WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Mr. Dan Schuller Date: 9/12 – 9/16/11
Edline was updated this week: Y
Length of Lesson: 19 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.
 Ecological Footprints
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; deciduous; evergreen;
simple leaf; compound leaf; alternate; opposite; needle-like;
lobed; unlobed; margin; serrated; blade; petiole; heartwood;
sapwood; cambium; bark

(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.
Identify the parts of a leaf and tree
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
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
Describe usage: Used during
class.
MINI LESSONS
NUMBER/DATE
TOPIC
OBJECTIVE(S) By the
end of the lesson each
student will be able to:
PROCEDURES /
TECHNIQUES
DAY
Monday
3
9/12
Ecological
Footprint
Tuesday
4
9/13
Ecological
Footprint
DAY
Wednes
day
5
9/14
Ecological
Footprint
DAY
Thursd
ay
6
9/15
Unit 1 Review
DAY
Friday
1
9/16
Unit 1 Test
Graph the average
ecological
footprints of
several countries.
Research the
lifestyles of two
different sized
country footprints.
Evaluate what
aspects of lifestyle
are most important
in calculating an
ecological footprint.
Review the concepts
covered in the Unit 1 in
class.
Evaluate the
knowledge of the
concepts covered in
Unit 1.
Work on making a
bar graph.
Use the provided
packets to complete
the graphic
organizers on the
footprints of the
chosen countries.
Make sure graphic
organizers are
completed.
Complete Analysis
and Conclusion
questions of the lab.
Review the Review
Packet.
Review key vocabulary
from the unit.
Complete the Unit 1
test.
Gather materials for
class folders for the
first checklist.
To reach objectives
Homework:
DAY
Env. Issues
Review Packet
Due on Weds.
Footprint Lab Due
on Thursday.
Finish Footprint Lab.
Unit 1 Checklist Due
on Tuesday.