, but the strategy they used to arrive at that meaning. This will allow the teacher to provide alternative suggestions as to how the student could have arrived at the correct meaning of the word.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Provide each student with a copy of the text-dependent questions to complete. Students should be reminded to continually refer back to the text and to use relevant and specific evidence from the text to support their answers.
How will you check for student understanding? (Formative Assessment):
1. Teachers can check students' understanding by collecting students' answers to the text-dependent questions, checking their work, providing written feedback, and a grade. Or, teachers can have students share out their responses and the teacher can provide verbal corrective feedback, allowing students to make corrections to their work during the discussion.
2. Teachers can use the sample answer key at the end of the text-dependent questions document to help them assess students' answers.
Common errors/misconceptions to anticipate and how to respond: Please see the text-dependent questions sample answer key.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. After students' written responses for the summative assessment have been graded and returned with feedback, teachers might wish to use the provided sample response with the class. Students who are struggling writers can benefit greatly from seeing a well-organized, detailed written response. The teacher could show the sample response on an overhead or with an LCD projector and discuss some of the following:
- Have students examine how the writer began their written response. Students often struggle with how to start a piece of writing and often repeat the prompt back in the opening sentence because they do not know what other options they have. Go over how this writer started their introduction and brainstorm other ways the writer could have opened their piece.
- Work with students to identify textual evidence throughout the written response that supports the writer's main point (which is revealed in the final sentence of the first paragraph).
- Have students identify correct and appropriate use of domain specific vocabulary (e.g., natural resources, vegetation, greenhouse gases, atmosphere, conserving the environment, homestead farming, sustainable, compost methods, organic pesticides, climate change, habitats, organisms).
2. At the very end of the lesson, have students complete an exit ticket and answer the following questions:
1. One question I still have about a science concept is:
2. I really understand the science concept of:
3. Define "sustainable practices" in your own words.
1. Before students complete the writing prompt be sure to review responses to the text-dependent questions as a class, including covering the misconceptions and key points described in the sample answer key.
2. Students will individually respond to the writing prompt. They should be directed to respond with a multi-paragraph response, with a clear introduction, body section, and conclusion. They can refer back to the text as they construct their response.
2. Provide students with a copy of the rubric and go over the rubric with them so they will know how their written response will be assessed.
3. Go over the writing prompt with students and make sure students understand what the prompt is asking them to address.
The prompt: There is a local group of people living near a section of the Lawachara National Park, which is home to several endangered species. They are resistant to changing their traditional ways of providing for their families because they think it will cost too much and take too long to see results. Using information from the text, write to convince them of the benefits and importance of utilizing homestead farming over the traditional ways they have gone about earning an income.
4. Teachers will use the rubric to assess students' written responses.
Specific suggestions for conducting Formative Assessment can be found in the Guided Practice and Independent Practice phases of the lesson where it says, "How will you check for student understanding
Feedback to Students
Specific suggestions for providing Feedback to Students can be found in the Independent Practice phase of the lesson where it says, "Common errors/misconceptions to anticipate and how to respond."