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DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

………Geography……………

LESSON PLAN: Field Day #7 (05.02.21)

TEACHER: Kirby Harripersad

SCHOOL: Barrackpore West Secondary School DATE: 03.02.21

CLASS/FORM: 5 Science No. in class: 12 TIME: 1:30pm No of period(s): 1

Duration: 35mins

Planning for the lesson

UNIT PLAN:

TOPIC: Environmental Degradation with respect to agriculture

CONCEPT Attached below

CURRICULUM INTEGRATION AREAS: Integration with Science through the mention of processes
such as eutrophication and photosynthesis. Reference made to past trends in deforestation integrates
history.

 Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as visual,
read-write and auditory learners.

Planning for literacy improvement: Students will create a glossary of terms.

Planning for Technology Integration: use of laptop, Zoom, short movie clip made for set induction with
audio overlaid.

Planning for VAPA integration: Pictures will be used for the Visual integration. Use of music.

 Instructional strategies to be used and their rationale: Student-teacher interaction was chosen since the
content is for remembering and applying of the knowledge in the cognitive learning theory. Role
playing was chosen to encourage reflection with respect to Kolb’s experiential learning theory.
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The lesson plan:

PRE-KNOWLEDGE Students should remember the different types of agriculture. They should
recall that agriculture does not just entail plants, but also animals. They should also recall that
there are different types of chemicals and machinery used in agriculture.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of Domain

objectives
1. Predict how agriculture can negatively Creating Cognitive
impact on the environment.

2. Explain how agriculture degrades the Understanding Cognitive

environment under the headings of: pollution,
deforestation, soil quality and flooding.

3. Display an appreciation for the need to Valuing Affective

minimize environmental degradation with
respect to agriculture.

SET INDUCTION– Time allotted: 2mins

Teacher will play a video with different scenes of situations that can lead to environmental
degradation due to agriculture. The video has an embedded audio that serves to set a somber
mood and hopefully evoke a feeling of concern.
After the clip, teacher asks students to suggest topics they think the lesson would be about. Guide
their suggestions towards “environmental degradation”.

SECTION 1- Time allotted: 5mins

Teaching points:
-Definition of environmental degradation
-How agriculture can impact on the environment negatively (specific tasks in agriculture)
-Students are encouraged to create a glossary of terms they would like to use.

METHOD
Teaching Strategy Student Activity Resources
Teacher provides Students listen to definition PowerPoint Presentation
definition of
environmental Definition for
degradation. environmental degradation:
Teacher asks students to Students respond to the request Nriagu, J. (2011).
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recall what agriculture for suggestions and these are Encyclopedia of

entails, and to predict noted and a list created. environmental health, five-
ways in which the volume set (2nd ed.).
environment can be Elsevier Science.
degraded (keeping in mind https://www.sciencedirect.c
the definition of om/referencework/9780444
environmental 522726/encyclopedia-of-
degradation). environmental-health#book-
description

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 2mins

Teacher takes students suggestions of predicted environmental degradation caused by agriculture

and compare this list to prepared list of negative effects caused by agriculture. Teacher gauges
how many the students identified.

SECTION 2- Time allotted: 10mins

Teaching points:
- Methods and processes on how the environment can be degraded through agriculture under the
headings of: pollution, deforestation, soil quality, and flooding.

METHOD
Teaching Strategy Student Activity Resources
Teacher uses the Students will listen and offer their National Geographic
lecture method to experiences with the processes (if any) definition for
explain each section. verbally. deforestation:
With the use of
pictures, students are Students will continue their ongoing National Geographic
asked to relay their glossary. Society. (2019, July 16).
familiarity/experience Deforestation. National
with these situations Geographic Society.
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shown. https://www.nationalgeogr
Teacher to highlight aphic.org/encyclopedia/def
local cases of orestation/#:~:text=Throug
eutrophication and hout%20history%20and
flooding %20into%20modern

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 4mins

Students will be reminded of the pictures they looked at in the beginning of the session. They
will be asked to recall the content explained in this session and use that knowledge to suggest
how these processes and effects are related.

Responses can include:

-Deforestation can lead to increased erosion/mass movement since the absence of tree roots
would mean the soil is less stable

-Sedimentation can increase the likelihood of flooding when the river’s channel volume capacity
is decreased.

-Soil compaction can promote overland flow and flooding can occur

SECTION 3 - Time allotted: 3mins

Teaching points:
-Students are encouraged to recognise a need for a reduction in the negative effects of agriculture
to the environment.

METHOD
Teaching Strategy Student Activity Resources
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Students are shown an image Students watch picture and Image of how the earth can
that illustrates the earth in a listen to music. look (both sustainably and
state of sustainability and one In the role of Mother Earth, destroyed)
of destruction. Somber music students write a sentence to a Audio selection to evoke an
accompanies the image. farmer. emotional response.
The teacher asks students to
pretend they are Mother
Earth. Ask students to write
one line to a farmer as
Mother Earth. Remind
students that they are writing
a line to the farmer based on
what they have learnt in the
lesson

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 3mins

Students read their sentences out loud.

Teacher looks for responses to include: encouraging farmer to consider practices that has
minimal impact on the environment.

CLOSURE (How will you end the lesson?)– Time allotted: 2mins
Teacher ends with a brief recap of the session. Remind students of their glossary. Ask students if
they need further clarifications.

FINAL EVALUATION – Time allotted: 4mins

Multiple choice questions:
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Answers:

1. True
2. False
3. False
4. True

FOLLOW-UP ACTIVITIES/LESSON:
Students are to provide their sentences to a farmer for assessment via WhatsApp.
Sessions to follow will discuss environmental degradation with respect quarrying, mining and
secondary industries.
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Concept map (Lesson is based on the section highlighted in red)