WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Mr. Dan Schuller Date: 1/23 – 1/27/12
Edline was updated this week: Y
Length of Lesson: 17 days Content Area: Environmental Health – Unit 4
My class website was updated this week: Y
STAGE I – DESIRED RESULTS
LESSON TOPIC:
 Environmental Health
 Air, water, and soil pollutants
 Hazardous Pollutants
 Point and nonpoint pollution sources
 Biomonitoring
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:



How pollutants, natural processes, and extinction can affect
environmental and human health.
Some basic laws of ecology and infer that Earth can be
thought of as one giant ecosystem.
Biodiversity and discuss the details of the technique of
biomonitoring.
VOCABULARY:
Effluent; pandemic; sewage; allergy; microbes; asthma; ecology;
nonpoint source pollutants; point source pollutants; biodiversity;
biomonitoring; artificial eutrophication; thermal pollution; carbon
monoxide; nitrogen oxides; sulfur oxides; volatile organic
compounds; particulate matter; thermal inversions; smog; indoor
air pollution; acid precipitation; biological magnification; acid
shock; primary pollutant; secondary pollutant; sick-building
syndrome;
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 Standard 4.2: Renewable and Nonrenewable Resources
SAI 1: Abilities necessary to do scientific inquiry.
National Science Standards: SPSP 3a, 3b, 3c, 4b, & 6d.
ESSENTIAL QUESTIONS:
 How are humans affecting the health of the natural
environment and the health of our human
environment?
 What are hazardous pollutants? Where are they
found? What do we do with our hazardous
pollutants?
 What is society doing about the pollution we
produce?
 What can we do to lessen the impact of our own
pollution?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
 Identify the effects on human health of air, water, and
soil pollution and some of the economic costs to society.
 Explain how human practices affect the quality of the
water and soil.
 Describe how indoor pollutants might affect human
health, how common household cleaning products are
manufactured, and how to dispose of those products
after use.
 Explain the costs and benefits of cleaning up
contaminants.
 Identify some environmental regulations and their
impacts on environmental health.
 Analyze data and explain how point source pollution
can be detected and eliminated.
 Identify and explain some of the state-of-the-art
technologies used to detect pollution.
 Identify evidence of natural events around the world and
their effects on environmental health.
 Define and explain biological diversity.
 Hypothesize the effects of species extinction on the
health of an ecosystem.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
 Case Studies
 Key vocabulary
 You Solve Its!
 Lesson Review Questions
 Lab Investigations
FORMATIVE ASSESSMENTS:
 Thumbs-up
 Graphic organizers
 Summarizing main ideas
 Exit slips



Field Study
Activities Kits
Active Readings (Reading Anchor)
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
class.
DAY
MINI LESSONS
NUMBER/DATE
TOPIC
OBJECTIVE(S) By the end
of the lesson each student
will be able to:
PROCEDURES /
TECHNIQUES
To reach objectives
Homework:
5
MATERIALS AND
RESOURCES:
 Computer
 Computer projector
 Textbooks
 Folders
 Handouts
 Lab Materials
 Laptops
CONTENT AREA
READING:
Read parts of Chapter 5, 6 & 7
in textbook.
 Active Readings on air
pollution, water pollution,
acid precipitation, and
biological hazards.
Monday
1/23
DAY
Tuesday
6
1/24
INTERVENTIONS:
 Redirection during class.
 One on one assistance.
 Moving seat to a more
productive location.
 After class/school
tutoring.
 Corrections on
assignment/exam.
 Extension/Extended time
to complete
assignment/exam.
 Alternative assignment.
 Conference with other
staff. (roster teachers,
counselors or
administrators)
 Conference with parent.
DAY
Wednesday
1
1/25
ASSIGNMENTS:
 Unit vocabulary
 Guided note packets
 Active Readings
 Lab write ups/reports
 Lab investigations
 POTD sheets
 Case Studies
DAY
Thursday
2
1/26
DAY
Friday
3
1/27
Environmental
Health chart
Environmental
Health
Environmental
Health
Environmental
Health test.
Intro to PA
mammals.
Review concepts
covered on Env.
Health.
Explain three
specific types of
Air pollution.
Identify and
describe some
solutions to the
pollution humans
generate.
Review the types of
water, air, and soil
pollution in preparation
for a test.
Evaluate the
knowledge of
Environmental Health.
Identify some
common mammals
found in PA by their
footprints.
Class Review.
Class Review.
Read and discuss
reading on
“Finding Pollution
Solutions.”
Environmental Health
Test.
Make-up tests.
Power point notes
on Thermal
Inversions, Smog,
and Acid
Precipitation.
Finish the Finding
Pollution Solutions
Review Packet.
Time to finish Air
Pollution Review
Packet.
Air Pollution Air
Packet Q and
graph due
tomorrow.
Review Pollution chart.
Pick-up a Env. Health
Checklist and Map
Skills.
Pass out foot print
packet.
Power Point on PA
mammals.
Work on
answering the
questions as a
class.
Study notes, chart, and
review packets for test
tomorrow.
Checklist Due on
Monday.
Checklist Due on
Monday.