Teachers: Subject:

Courtney Smith Science

Common Core State Standards:
3.S3.C1.PO2: Describe the beneficial and harmful impacts of natural events and human activities on the
environment.
Objective (Explicit):
Students will be able to identify key areas in which they have a direct impact on the Earth and its resources.
Evidence of Mastery (Measurable):

Students will be able to construct a paper outlining five areas in which they can change their lives so that they have
a smaller impact on the use of the Earths resources.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to use the simulator to discover what their current impact is.
Students will be able to identify areas in which they can reduce their impact.
Students will be able to explain to their teacher and peers how their choices will make a difference.
Key vocabulary: population, sustainability, resources, Materials:
impact, reduce, reuse, recycle, energy, waste. -computer
-science journal
-pencil
Opening (state objectives, connect to previous learning, and make relevant to real life)

Begin by reviewing what we have learned in the last three days prior. Discuss key vocabulary listed above. Introduce
objective question What can you do to reduce the impact that you have on the Earths resources?.
Teacher Will: Student Will:
Input onal Instructi

Direct students to the Footprint Calculator
online simulation.
Guide students through the simulator
answering questions as they progress.
Teacher Will:
ce Practi ed Guid
Students will input their information regarding their
current lifestyles into the Footprint Calculator to
determine their impact.
Determine what areas you are already
succeeding in, in relation to sustainability as well
as identify areas that could use more attention.
Student Will:

Ask students to explain their reasoning for
changing that aspect of their lifestyle.
Discuss with the class some things that they
may all try to become more sustainable as a
population.
Independent
Explain reasoning for changing the area they
identified as not sustainable.
Be active in discussion and share ideas with
classmates on how to reduce the impact that we
have as a population on the Earth.

Teacher Will: Student Will:

Ask students to work individually to write a
short summary of what they can do to
become more sustainable.
Monitor individual work and answer
questions as they arise.
Work individually to identify five areas in which
they can improve their sustainability as an
individual.
Review notes they may have taken in their
science notebook from the lessons previously
 Give students 5-10 minutes to complete their
summaries.
When time is up I will ask the class to raise
their hands and share the most shocking
discovery they made through the simulation
and/or something new or exciting that they
learned through todays lesson.
Practice
taught in the week or reference back to the
simulation website.
Share their findings or something new or exciting
that they learned with todays lesson with the rest
of the class.

Differentiation Strategy
N/A

Assessment:
As an exit-ticket to measure students understanding, give students a five question quiz that outlines key ideas in
sustainability or the key vocabulary used in todays lesson. Students receiving a four or higher out of five
demonstrate a good understanding of the concepts addressed in the lessons standard.
Closing/Student Reflection/Real-life connections:

After the lesson the students may share some ideas they have on how this relates to real life. They may share the
areas in which they found that they were not as sustainable as they had hoped. They may discuss how individuals,
working together, can make a big impact on the populations use of renewable and non-renewable resources.