Mini-Lesson Plan Guide for Science

Date(s): Subject: Sustainable use of land Grade Level: 9-12

Lesson Planning
Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar?
SC.912.L.17.12: Discuss the political, social, and environmental consequences of sustainable use of land.
Essential Questions: How will I reword the benchmark into specific questions using student friendly terms?
•  What is the controversy surrounding sustainable use of land?
Materials/Resources: What do I have or need to teach this lesson?
Projector “The Meatrix” video clip
Computer w/ internet access
Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions?
Day One: Explicit Instruction
Day Two: Modeled Instruction
Day Three: Guided Instruction
Day Four: Independent Instruction
Day Five: Assessment
Lesson Delivery
Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?
·  Teacher will engage students:show short video clip “Organic Farming” http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.organic/
·  Discuss with students: What impacts do various farming methods have on soil quality and erosion? What are the positives and negatives about farmers growing one crop in an area year after year?
·  Teacher will use powerpoint to explain the controversy surrounding sustainable use of land
Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?
·  Ask students to imagine a small farm existing in the middle of a field that is surrounded by forest and has a stream running close by.
·  Ask students: What effects will this farm have on the surrounding ecosystem? Draw the ecosystem food web on the board with aspects of the farm built in. Then ask: What do you know about factory farming?
·  Show “The Meatrix” and re-discuss factory faming
Guided Practice: How will I help my students practice answering the essential question?
·  Teacher will split up students into groups of 3-4 to discuss factory farming: What are the good and bad aspects? Why was the technology of factory farming invented? Are they all bad? What would be good about them?
·  After 6-8 minutes, bring class back together to share ideas
Independent Practice: How will my students practice answering the essential question individually?
·  Teacher will have students write a journal entry discussing their personal opinion on factory farming, or any other sustainable land use technology that was discussed
·  If time permits, have individuals share their ideas
Assessment: