7/28/2019 Lesson Plan: Understanding our environment

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7/28/2019 Lesson Plan: Understanding our environment

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KEY

SE = Student Edition

ATE = Annotated Teacher Edition

CRF = Chapter Resource file

Block 1FOCUS 5 minutes

q Using the Figure ATE. Students use the photo in the chapter opener to hypothesize why

plants in the rain forest canopy might be better adapted for the desert than a wet region.

q Bellringer Bellringer Transparency, ATE. Ask students to brainstorm a working

definition for the term environment.

MOTIVATE 5 minutes

q Identifying Preconceptions Understanding Environmental Problems, ATE. Students

discuss how local environmental problems may be part of a larger global problem.

(General)TEACH 30 minutes

q Reading Skill Builder Brainstorming, ATE. Students generate a list of fields of study that

contribute to environmental science and compare it to Table 1. (Basic)q Skill Builder Vocabulary, ATE. Students list meanings for common suffixes and prefixes

used in science, including -ology, at the back of theirEcoLog. (General)

q Teaching Transparency Major Fields that Contribute to Environmental Science.

Students should think of how an environmental scientist might use information from each

major field.

q Reading Skill Builder Reading Organizer, ATE. Students create a concept map of fieldsof study that contribute to environmental science. (General)

HOMEWORK30 minutes

q Mid-Section Review SE. Assign questions 15 for review, homework, or as a quiz.Block 2TEACH 30 minutes

q Skill Builder Writing, ATE. Students list positive and negative effects of the Industrial

Revolution and then write a short essay on whether or not the Industrial Revolution has

improved quality of life. (Advanced)

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q QuickLab Classifying Resources, SE. Students classify resources that make up classroom objects as

renewable and nonrenewable. (General)

q Skill Builder Math, ATE. Students calculate how much rainforest is being cleared in different time

periods, based on a rate of 26 hectares per minute. (General)

q Using the Figure Population Growth, ATE. Students look at Figure 11 and then make their ownestimates of the world population in 2050. (General)

CLOSE 10 minutes

q Section Quiz Section 1, CRF. Students answer ten questions that review the lesson content. (General)

Also in Spanishq Concept Review Worksheet, Science and the Environment, CRF, Study Guide. Complete worksheets

for this chapter. (General) Also in Spanish

HOMEWORK30 minutes

q Section Review Section 1. Assign questions 16 for review, homework, or quiz.q Active Reading Worksheet Section 1, CRF. This exercise assesses reading comprehension of the

material covered in the section. (Basic)

OTHER RESOURCE OPTIONS

q Inclusion Strategies ATE. Students create environment postcards by gluing magazine photos to index

cards.

q Reading Warm-Up SE. Have students answer the questions in theirEcoLog.

q HomeworkTasmanian Tigers, ATE. Students research the status of the Tasmanian tiger to discover

whether it is extinct or still living in Tasmania. (General)q Alternative Assessment Identifying Causes, ATE. Students classify environmental problems as

examples of resource depletion, pollution, extinction, or a combination and identify which are local,

regional, or global issues. (General)

q Reading Skill Builder Paired Reading, ATE. Paired students take turns reading aloud from the text

and listening and taking notes. Students put notes in outline form. (Basic)

q go.hrw.com For resources and reference materials that go with the textbook, visit the HRW website

and type in the keyword HE6 Home.

q Video Select Videos related to the chapter topics may be found at go.hrw.com. Type in keyword HE4

SENV.

q Internet Connect Careers in Environmental Science, SciLinks code: HE4010. Students use Internetsources to find out about careers in environmental science.

q Guided Reading Audio CD Program Science and the Environment Script. Assign Section 1. The

audio program is a reading of the chapter content for ELL students, auditory learners, and struggling

readers.

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