WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding by Design Template
Name: Mr. Dan Schuller Date: 11/19 – 11/21/12
Edline was updated this week: Y
Length of Lesson: 3 days Content Area: AP Env. Science – Unit 3
My Class website was updated this week: Y
STAGE I – DESIRED RESULTS
LESSON TOPIC:

Food Resources
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:

How is Food Produced?

Producing food by green revolution and traditional techniques

Food production, nutrition, and environmental effects

Increasing world crop production

Producing more meat

Catching and raising more fish

Agricultural policy and food aid

Solutions: Sustainable agriculture
VOCABULARY:
Perennial, eastern gamma grass, mammoth wild rye, Illinois bundle flower,
maximillian flower, industrialized agriculture (high-input), plantation
agriculture, traditional subsistence agriculture, traditional intensive
agriculture, green revolution, agribusiness, interplanting, polyvarietial
cultivation, intercropping, agroforestry (alley cropping), polyculture,
macronutrients, micronutrients, undernutrition, chronic undernutrition,
seriously undernutrition, malnutrition, marasmus, kwashiorkor, vitamin A
deficiency, iron deficiency, iodine deficiency, overnutrition, crossbreeding,
gene revolutions, genetic engineering, genetically modified organisms,
winged bean, microlivestock, Mopani, rangeland, pastures, open ranges,
nomadic herding, metabolic reserve, overgrazing, undergrazing, range
condition, rangeland management, deferred grazing, riparian zones,
fisheries, trawlers, demersal, pelagic, bycatch, purse-seine fishing,
longlining, drift-net fishing, sustainable yield, overfishing, commercial
extinction, aquaculture, fish farming, fish ranching, sustainable agriculture
(low-input), doubly green revolution, organic
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives,
and skill focus)
MODULE B—Continuity and Unity of Life
ASSESSMENT ANCHOR BIO.B.4 Ecology
PA Standards – 4.4: Agriculture and Society; 4.8: Humans and their
Environment
SAI 1: Abilities necessary to do scientific inquiry.
ESSENTIAL QUESTIONS:

How is the world’s food produced?

How are green-revolution and traditional methods used to raise
crops?

How much has food production increased, how serious is
malnutrition, and what are the environmental effects of producing
food?

How can we increase production of crops, meat, and fish and
shellfish?

How do governmental policies affect food production and food
aid?

How can we design and shift to more sustainable agricultural
systems?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
 Explain the different methods of producing food.
 Identify some potential new varieties of food.








Compare the impacts of various methods of producing food.
Explain the positive and negative effects of the green revolutions.
Explain the current concerns about nutrition in both the United States and
in the world.
Identify the major concerns about nutrition.
Compare and contrast crossbreeding and genetic engineering
Compare the effect of meat and fish production.
Discuss and evaluate past and current government agricultural policy and
food aid.
Explain the components of sustainable agriculture.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
 Study Packet: Key vocabulary/Case Studies/ Guest
Essays/Review Questions/Critical Thinking.
 Inv. 15: Net Primary Productivity
 Inv. 16: Eating at a Lower Trophic level
 Article: 8 Solutions to a Hungry World
 Article: Diabesity
 Movie: Food Inc.
 Movie: Supersize Me
 Fairchild Challenge.
FORMATIVE ASSESSMENTS:
 Classroom discussion
 Graphic organizers-visual representation
 Open ended questioning
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
 Power Point Notes/Class
discussion
 Lab investigations
 Assignments (Class &
Home)
ACTIVE ENGAGEMENT
MATERIALS AND
RESOURCES:
 Computer
 Computer projector
 Textbooks
 Folders
 Handouts
 Lab Materials
INTERVENTIONS:
 Redirection during class.
 1-to-1 assistance.
 Moving seat to a more
productive location.
 After class/school
tutoring.
 Corrections on
ASSIGNMENTS:
 Chapter Study Packet
 Lab write ups/reports
 Lab investigation
handouts.
 Case Studies
 AP Exam Practice:
Multiple Choice.
USED:
 Note taking
 Partnering
 Concept sketches
 Case Studies
SCAFFOLDING USED:
 Chunking
 Visual support
Teacher Prompting
MINI LESSONS
NUMBER/DATE
TOPIC
OBJECTIVE(S) By the
end of the lesson each
student will be able to:
PROCEDURES /
TECHNIQUES
DAY
CONTENT AREA
READING:
 Chapters 12 text selections
 Outside Reading: 8
Solutions to a Hungry
World.



Monday
57
11/19
Chapter 11 Test
Evaluate the
knowledge of the
concepts covered in
Chapter 11.
Chapter 11 Tests.
DAY
58
Tuesday
11/20
Food
assignment/exam.
Extension to complete
assignment.
Conference with other
staff. (Counselors or
administrators)
Conference with parent.
DAY
59
Wednesday
11/21
Food
Compare and
contrast traditional
and modern
agriculture.
Explain the impact
of the green
revolutions.
Power point notes
on agriculture and
class discussion.
Introduce how food is
produced.
Chapter 12 Study
Packet pgs. 1 & 2
for Tuesday.
Chapter 12 Study
Packet pgs. 1 & 2 for
Friday.
B – No lab
A – Begin watching
parts of “Food, Inc.”
Power point notes on
Food.
To reach objectives
Homework:
Lab
A – Introduce the next
Fairchild Challenge.
DAY


AP Exam Practice: Free
Response.
Current events.
Thursday
11/22
DAY
Friday
11/23