Lesson Plan 1

Content Area/
Activity Name:

How I Impact the Earth/ ELA

Lesson Objective:

Students will write at least 5 facts related to how

humans impact the pollution of our planet.

Standards:
RI.9-10.1. Cite strong and thorough textual evidence
(NYS Standards, CCSS, to support analysis of what the text says explicitly
Disciplinary
as well as inferences drawn from the text. a.
Standards)
Develop factual, interpretive, and evaluative
questions for further exploration of the topic(s).
ELA Speaking and Listening Standards:
Presentation of Knowledge and Ideas
4.Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose, audience, and task.
SS.4.1 Relationship between human populations
and the physical world (people, places, and
environments)
SS.4.2 Effect of human activities on the
environment
Social Studies Practice Grades 9-12
B. Chronological Reasoning and Causation
3. Identify, analyze, and evaluate the relationship
between multiple causes and effects
4. Distinguish between long-term and immediate
causes and multiple effects (time, continuity, and
change).
Lesson Rationale:

Students will learn that what they are doing in their

everyday life has an impact on the earth,
specifically pollution. They will also learn what we
as humans have been doing over the years to harm
the earth and increase pollution factors. This will
serve as background information when the students
are learning more specifically about the pollution of
Lake Onondaga.

Accommodations/
Modifications:

-To students who need assistance, provide specific

websites or phrases to search for on the internet.
Also provide already chosen books or articles to to
allow students who need assistance to focus on
reaching the objective rather than spending the

time researching for the articles/books that are

appropriate.
-Allow students to work in a group of 3 when
needed.
-Provide an example of the assessment (ending
activity): a posture in the outline of a human body
with 5 or more facts of how humans impact the
earth.
Procedures:
(Anticipatory Set,
Scaffolding/Questionin
g, Content, Follow Up
Activities, Monitors/
Adjustments)

-Students will investigate, research, and learn how

they impact the pollution of our planet.
-Anticipatory Set: Start with this compelling
youtube video of Dear Future Generations
(https://www.youtube.com/watch?v=eRLJscAlk1M),
which talks about what we are doing as humans to
our environment and how we can help.
-Explain to the students that population growth,
energy use, and pollution are some of the driving
forces related to global change. Then, explain to the
students that they will be focusing specifically on
what we are doing as humans related to pollution
issues. There are many different types of pollution
including air, water, soil, noise, light pollution, and
more. Merriam-Webster defines pollution as: the
action or process of making land, water, air, etc.,
dirty and not safe or suitable to use.
-As a class, first brainstorm on the board and make
a list of possible causes of pollution (fertilizers,
pesticides, industrial growth, etc.)
Questioning/Scaffolding: What causes pollution?
What are we doing as humans to cause pollution?
What do you do on a daily basis to cause pollution?
What different types of pollution are there?
-In groups of 2-3, students will then research (using
print materials and internet resources) the actual
causes of pollution, focusing on finding
information on what we are doing as humans to
impact pollution.
-Each group will create a poster in the outline of a
body and write these facts of how humans cause
pollution then present to class.
-After each group has presented, the class will
brainstorm their own definition of pollution.
Connection to Research Plan:
This particular lesson relates the the research plan
through providing students with background
information of what causes pollution. Additionally,
students are researching and adding to their
schema of what specifically causes water or lake

pollution.
Assessment:

Students will create a large human paper outline of

their bodies. Inside this human outline, students will
write at least 5 facts of how they have an impact on
the pollution of the earth. They will then present
these posters to the class.