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Enviromental Jobs Lesson Plan 10 12 14
Enviromental Jobs Lesson Plan 10 12 14
Enviromental Jobs Lesson Plan 10 12 14
Concept covered in activity: Solving real life environmental issues requires the help of many
different types of scientists and specialists
Grade level or other prerequisites for activity: Undergraduate
Length of lesson: 15 minutes
Standards:
Colorado- 2.1- Matter tends to be cycled within an ecosystem, while energy is transformed and
eventually
exits an ecosystem
Colorado 2.2- The size and persistence of populations depend on their interactions with each other
and on
the abiotic factors in an ecosystem
Learning objectives:
To be able to identify multiple types of environmental careers
To describe some environmental problems that require specialists
Materials:
Ecosystem sheets. Disaster sheets
Instructional planning: prepare the ecosystem and disaster sheets. Give them note cards with list
of jobs, descriptions, pay, work environment, skills and education needed
Procedure/activity
Student Activity
Engage
Teacher Activity
Watch the video "How Wolves Change Rivers"
(4mins 33sec):
https://www.youtube.com/watch?
v=ysa5OBhXz-Q
Activates prior knowledge with brief review
and vocabulary with definitions on the board.
Discuss what variables they found in the
movie. Introduce the idea of indirect effects
Assign students into groups and hand out
ecosystem sheets
EDUC 460: converting a cookbook lab into an inquiry lesson; Fall 2010, Balgopal
Explore
1. Identify:
Abiotic/biotic variables
Key variables
Key interactions
2. Identify:
What variables/relationships
will be affected by the
catastrophe?
3. Identify:
What skill/knowledge sets will
be needed to address these
issues?
4. Identify:
What type people would have
the needed skill
sets/knowledge to help solve
the issue?
Explain
Elaborat
e
EDUC 460: converting a cookbook lab into an inquiry lesson; Fall 2010, Balgopal
needed
7. Classroom discussion of jobs
and what they found surprising
or interesting
(see http://www.csusciencemethods.wikispaces.com for more information on 5E Inquiry model)
Assessment
Formative (informal and/or formal)
Check their lists
Listen to their conversations
Ask them questions in small groups
Summative
Look at the final list and their justifications
Anticipated misconceptions/alternative conceptions
All scientists work in a lab and wear a lab coat
Their future jobs probably would not fit in the environmental science sector- like lawyer
Accommodations/modifications of activity for any special needs students (special education, ELL,
and gifted/talented)
High achieving students will be asked to think more critically
Lower achieving students will be put into groups with higher achieving students
EDUC 460: converting a cookbook lab into an inquiry lesson; Fall 2010, Balgopal