Christa Woloschiniwsky

February 2015

Lesson Plan
Topic: Perspectives of the Environment and Waste
Course: Science

Grade: 10

Timeframe: 60 minutes

Learning Outcomes:
General Learning Outcomes:
Science Cluster 1: Dynamics of the Ecosystem

A2: Recognize that scientific knowledge is based on evidence, models. and explanations,
and evolves as new evidence appears and new conceptions
B5: Identify and demonstrate actions that promote sustainable environment, society, and
economy, both locally and globally
C4: Demonstrate appropriate critical thinking and decision-making skills when choosing
a course of action based on scientific and technological information
C5: Demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision,
honesty and persistence, and appreciate their importance as scientific and technological
ideas and data
C8: Evaluate, from a science perspective, information and ideas encountered
D2: Understand various biotic and abiotic components of ecosystems, as well as their
interaction and interdependence within ecosystems and within the biosphere as a whole
E1: Describe and appreciate the similarity and diversity of forms, functions, and patterns
within the natural and constructed world

Specific Learning Outcomes:

Science Cluster 1: Dynamics of the Ecosystem
o S2-1-09 Explain how the biodiversity of an ecosystem contributes to its sustainability
o S2-1-10 Investigate how human activities affect an ecosystem and use the decisionmaking process to propose a course of action to enhance its sustainability

Formative Assessment:
Criteria
The student will be working on gaining conceptual understanding of the environment. The
students will be required to demonstrate their understanding through class discussion, writing a
story about how they connect to the environment, and drawing what the environment means to
them. Add in the topic of waste, i.e. what do they consider waste, and ask them to include
electronics, i.e. what happens to it.
Who will complete the assessment?
The teacher
Tools used for assessment
The teacher will keep track of the participation of students in class discussion as well as their read
and mark the written responses done at the end of class.
Instructional Strategies:
Activate
The class will start by introducing the topic of the environment. A discussion will ensue
about the environment and different perspectives about the environment; here students
may incorporate any type of perceptions, including but not limited to industrial
perspectives to cultural perspectives. This allows for a review of the material already

Christa Woloschiniwsky
February 2015
learnt and to get a grasp on the student pre-existence knowledge on the topic. During the
discussion, the teacher will walk around the class guiding the discussion. (20 minutes)
Acquire
The teacher will discuss topics and issues relating to the environment, biodiversity and
waste. Such discussion can include lecture like talks, PowerPoints and images and will
target concepts of electronic waste. Students will be able to ask questions, share
experiences, and discuss. (20 minutes)
Apply
Students will be instructed to create a written story using any written form (e.g. poetry,
story book, song lyrics, comic strip, etc.) to represent their own perspective of the
environment and technology. They will be asked to accompany their written story with a
drawing that represents their story. (20 minutes)
Instructional Context/Grouping
Gradual Release of Responsibility Stages
Activating activity: guided task, support
Acquiring activity: guided task
Applying activity: guided task, support, individual
Flexible Grouping
Activating activity: Class discussion
Acquiring activity: Class discussion
Applying activity: Class discussion, individual
Different Ways of Learning
Multiple intelligences
Verbal/linguistic- questioning, discussion
Logical/mathematical- reviewing prior knowledge and defining the environment
Visual/spatial- drawing what the environment means to you
Body/Kinesthetic- writing their own story, drawing what the environment means to them
Naturalist- connecting to the environment
Interpersonal- group discussion
Intrapersonal- written response
Learning Styles
Audio- Discussion, questioning,
Visual- Drawing and written response
Tactile- Drawing and written response
Materials and Resources to be Used
Powerpoint information and images
Computer/projector
Samples of electronic waste (objects or images)
Sources
Manitoba Education. (2011). Senior 2 science: A foundation for implementation.

Winnipeg, MB: Manitoba Government.