LESSON PLAN TEMPLATE

Your Name: Crystal Carrera

Title of Lesson: Deforestation
Grade: 6th Grade

STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State
Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social
Studies Standards (social studies)].

1. (6.W.3.)Write narratives to develop real or imagined experiences or events using effective technique, rel
evant descriptive details, and wellstructured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.

2. LS4.D: Biodiversity and Humans: Humans depend on the living world for the resources and other
benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity
through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species,
and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are
maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids
humanity by preserving landscapes of recreational or inspirational value

LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability
connection/lens associated with this lesson plan you are creating.

In this lesson, students are asked to write a narrative on an imagined future scenario. In the first scenario the
world has regained most of the forest land we have lost now. In the second scenario, the world has lost most of
its forest land. The students are told to imagine they live in this world that takes place 500 years from now.
They are asked to write a narrative explaining how the earth has either lost, or regained its forestland using
descriptive details and well-structured event sequences.

This lesson serves as a great closure to the whole unit. It gives students the chance to reflect on everything they
have learned throughout the unit. This lesson allows teachers to see if students have learned the importance of
forests, if they know what deforestation is, if they can share some reasons why we cut down trees, and how to
be more sustainable. Teachers get to see this while also reviewing narrative essays on imagined experiences
with the students.


OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to

SWBAT write a narrative essay with descriptive details and well-structured event sequences of a future
(imagined) scenario.

SWBAT describe in a narrative what deforestation is, why humans rely on deforestation for resources, and how
to be more sustainable.

ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
There will be a rubric given to the students on how to get a perfect score. The rubric will list points that need to
be included in their writing.

The students must include explain what deforestation is.
The students must give at least two reasons we cut down trees. (Land area or wood to make paper,
firewood, homes, etc.)
The students should also include what some negative effects are of deforestation.
The students should include how to be more sustainable. (Recycle paper to save trees, etc.)

Students will also be evaluated on the organization of the narrative. (Introduction, body, and conclusion
paragraphs)
Teacher should check if the student used relevant details and well-structured event sequences.


PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior
knowledge?

The students will have to know what forests are and what deforestation is. They need to know why humans
degrade forestland and what the consequences are.

In order to access prior knowledge, students will be told they could use any of their notes from the week.

Poster notes made by class will also be kept on display for students to refer back to.

MATERIALS
List of required materials.
1. Pictures of lush green forest and degraded forest
2. Paper
3. Pencils
4. Posters from previous lessons
5. Poster boards

VOCABULARY/KEY WORDS
List of key vocabulary terms.
1. Forest biomes: major ecosystems are termed as biomes. Biomes are defined by factors such as plant
structures (such as trees, shrubs, and grasses), leaf types (such as broadleaf and needleleaf), plant
spacing (forest, woodland, savanna), and climate.
2. Deforestation: the process where forests are cleared through logging and/or burning, either to use the
timber or to replace the area for alternative uses.
3. Flora: the plants of a particular region, habitat, or geological period.
4. Fauna: the animals of a particular region, habitat, or geological period.
5. Resources: a supply of materials

TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
1. Display two pictures on the smart board. One picture should be of a lush green forest, the other should
be of a large area that has trees chopped down.

2. Ask students to reflect on the two pictures and have them think back to what they have learned
throughout the week.

3. After giving the students a few minutes to reflect. Have them share their thoughts with their group.

4. Walk around the class to ensure that everyone is participating. Listen for key ideas.

5. Focus the classs attention.

6. Tell the students you heard great discussions as you were walking around.

7. Tell the students that they will be writing a narrative today on a future scenario. This will incorporate
futures thinking.

8. Read the two scenarios to the class. (In the first scenario the world has regained most of the forest land
we have lost now. In the second scenario, the world has lost most of its forest land.)

9. Tell the students they will each have to imagine that they are living in this future world. Tell them to
imagine that they live in that time and to write about the different things society did to get there.

10. Express the importance of structuring their writing. The introduction should introduce the world they
live in and explain how the world is. They should have body paragraphs that cover why trees are cut
down and what the effects are. They should also explain how they got to the point they are depending on
the future scenario they are given. Conclusion should include ways to be sustainable.

11. As teacher is explaining the structure they should create a guideline/outline as they are explaining. This
outline should be kept on display with a document camera for students to refer back to.

12. Assign each student one of the two scenarios.

13. Tell students to begin the outline of the narrative and allow them to begin the essay when they finish
their planning. (Students may have to finish their essays for homework.)

14. When students are finished with their essays, teacher will partner them with someone who had to write
about the opposite scenario.

15. Students should share their essays with one another.

16. When students finish sharing the essays, they will wrap up what they have learned by doing a graffiti
board on ways to save the rainforest.

17. Teacher should allow the students to share their boards.

18. Teacher should collect the students essays to assess what they have learned.

RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note
them here. Use APA format.

RakeStraw, M. (2014, January 06). Saving the forest and the trees. Retrieved from
http://humaneeducation.org/blog/2014/01/06/saving-forest-trees-2-activities-exploring-deforestation/

WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values
thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be
included meaningfully in the lesson plan.

This lesson involves futures thinking. I believe it is the perfect way to end the unit. The students get to apply
everything they have learned throughout the week and put it into context. They have to imagine that they live
500 years from now in one of two scenarios. The first scenario deals with the world regaining most of its
forestland. In the second scenario, the world has lost most of its forestland. The students are told to imagine
they are a person living in that time. They are asked to write about what kinds of things happened to get to that
point, and what they will do next. These prompts will get students thinking about how the actions of today have
and will continue to have serious impacts.