Subject/Grade: Sci 9 Lesson/Date: 4- The Extent of Human Impact Time: 3 hours

Stage 1: Desired Results

GLOs: Students will:
 Investigate and describe, in general terms, the role of different substances in the environment in
supporting or harming humans and other living things
 Identify processes for measuring the quantity of different substances in the environment and for
monitoring air and water quality
 Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances
within an environment
SLOs: Students will:
 identify questions that may need to be addressed in deciding what substances—in what amounts—
can be safely released into the environment
 apply and interpret measures of chemical concentration in parts per million, billion or trillion
 describe and illustrate the use of biological monitoring as one method for determining
environmental quality
 identify chemical factors in an environment that might affect the health and distribution of living
things in that environment
 apply and interpret measures of chemical concentration in parts per million, billion or trillion
 describe mechanisms for the transfer of materials through air, water and soil; and identify factors
that may accelerate or retard distribution
 describe mechanisms for biodegradation, and interpret information on the biodegradability of
different materials
 comprehend information on the biological impacts of hazardous chemicals on local and global
environments, by:
− interpreting evidence for environmental changes in the vicinity of a substance release
− interpreting LD50 data and other information on toxicity [Note: LD50 refers to the amount of a
substance found to be lethal to 50% of a population, if ingested.]
− identifying concerns with the disposal of domestic wastes, such as paints and oils, and industrial
wastes
 describe and evaluate methods used to transport, store and dispose of hazardous household
chemicals
 investigate and evaluate potential risks resulting from consumer practices and industrial processes,
and identify processes used in providing information and setting standards to manage these risks
 identify and evaluate information and evidence related to an issue in which environmental
chemistry plays a major role
Learning Students will:
Objectives - Follow along and fill in notes
- Research necessary information for their Unit Project
- Complete Reviews

Stage 2: Assessment Evidence

Formative - Review Summative - Vocab
Assessment - Fill-in-the-blank Notes Assessment - Unit Project

Stage 3: Learning Experience

Prior to -Print notes Resources - Laptop cart #4 Rm 122
Lesson: -Print review/ Fill in the blank Notes to Bring:
Time: Content/Description Notes/Assessments:
Introduction/Attention Grabber: Announcements
11:40am  Day plan
5 min  Assignments
Assessment of Prior Knowledge:
Subject/Grade: Sci 9 Lesson/Date: 4- The Extent of Human Impact Time: 3 hours

11:45am Activity #1: Topic 5- Getting Away from It All -

30 min + Teacher Prompts/Cues/Explanations
2min  Persistent/Non-persistent Pollutants
break  Bio Indicators
 Point- and Non-Point sources
Student Actions
 Listen
 Write definitions
 Write notes
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
12:17pm Activity #2: Topic 6 - Fill in the Blank
40 min + Teacher Prompts/Cues/Explanations Notes
20 min  Airborne Pollutants - The ‘Positive’ in
break at  Ozone + CFC’s Pollution
1:10pm  Atmosphere - T 4-6 Review
 Controlling H2O pollution
 Treatments
 Biodegradability (Activity)
 Hazardous Waste
 Waste Management
 Bioremediation
Student Actions
 Fill in the Blank Notes
 Vocab
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
 Group self-assessment at end (make)
1:30pm Activity #3: NIMBY Unit Project - NIMBY Project
Teacher Prompts/Cues/Explanations - Group 1: Meg,
 Get into groups Ev, B, Si
 Research unit project with laptops - Group 2: Ra, Ma,
 Laptop Cart #4- Rm 122 G, L, Sh
Student Actions - Group 3: Em,
 Unit Project Syd, Ad, V
 Vocab - Group 4: Ta, Th,
Guiding/Prompting Questions Ki, Ro
 Who’s going to do what in the group? (everyone needs to - Group 5: Ry C,
contribute) H, C, Al, Kia
Check for Understanding/Performance Indicators - Group 6: Eth, Ry
F, Re, An
 Participation
 Group self-assessment at end (make)
2:40pm Closure: Next class? -
5 min Teacher Prompts/Cues/Explanations
Subject/Grade: Sci 9 Lesson/Date: 4- The Extent of Human Impact Time: 3 hours
 Unit Review
 Unit Project
 Project due Nov 20th
 Vocab due end of class Today

Assessment
 Fill in the blank Notes
 Review
 Unit Project
 Vocab
Teacher Prompts/Cues/Explanations

Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Participated in lesson, engaged and were enthusiastic about group project

2. Specific strengths of the lesson plan and delivery:

Called on student participation during lecture and got it; pre-made groups; research booklet outlines

3. Specific weaknesses in the lesson plan and delivery:

Project worktime very unstructured- some students took advantage of this to goof off

4. What must be addressed to improve this plan?

Provide specific tasks for each group member to do

5. How I have grown from this teaching experience:

Grade 9’s really struggle to organize themselves sometimes; They need more guidence