WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Mr. Dan Schuller Date: 9/16 –9/20/13
Edline was updated this week: Y
Length of Lesson: 5 days Content Area: Ecology – Unit 1
My class website was updated this week: Y
STAGE I – DESIRED RESULTS
LESSON TOPIC:
 Introduction to Ecology and Environmental Science.
 Review of the Scientific Method.
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
 What is the difference between ecology and environmental
science?
 How are humans affecting the environment?
 What resources do humans need to survive?
 How does the scientific method apply to ecology?
Students will understand:

Human beings live within the world’s ecosystems.
Abilities necessary to do scientific inquiry.
 Understandings about scientific inquiry.
 Scientists in different disciplines ask different questions, use
different methods of investigation, and accept different types
of evidence to support their explanations.
 Human populations use resources in the environment in
order to maintain and improve their existence.
VOCABULARY:
Applied science; biosphere; consumption crisis; developed
countries; developing countries; ecology; environmental science;
environment; experiment; hypothesis; natural resources;
nonrenewable resources; population crisis; pure science;
renewable resource; sustainable world.

(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
MODULE B—Continuity and Unity of Life
ASSESSMENT ANCHOR BIO.B.4 Ecology
Standard 4.8: Humans and their Environment
SAI 1: Abilities necessary to do scientific inquiry.
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:






Define environmental science, and compare environmental
science with ecology.
Distinguish between renewable and nonrenewable resources.
Classify environmental problems into three major categories.
List three differences between developed and developing
countries.
Explain what sustainability is, and describe why it is a goal of
environmental science.
Explain the uses of tables, graphs and charts.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
 Case Studies
 Key vocabulary
 Ecological Footprint Math/Lab
 Tree Identification Lab
FORMATIVE ASSESSMENTS:
 Thumbs-up
 Graphic organizers
 Summarizing main ideas
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Active Engagements used:

Note taking
 Partnering
 Graphic Organizers
 Whole class response
Describe usage: Used during
class.
Scaffolding used:

Build vocabulary
 Build on prior
knowledge
 Teacher prompting
 Guided notes
 Provide Visual Support
Describe usage: Used during
MATERIALS AND
RESOURCES:
 Computer
 Computer projector
 Textbooks
 Folders
 Handouts
 Lab Materials
CONTENT AREA
READING:
Read parts of Chapter 1 in
textbook.
Use Reference books for plant
identification.
INTERVENTIONS:
 Redirection during class.
 1-to-1 assistance.
 Moving seat to a more
productive location.
 After class/school tutoring.
 Corrections on
assignment/exam.
 Extension to complete
assignment.
 Conference with other
staff. (Counselors or
administrators)
Conference with parent
ASSIGNMENTS:
 Unit vocabulary
 Guided note packets
 Active Readings
 Lab write ups/reports
 Lab investigations
 POTD sheets
 Case Studies
class.
MINI LESSONS
NUMBER/DATE
TOPIC
OBJECTIVE(S) By the end
of the lesson each student
will be able to:
PROCEDURES /
TECHNIQUES
To reach objectives
DAY
Monday
15
9/16
Intro to
Ecology
DAY
Tuesday
16
9/17
Intro to
Ecology
DAY
Wednes
day
17
9/18
Intro to
Ecology
DAY
Thursd
ay
18
9/19
Ecological
Footprints.
DAY
Friday
19
2/20
Ecological
Footprints.
Practice reading
and responding to
a case study.
Identify the major
environmental
issues.
Identify the major
environmental
viewpoints and goals
of a sustainable
world.
Calculate personal
ecological footprint.
Graph the average
ecological footprints
of several countries.
Make-up tests.
Review what was
discussed on Friday.
Review what was
discussed on
Tuesday.
Review what was
discussed on Weds.
Introduce the
MathLab on
Ecological footprints.
Assign classroom
textbooks.
Read pg. 3 in
textbook.
Read and respond
to questions about
the Case Study on
pg. 6.
Power Point notes on
Pollution and
Population Growth.
Power point notes on
Viewpoints and a
sustainable world.
Use laptops to access
webpage to complete
personal ecological
footprint.
Use laptops to check on
Edline for grade status.
Start construction
the bar graph.
Skip Analysis
Questions 1-5.
Due today
Homework:
Complete Google Doc
Footprint homework
for Monday.
Complete Google Doc
Footprint homework
for Monday.