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LESSON PLAN

Subject: Social Studies Grade: 10-1 Date: Tuesday, October 16, 2012 Unit: Related Issue 1 Lesson: 29 Time: 2h50m SLO: 3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship, sustainability, resource development) 3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world Instructional Objectives: Knowledge: Discuss the relative successes and failures of efforts to promote sustainability. Analyse the factors constricting growth and their impacts on economic globalization. Critically Examine the feasibility of sustainable prosperity. Skill: Consolidate information from text into a graphic form in large groups. Key Questions: Have efforts to promote sustainability been successful? What is sustainable prosperity? What political and economic challenges and opportunities are associated with globalization? Materials/ Preparation: On Whiteboard: YBATS (you will be able to) Print Out: Measures of Prosperity Worksheet Products made from oil table Load/Que: Videos in slides Other: Chart Paper, Markers, etc. Lesson Procedure: 1.) Prayer 2.) Attendance 3.) Class Business/News Current Events. 4.) Ship-breaking video a. Watch video 5.) Have efforts to promote sustainability been successful? a. Large groups create and share info-graphics to explain Kyoto, Tar Sands, and Alternative Energy. 6.) Discuss Kogi people 7.) Chapter 12 Introduction: To what extent can globalization bring sustainable prosperity to all people? a. Examine and discuss photographs. b. Highlight chapter questions and vocabulary terms

8.)

What is sustainable prosperity? a. Brainstorm what is sustainable prosperity b. Read pp 280-281 including both Voices c. Students create a working definition for sustainable prosperity d. Complete ideas activity from text 9.) How do we measure prosperity? a. Class read and complete chart on the four different measures 10.) What political and economic challenges and opportunities are associated with globalization? a. Explain the yeast growth curve b. Discuss human population chart c. Tell the story of Easter Island, and discuss relevance d. Read economic growth and sustainable prosperity + voices pp286-287 e. Distribute 1 handout to each pod of the list of items made from petroleum What do ALL of these items have in common? f. Play peak oil video g. Discuss peak oil and globalization. 11.) Close with Kiva Donations a. Consensus Video b. Make some decisions

Assessment: Infographic, Discussions, Worksheet Chart, Consensus Activity Lesson Reflection: I found that this lesson was particularly engaging for my students. The topics are particularly interesting, and having taken a course in environmental philosophy I feel that I have a comprehensive understanding of them. This lesson includes aspects that appeal to both visual/spatial and verbal/linguistic learners. I gave students the opportunity to work in large groups to complete infographic, which provided opportunities for interpersonal learners to excel, but the lesson also requires students to complete work on their own which benefits intrapersonal learners. My yeast growth curve analogy to explain population concerns and their relation to sustainable prosperity engages both visual/spatial learners and logical/mathematical thinkers. I think I would benefit from adding a music video or a song to make the lesson well rounded. I did not have enough time to complete the consensus activity so it will be my lesson opener next class.