Lesson Plan Template

Name: Lindsey Rogers Grade: 7th

Lesson Ganges River Pollution Date:

Title:
GPS/GSE Standard(s):

SS7G10 Explain the impact of environmental issues across Southern and Eastern Asia.

1. Explain the causes and effects of pollution on the Chang Jiang (Yangtze) and Ganges Rivers.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s) How does the environment affect you physically?
1-3 BIG ideas! How How do we cause diseases in the world?
can these questions How does the presence of diseases affect our lifespan?
be used to guide
Can viruses be deadly or can your body become immune to them?
your instruction?

Central students will be able to list the types of pollutants in the Ganges River.
Focus/Lesson
Students will be able to list ways they can prevent water pollution and diseases that
Objective(s) come from water pollution.
Objectives are
measurable and Students will demonstrate their knowledge of the Ganges through writing.
aligned with the
standard.

Academic Language Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or
What is the key less scaffolding (support) depending on the needs of the students.) )
language demand?
What Academic Reading and writing
Language will you Language Functions (Identify the purpose for which the language is being used, with
attention to goal and audience- the one verb from the standard; ex. demonstrate.)
teach or develop? Demonstrate
What is the key
vocabulary and/or
symbols? What
opportunities will Language Vocabulary (Identify key words specific to the content area derived from the
you provide for standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions.)
students to practice
content
language/vocabulary pollution, diseases, propaganda, and antibiotics
and develop
fluency?
 Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)

Assessment/
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed
Before lesson: Students will be completing a warm-up. The warm-up will ask the
above must be students to think-pair-share. The question will be, what is water pollution, and what
assessed and are some of the negative side effects of pollution. I will also use this as the students
included. Formative formative, to see what prior knowledge they may have regarding water pollution
and diseases. I will give them feedback after the think pair share.
and summative
assessments should Summative: We will have a cumulative project at the end of the week.
be considered while
planning. Questions
to consider while
planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you
observe and/or
provide feedback?
What evidence will
you collect to Evidence of student progress and mastery (complete after lesson has been
demonstrate implemented):
Students will take their new found knowledge regarding water pollution and apply it
students’ to their lives. They will be educated members of society. They will know different
understanding/mast ways to prevent water pollution, which will help to eradicate certain diseases.
ery of the lesson’s
objective(s)?
Materials computer, paper, pencil, markers
What resources can
be used to engage
students?
Introduction to Students will be completing a warm-up. The warm-up will ask the students to think-
pair-share. The question will be, what is water pollution, and what are some of the
Lesson/ negative side effects of pollution. We will have a class discussion regarding what
Activating Thinking each pair of students believe water pollution is. I will ask if they know of any bodies
How will you of water that are heavily polluted.
introduce the
After our discussion, I will tell the students they will be working with their shoulder
lesson? What is the partner to create a propaganda poster.
‘hook’ for the lesson
to tap into prior
knowledge and
develop students’
interests? This
should tie directly
into the lesson’s
objective and
standard.
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ Students will be working with their shoulder partner to create a propaganda poster.
I will be providing the students with two scholarly sources to help create this poster.
Teaching Strategies They will be watching a video and reading a New York Times article.The pair will be
What will you have asked to find one more additional source to support their claims. The students are
the students do after acting as activists for the river. They will want to encourage others to help prevent
the pollution of the Ganges river. This poster will include: why the river is polluted,
you introduce the possible ways to prevent it, possible diseases that come from it, and why the
lesson to learn the community should care. I will have the criteria for this poster on the board the
standards? entire class period for the students.

https://www.pbs.org/newshour/show/indias-long-term-effort-to-clean-up-
pollution-in-sacred-ganga-river
https://www.nytimes.com/2019/12/23/health/ganges-drug-resistant-bacteria.html

Closure/
Summarizing Students will be hanging their posters up around the room as they finish. We will go
around the room and each pair will share one fact from their poster. This is a time
Strategies: students can ask for further clarification or make comments.
How will the
students prove they
know and
understand the
standard(s)? How
will you review the
standards and close
the lesson?

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?

Students will be given a template with fill in the bank components for their posters
Differentiations for
Students’ Individual
Needs
How will you modify
or differentiate the Modification(s)/Accommodation(s):
experiences in your
lesson to meet Keeping the directions on the board at all times/ Printing off a copy of the guidelines
students’ individual for each student to check it off as they complete it.
needs?
Have extra time to complete if needed.
 Rationale: Why is this modification/accommodation appropriate?

***Credit for this template belongs to Tennessee State University and Columbus State University.