5e Lesson Plan

Teacher:Layna Kirchner, Kimberley Powell, Tiska Rodgers, Nicole LaRue

Unit:What’s in your water?Lesson Title:What size of footprint will you make?

Time:1-2 class periods

State Framework(s) or Standard(s) or Benchmark(s):

Strand 4:Changes in Ecosystems and Interactions of Organismswith their Environments Big Idea 1: Organisms are interdependent with one another and with their environment. Concept C:All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem. A. Devise a multi-step plan to restore the stability and/or biodiversity of an ecosystem when given a scenario describing the possible adverse effects of human interactions with that ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes) DOK: 3

Concept D: The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes. A. Predict the impact (beneficial or harmful) a natural or human caused environmental event (e.g., forest fire, flood, volcanic eruption, avalanche, acid rain, global warming, pollution, deforestation, introduction of an exotic species) may have on the diversity of different species in an ecosystem DOK: 2

Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere) Big Idea 3: Human activity is dependent upon and affects Earth’s resources and systems. Concept A: Earth’s materials are limited natural resources affected by human activity. A. Predict local and/or global effects of environmental changes when given a scenario describing how the composition of the geosphere, hydrosphere, or atmosphere is altered by natural phenomena or human activitiesDOK: 2

Strand 8: Impact of Science, Technology and Human Activity. Big Idea 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs. Concept B: Advances in technology often result in improved data collection and an increase in scientific information. A. Recognize the relationships linking technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science) DOK: 2

Prior Knowledge:
Students will listen to the Case narrative and fill out the Know/Need to Know Chart.
Students will have questions from Case Analysis chart completed before beginning the rest of the lesson.
Objective:What will your students be able to do by the end of class?
Students will be able to assess what kind of an ecological footprint might be produced by how they live their lives.
Students will be able to compare the ecological footprint of different countries.
Students will be able to determine the top 10 countries that import fuel.
Students will be able to make a connection between top importers of fuel and the ecological footprint. (The effect that it is having on the environment.)
Assessment: How will you know concretely that all of your students have mastered the objective? / Key Points:What three to five main ideas or steps will you emphasize in your lesson? May also include key questions to ask during instruction
Students will be in discussion with each other as well as the teacher.
Students will be producing graphs using the information provided while working in groups. / What kinds of things do you think makes a larger ecological footprint?
What are some problems you might encounter when trying to change your lifestyle?
Do you think if you lived in another country your footprint would be different? Explain.
Explain the kinds of ecological impact you think the top fuel importers have on your ecosystem?
Engage:Get the students’ minds focused on the topic (discrepant event, picture, question, etc). You may also assess prior knowledge

Go to the above website and take the quiz. Compare your answers to your neighbor’s answers. Be sure to write down your results and we will get a class average when everyone has taken the quiz. Also be prepared to discuss ways you can lower the number of planets it takes to support your lifestyle.

Explore: Provide students with a common experience

Using the above data table (listed in global hectares)produce a graph comparing the ecological footprint of the top 10 countries. (One hectare = 2 ½ acres)


Expand:

Using the graph given, list in order the top 10 countries that import fuel (In U.S. Dollars per person) and make a graph.

Explain:Teach the concept. Include interaction between teacher and students
Teacher should explain what the term ecological footprint means. Discussion between class and teacher should take place as to methods of reducing ecological footprint.
Teacher should ask students if they can think of any connections between ecological footprint and the amount of energy used.
Teacher should then help the students make the transition between energy used and the amount of fuel imported.
Teacher will explain how to read the graphs and/or data given for the students to work with.
Elaborate: Students apply information learned in “Explain”.
Students will give any ideas of connections between ecological footprint and amount of energy used.
Students will explain how to interpret their graphs.
Evaluate:How will you know the students have learned the concept?
Students will produce graphs with 80% accuracy.
Students will discuss at least one way to reduce their footprint.

Citations:

Materials:

1 computer for each student (if possible) students can share in pairs at the computer if necessary.

Students will need paper and pencil, calculator (or they can use the converter website)