Lesson Plan
Focus
Grade Level
Focus Question (s)
21st Century Global Geography
12
What is globalization? Has it had any impact on the
physical changes in the environment? Are these impacts
positive or negative, and do the benefits outweigh the
costs?
Learning Objectives:
NC State Objective and Goal Being Addressed:
http://www.learnnc.org/lp/editions/nces2010socialstudies/7090
12.G.1 Apply geographic skills to understand the spatial
relationship between humans and their environment.

12.G.1.1
Compare various methods of data
collection used for research, such as land surveys,
interviews and databases.

12.G.1.2
Compare various types of visual
representations, such as traditional and mental
maps, charts, graphs and remote imaging.

12.G.1.3
Use geographic data and visual
representations to interpret spatial relationships
and to draw conclusions about observed
phenomena.
12.G.3 Analyze changes in the physical environment as
a result of globalization.

12.G.3.1
Compare the physical environments
and the effects of globalization on the climate,
natural resources and species of various
places.

12.G.3.2
Analyze the relationship between
sustainability and natural resource depletion
in terms of economic growth and
Lesson Plan
development.

12.G.3.3
Explain how places are influenced by
human perception and modification of the
environment.

12.G.3.4
Evaluate the extent to which
preservation and conservation efforts impact
local, national and global economies.
Audio/Visual Materials
Teaching Time
Seat Arrangement
Maximum Number of Students
Key Words

Aquarius Reef Base website. Let them read the
overview that explains what they do.
http://aquarius.uncw.edu/
 Youtube video we saw in class that shows the
scientists in the actual Aquarius.
http://www.youtube.com/nurcbase/
 Smart boards/projectors- notes.
1 class period
Groups of 3 or 4
25
Globalization, environment, relationship, direct result
Background Information (Prior Knowledge)
Students should already have a working understanding of
the effects that humans have on their environment.
Opening Activity
Start off with the definition of globalization on the board, then
ask the students to write down what they think globalization is,
and whether or not it has had any effect on the physical
environment around us. Go over responses after 10 minutes or
so.
Use a projector/smartboard to give the students a basic
overview on globalization, how it has developed throughout
time, and what it really means to be a ‘globalized’ nation. Give
both pros and cons of globalization including the detrimental
effects that progress both agriculturally and industry-wise have
had on our environment (pesticide runoff, greenhouse gas
emissions etc.). After taking questions etc. show students the
Aquarius website, as well as the Youtube video of the scientists
and explain that this is a new innovative way that scientists have
found to monitor some of the effects of globalization on marine
life, and how to go about rectifying the detrimental effects on
marine life that have occurred.
Learning Procedure ( Activity)
Connections to Other Subjects
Science!
Lesson Plan
Closing Activity and Assignment
Assessment
Other Links and Resources
Have the students work together in their small groups to discuss
whether or not projects like Aquarius are worthwhile endeavors,
and create a presentation due by the next class period on what
‘globalized’ nations should be doing with their technology,
money etc. to give back to the environment, as well as come up
with another endeavor (using Aquarius as a model) that
governments can help better protect the environment, and why
is it that it is their responsibility to do so?
The presentation should be no longer than 8 minutes, have
some sort of power point/digital component and address:
whether or not the environmental impact of globalization is a
real issue that needs to be dealt with, why or why not? What
should be done to fix it if it is? If the students believe that
globalization’s environmental impact is a non-issue or that the
benefits of globalization outweigh the costs, what do they
believe to be the real cause of our current environmental issues?
Is it the government’s duty to protect the environment?
Students should present a plausible solution/project (like
Aquarius) that can be done to curb and/or reverse the
detrimental effects of globalization and/or whatever is
negatively impacting our environment at the moment.
I will assess my students by asking questions of them throughout
my lesson, as well as encouraging them to ask questions several
time throughout my lesson. How their presentations turn out
will be another way in which I can assess how well they
retained/understood the information that I taught them. The
students’ presentations will be assessed by their peers- who will
answer the following questions: Was the idea plausible? Would
it be beneficial to the environment? Does it have any negative
drawbacks? Why would this idea be a worthwhile project for
government funding?
By having the students assess each other, and reading their
answers I will have a greater understanding on whether or not
my students understood what I wanted out of the assignment. I
will grade the projects on their completion, peer evaluations of
group mates (did everyone play and equal role?), and the
creativity of the idea. This assignment is meant more to assess
whether or not the students comprehend globalization and both
its positive and negative impacts rather than their ability to
create a complete, real and fully functional solution to the
world’s environmental issues in a class period. After asking
questions and reviewing projects and the peer assessments I can
go from there whether the students can be tested on the
material, it needs more review, or I can move on to the next
topic.
http://www.learnnc.org/lp/editions/nces2010socialstudies/7090
http://aquarius.uncw.edu/
http://www.youtube.com/nurcbase/
Lesson Plan