Here is my first ever lesson plan. I browsed for several hours last night and came up with this. This looks ok for me now.
Environment lesson plan
Relationship between
changes in environment and human health
•
Class
/ age group: 11th or 12th grade
•
Number
of students: 8 students to work in pairs
•
Theorist
and Concept Chosen as Lesson Foundation: Paulo Freire, Praxis (action/reaction).
“It is not enough for people to come together in dialogue in
order to gain knowledge of their social reality. They must act together
upon their environment in order critically to reflect upon their reality and so
transform it through further action and critical reflection”.
•
Learning
objectives: At the end of the course students will have an idea
about the effects of environmental changes on human health and be able to think
towards solving the problems.
•
Prior
knowledge of students necessary: Basics of environmental science, familiarity
with operating systems and zeal to try new tools and technology.
•
Forms
of assessment: Students will be assessed
based on their creativity and extent of research done on the topic by grading
S- excellent, A-E, F- failed.
•
Lesson
structure
•
Introduction: Weather and climate play a significant role in people's health.
Environment is subjected to constant changes, which are affecting the normal
weather conditions. For example, rise in the temperatures would lead to longer
heat waves in extreme scenario, increasing the risk for heat-related illnesses
and deaths. Frequent extreme weather events such as storms could increase the
risk of dangerous flooding, high winds, and other direct threats to people and
property. Changes in temperature, precipitation patterns, and extreme events
could enhance the spread of some diseases.
•
Key
outcome: The students should be able to get an overall picture
of the connection between changes in environment and human health.
•
Main
section: The impact of climate change on health depends on
several factors like
1.
Heat waves,
2.
Natural calamities,
3.
Degrading air quality,
4.
Climate sensitive diseases (food,
water or animal-borne diseases).
•
Key
outcome: The students should be able to pick up one of the impacts
from above four impacts and work in groups of two and be creative in explaining
the outcome of their research by making a video, or a powerpoint presentation for
example.
•
Conclusions:
After understanding the topic and the impacts, now the students have to
conclude by proposing solutions for the problems in their task.
•
Take
home: What role will each student play to protect the
planet?
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