LESSON STUDY PLAN

GROUP Secondary school: 3Th GRADE geography LESSON

Date lesson will be taught : July 28th 2015

Time lesson will begin : 10:45 u
Teacher Name : Shankar Vitesh
Classroom # : B3
School name : K.R.S. Coleridgeschool
School address : Ormosiastraat
School telephone # : 497495

Directions to the school

Special instructions:

Rules will be made clear before the lesson starts:

They have to listen and watch the videos critically,
During the lesson if someone wants to ask a question or they know the answer to a question, they have to raise their hands.
Before the video starts the teacher will explain 2 aspects of the lesson: agriculture (rice cropping) and environmental pollution.
1. Goal Setting

Overarching Teaching Goal of the Lesson Study Group (MTP)

The overarching teaching goal of this lesson study is to see if students can relate environmental pollution with means
of existence (Middelen van bestaan) and how students will react to a new method of teaching.

Overarching Goal of the Students Learning during the Lesson Study (SMP)

The overarching goal of students learning is to see in which way agriculture (rice cropping) can cause environmental
pollution

How and why did your group decide on this task?

We decided on this task because we wanted to see how students think about environmental pollution in relation with
cropping rice in Nickerie

Reference the task if it came for a resource text:

Suriname in Geografisch Brandpunt deel 2, hoofdstuk 6

2. Relationship between this Lesson and Geographical Content Standards for VA SOL and connections to math
strands

A. Name of the study lesson:

The link between agriculture and environmental pollution

Goal(s) of the study lesson:

At the end of the lesson, students can talk about

1. The way we are cropping rice in Nickerie
2. Why agriculture is important for Suriname
3. The link between agriculture and environmental pollution

How this study lesson is related to the lesson study goal:

The students will look at geographical processes in a different way; we say that students will look at the world
through geographical glasses.

3. Insert the Problem task for the Lesson study

Problem: students can link environmental pollution with the way we are cropping rice in Nickerie.

4.Lesson Connections
Foundational Geographical Ideas:

Real World Connections or Applications:

In Nickerie we deal daily with the problem of pollution created by cropping rice.
People who live in the rice polders encounter the most problems (health and pollution, dust, dirt, chemicals) from
this; they reported this to the government but the solution given by the government is very poor.

Vocabulary:

Agriculture;gardening, environment, pollution, climate factor, paddy, rice, different pesticide, bio agriculture,capital,
ground, labor,fertilizer,soil,water, air,grow, vegetable, fruit,healthy, environmentally minded.

Expected Prior Knowledge:

The students already know what agriculture and environment is.

Differentiation

Now the students need to relate a specific part of agriculture(rice cropping) to environmental pollution by using
what they have learned during the lesson,video and examples included, and of prior experience and knowledge.

5. Lesson Flow
Date: July 28th 2015
Subject / grade level: Geography, 3th grade secondary school
Materials:
Beamer, laptop, PowerPoint presentation, paddy, rice, chemicals, task sheet, word puzzle.

OVERARCHING RESEARCH GOAL:

Engage students in problem solving and modeling geographical ideas through real world connections and
sharing multiple representational models.

With the information given to the students during the lesson they had found the connection between
agriculture and environmental pollution. With this discovery they can now relate every means of existence
with environmental pollution.

Lesson objective(s):
1.The way we are cropping rice in Nickerie
2. Why agriculture is important for Suriname
3.The link between agriculture and environmental pollution

ENGAGEMENT
Describe how the teacher will capture students interest.

By showing videos of the whole rice cropping process in Nickerie

Bringing visual examples of materials which are mentioned in the lesson.

What kind of questions should the students ask themselves after the engagement?

1. How important agriculture really is for Suriname.

2. How healthy is the rice we buy in the supermarket.
3. How can we minimize environmental pollution .
4. How can we use the waste in a good way.
EXPLORATION
Describe what hands-on/minds-on activities students will be doing.

They will get different tasks during this lesson,questions and word puzzles.
At the end of each word puzzle the students need to form a sentence with the words they found.

List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
The teacher asks the students their opinion about agriculture, its importance for Suriname. Also if they
experience pollution in their own environment by giving examples.
EXPLANATION

Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?

1. Write three reasons why agriculture is important for Suriname?

2. What do we use in agriculture
a To produce more?
b To fight diseases and pests?
c To reduce weed?

List higher order thinking questions which teachers will use to solicit student explanations and help them
to justify their explanations.
In which way does rice cropping effect environmental pollution in Nickerie.

ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.

There will be video material available during the lesson.

What vocabulary will be introduced and how will it connect to students observations?
Agriculture;gardening, environment, pollution, climate factor, paddy, rice, different pesticide, bio agriculture
How is this knowledge applied in our daily lives?
With this knowledge of environmental pollution, the students can help reduce it by practicing it in their
daily lives.
 They can bring this message to the people.(Other students and people who dont know this yet).
This will eventually bring on a spin-off effect.
They can think of solutions for this problem.

EVALUATION
How will students demonstrate that they have achieved the lesson objective?
At the end of each new subject there will be a task.
They can sum up the ways of environmental pollution by agriculture(rice cropping).
Come up with examples of environmental pollution in their daily lives.

This should be embedded throughout the lesson as well as at the end of the lesson
yes it will be talked about during the lesson and at the end when we do the task we will see who
listened objectively