LESSONPLANTEMPLATE

YourName:ElizabethFlores
TitleofLesson:MeetingtheNeedsofaGrowingPopulation
Grade:7th

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].

Concept1:FoundationsofEconomics
PO1.Explainhowlimitedresourcesandunlimitedhumanwantscausepeopletochoosesomethingsandgive
upothers.

Strand3:ScienceinPersonalandSocialPerspectives
Concept1:ChangesinEnvironments
PO1.Analyzeenvironmentalrisks(e.g.,pollution,destructionofhabitat)causedbyhumaninteractionwith
biologicalorgeologicalsystems.
PO2.Proposepossiblesolutionstoaddresstheenvironmentalrisksinbiologicalorgeologicalsystems.

LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?

Thelessonwillfocusonanalyzinghumaninteractionswiththeenvironmentandproposingsolutionsto
promotetheconservationoflimitedresources.Studentswillbeplacedingroupsbasedontheirchosen
limitedresource(chosenfromthelistthatwecreatedonDay1).Eachgroupwillclearlyidentifytheirlimited
resourceproblemandcreateacampaignthatlistsspecificstepstocombattheproblem.Thislessonis
relevantnotonlyonaglobalscalebutalsospecificallyforthestudentswhointendtomakeadifferenceinthe
worldofsustainability,ourworld.Inorderforstudentstobegintoworktowardsamoresustainablefuture,
theyfirstneedtobeabletoidentifylimitedresourcesandhowtheycanbeconservedforthelongrun.

OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto

Studentswillbeabletoidentifyasustainabilityproblemfocusingononeparticularlimitedresourceand
presentsolutionstotheproblemthroughoralpresentation.

ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?

Thestudentsarerequiredtopresenttheircampaigntotherestoftheclassusingbothaphysicalpresentation
(PowerPointoraposter)andanoralexplanation.Therestoftheclasswillthenberesponsibleforproviding
writtenfeedbackonthestrengthsofthegroupscampaignandareasforimprovement.

PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
Inorderforstudentstocompletethelesson,theywillhavetounderstandwhatalimitedresourcesisand
differentiatebetweenneedsandwantsoftheplanetasawhole.Thestudentswillalsohavetobeawareofthe
workthatwascompleteinthepreviousdays,asitwillaidtheirunderstandingofthecontent,aswellas
provideabasisfortheircampaignpresentation.Toactivatethestudentspriorknowledge,theinstructorwill
referbacktothenarrativethatthestudentswroteindependently,andtheresearchthattheycompleted
individuallyontheirlimitedresource.Studentsshouldalsohavephysicalevidenceofthepastactivities
completedinclass,whichwillaidintheircompletionofthepresentation.

MATERIALS
Listofrequiredmaterials.
Accesstotechnology(i.e.laptops,computerlab,smartphones)forresearch
PosterboardorPowerPointapplication
Paper
Pencils
Markers

VOCABULARY/KEYWORDS
Listofkeyvocabularyterms.

LimitedResources
Conservation
CarryingCapacity
Population
Sustainability

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):

1. Instructorwillopenthelessonbyreadingoutthelessonsobjectiveandbrieflydiscussingkey
vocabulary.
2. Theinstructorwillthenreferbacktotheactivitiescompletedpriortotheclasstoday,startingwith
thelistthattheclasscreatedonDay1,thesimulationdoneonDay2,thenarrativethatthestudents
wroteonDay3,andtheresearchthatwascompletedindependentlyonDay4.Theinstructorwill
explaintothestudentshowtheywillbeusingtheinformationthattheygatheredfromalloftheother
daysandputitintoacampaignpresentationofconservationforeachofthelimitedresourcesthat
werediscussedinclass.
3. Afterthepresentationexpectationshavebeenaddressed,studentswillbeplacedintheirgroupsto
beginworkingontheirpresentations.
4. Theinstructorwillwalkaroundtheroomwhilethestudentsareworkingtoansweranyclarifying
questionsandtoprovideinformalfeedbackonvariousideasthroughouttheresearchprocess.
5. Astheinstructoriswalkingaround,theywillbeconductinginformalassessmentsontheideasheard
inordertocheckforunderstandingfromthestudents,Ifthereisacommonmisunderstandingorif
severalstudentsarestrugglingwiththesamesection,thentheinstructorwillreaddressthewhole
classinordertoreviewtheissueasawholegroup.
6. Whenallofthegroupshavecompletedtheirpresentations,theywilleachpresenttotherestofthe
classandtotheinstructorforfeedback.
7. Thestudentswhoarelisteningareresponsibleforcompletingafeedbackformonthestrengthsofthe
lesson,areasofimprovement,andhowrealisticthesolutionis.Whenthepresentationiscomplete,
 theinstructorwillcallonrandomstudentstoreadouttheirfeedbacktothegroup.Allfeedback
formswillbegiventothepresentinggroupaftertheirpresentation.
8. Afterallofthegroupshavepresented,theclasswilldiscussthecampaignsthatwerepresentedand
howwecancontinuetobuildawarenessoflimitedresourcesinthefuture,notjustinschoolbutout
intheworldinoureverydaylives.
9. Theinstructorwillclosethelessonbyreferringbacktotheobjectiveoncemoreandaskingthe
studentstodiscusswhetherornottheyreachedtheobjectiveandjustifytheiranswer.

RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.

Therewerenooutsideresourcesusedbesidetheazed.govwebsitethatIusedtofindthestandards

WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

The lesson relates to both futures thinking, as well as systems thinking. In order to create their campaign and
list specific steps, the students need to think about the interactions between humans and the environment
(systems thinking). When students are able to clearly identify that relationship, they can create solutions to
the current interactions and create specific steps that would lend themselves to conserve the environment.
The other way of thinking that plays easily into this lesson is futures thinking. The campaigns that the
students present are focusing on how we can improve our conservation efforts in the future. Students need to
be able to think beyond the present and focus on effort that will be implemented years from now and possibly
build on future technology. Both of these ways of thinking are pertinent to the lesson and to sustainability. By
implementing them both, the students will get a real sense of what exactly it means to be sustainable, as a
person, as a nation, and as a planet.