Lesson Plan 1 Intro Lesson to Get Rooted Unit Plan

EDUC 550 Curriculum II

Grade: 10
Lesson: Intro to Get Rooted Unit Entryway
Course: Social Studies, Fine Arts, & Science
Into Empathy and Design Thinking

Learner Outcomes (Program of Studies):

1a) Examine impacts of cultural contact between
Indigenous and non-Indigenous peoples
Plan for Diversity:
ELL Visual cues and use of technology to
2b) Explore multiple perspectives regarding the
assist with definitions.
relationship among people, the land and
Physical Accommodations will be made for on
globalization
an individual basis.
Cognitive Technology, group work, and
3c) Examine how globalization affects individuals
discussions will engage students and allow for
and communities (agricultural issues)
accommodation directly.

Prerequisite Knowledge, Skills, Strategies and/or Attitudes:

Prior knowledge from Social Studies 9, and Science 9.

Objective:
The aim is to have students critically think about the different perspectives surrounding
globalization, colonialism, and deforestation.
Materials, Resources, Technology:
Will need:
Graphic Novel 500 Years of Resistance (by Gord Hill)
https://www.youtube.com/watch?v=XX1g4iSTnlI
Introduction:
http://earthenginepartners.appspot.com/science-2013-global-forest
Slideshow including photo above displayed on the board when students are
coming into classroom.
Pose the question, Imagine a world without trees? What would that look like?
What would be issues surrounding that world?
Discuss as a whole class.
Teacher Student Ongoing
Activity Sequence Time
Activity Activity Assessment
Initial discussion around deforestation. 5 Lead Students Student
Get students to brainstorm as an entire minutes. discussion respond feedback is
class their initial thoughts. with and critical in
questions participat gaining ideas
like: e in on
What words discussio misconceptio
come to n. ns and gaps
your mind in student
 when you
hear
deforestatio
n?
What areas
of the world
are
knowledge.
impacted by
deforestatio
n?
How does
deforestatio
n impact
society?
Introduce Students
students to are Student
the graphic actively feedback is
novel. Guide listening critical in
in reading through gaining ideas
specific the on
Read an excerpt from the graphic novel, excerpt. excerpt misconceptio
500 Years of Resistance. Pg. 38-41 of the ns and gaps
15-20 graphic in student
Then, students contribute any ways that minutes. Lead novel. knowledge.
their ideas surrounding deforestation discussion Changes in
have changed. with, Students gaps can
How have respond change
your and based off of
conceptions participat new
around e in information
deforestatio discussio introduced.
n changed? n.
Student
feedback is
critical in
gaining ideas
Lead
Video is on
Show students the video: discussion Students
25 misconceptio
https://www.youtube.com/watch? with, respond
minutes. ns and gaps
v=XX1g4iSTnlI How have and
in student
your participat
Discussi knowledge.
Students can contribute how their conceptions e in
on for Changes in
thoughts around deforestation have around discussio
about 10 gaps can
changed. deforestatio n.
mins. change
n changed?
based off of
new
information
introduced.
 Closure:
Students will be given the task to come back with an article, YouTube video, magazine
excerpt, newspaper clip, or whatever type of media article on deforestation, indigenous
rights with land, or something that speaks to them around the topics discussed today.

Exit slip on how students feel they can answer the question, How can we bring
awareness to the effects of deforestation on Indigenous peoples?