Title: What sacrifice should we as humans make in order to prevent the decay of our planet's

natural resources?
Grade: 9-12
Team Member Names: Jordan Cox
Overall Goal:
The goal of this lesson plan is educate students about humanity’s interaction with our
environment and the many negative ways in which we have impacted our planet’s animals, ecosystems,
and plants. In the news, we are constantly hearing about the negative trajectory of earth’s climate, and I
feel it is necessary to educate future generations about the damage we have caused and ways we may
potentially reverse the effects of our abuse. Ultimately, I would like the students to come away from this
lesson with a better knowledge of our planet’s ecosystems, in addition to being more apprehensive of
ways that we can protect our environment.
To begin the lesson, I will introduce the students to a TEDxTALK speech by John Linehan (CEO
of the Zoo of New England) that will introduce students to the problems our ecosystems and environment
face as a result of refusal to accept and adapt to climate change. After watching the TEDxTALK, students
will engage in a discussion to converse about the lessons they learned from Linehan’s video, in addition
to discussing possible steps humanity can take to revive some of our planet’s damaged ecosystems.
Afterwards, students will split into groups of 2-3 people to begin research on damaged
ecosystems they find particularly compelling. Students will then be asked to investigate several topics as
part of their research: identify why their ecosystem is at risk, identify what species are endangered as a
result of their crippled ecosystem, and investigate possible ways that we can reverse the damages we have
caused to the ecosystem they have researched.
After completing their research, students will then be tasked with creating an educational
presentation using the evidence they have gathered through their research.
The intended audience for this lesson plan is high school students, preferably students in the 9th
or 10th grades. In order to tune my lesson plan to fit my students needs I have made several adaptations
that will make it simpler and easier to understand. First, I selected a TEDxTALK that is intended for
youth audiences. This will make the topic being discussed easier to follow and will not require students to
have had any previous experience in the subject in order for them to understand it. Lastly, for students
from hispanic backgrounds, I have selected a TED en Espanol speech of a similar topic so that Spanish-
speaking students can learn about the same subject as their English-speaking counterparts.

Standards Learning Objective Assessment

GHW.9: Students examine Identify

the physical and human 1. Consequences of human
geographic factors interaction with our
associated with examples environment on our planets
of how humans interact diverse ecosystems.
with the environment, 2. Animals and plants at risk as a
such as deforestation, result of human interaction with
 natural hazards and the
spread of diseases, and the
regional and global
consequences of these
interactions.
the environment.
3. Future problems our planet will
face if we do not reverse the
problems we have already
caused.

WG.5.2: Discover
solutions to problems
caused by environmental
changes brought on by
human activity.
Identify
1. Students will identify potential
solutions to the problems their
ecosystems face and then mail
their list of solutions to a local
congressman or senator in an
effort to initiate change within
their own local government.

6-8.NC.1: Collaboratively Practice

design, develop, publish, 1. Using presentation applications
and present products (e.g., such as PowerPoint or Google Final group project of
videos, podcasts, Slides as a part of their final students’ chosen ecosystem.
websites) using presentation.
technology resources that
demonstrate and
communicate curriculum
concepts.

Key Terms & Definitions:

● Ecosystem: a biological community of interacting organisms and their physical environment.
○ Examples: Ocean, Rainforest, Swamp, Savana, etc.

● Endangered: (of a species) seriously at risk of extinction.

○ Examples of endangered species: tigers, lions, rhinoceroses, etc.

● Extinct: (of a species, family, or other larger group) having no living members.
○ Examples of extinct species: Dodo bird, passenger pigeon, tasmanian tiger, etc.

● Climate Change: a change in global or regional climate patterns, in particular a change apparent
from the mid to late 20th century onwards and attributed largely to the increased levels of
atmospheric carbon dioxide produced by the use of fossil fuels.
Lesson Introduction (Hook, Grabber): This lesson hook introduces students to the dilemma facing our
planet in regards to the conservation of its environment and ecosystems. Students will be introduced to
several of our planets animal species and ecosystems that are particularly in danger in a TEDxTALK by
John Linehan CEO of the New England Zoo (Spanish-speaking students will watch a TEDxTALK by
Marine Ecologist Enric Sala. The intention of these TEDxTALKs is to introduce students to the
consequences of our interactions with our environments. After watching the TEDxTALKS students will
be asked several questions in order to elicit a class-wide discussion. First, what king of lessons did you
take away from the TEDxTALKs? Hopefully students will respond with stories about how shocked they
are to learn about the damages we’ve cause to our planet’s ecosystems. Secondly, I would like students to
begin providing some initial solution to the problems our planets face.

Links to TEDxTALKs: https://youtu.be/-t6zSkm6QTM (Spanish)

https://youtu.be/xcqsQuvtH7E (English)

Lesson Main:

Intro to Lesson:
After watching the TEDxTALKs and finishing up our brief discussion students will be paired into groups
of two or three depending on the size of the classroom. Students will then be asked to pick an ecosystem,
students may not pick the same ecosystem in order to prevent cheating, that they are particularly
interested in to present upon (Ocean, Swamp, Prairie, Rainforest, Tundra, etc.) Students will then break
off into their separate groups to begin research.

Examples of Good Presentation:

In order to provide students a roadmap for their research and their final presentation, an example
presentation will provided be for students. Hopefully, this will help provide students with an effective
guideline for their research.

Research in Groups:
Once in their groups, students will then begin preparation for their research. As part of their project,
students will be given specific topics to research. These topics include: risks faced by their ecosystem
(deforestation, pollution, invasive species), species (plants and animals) at risk in these ecosystems,
possible solutions to eventually preserve the ecosystem at risk (pollution cleanup, environmental
regulations, laws protecting ecosystems). After completing their research, students will then begin work
on their final project: a Powerpoint or Google Slides documenting the research that they have completed
on their ecosystem, as well as educating their fellow students about their ecosystem.

Conclusion:
After concluding research, students will be asked to provide a brief transcript documenting the steps they
took in their research. This will prevent any last-minute projects and will hopefully ensure that all, or
most, of the projects are well-made.

Lesson Ending:

Final Presentation:
After concluding their research, students will give their final ecosystem presentation. Each group will
have 10-15 minutes to execute their presentation. Exemplary presentations will include great visual aids,
no words on slides, no use of flashcards (students should have their presentation committed to memory).
Presentations to not need to be too fancy or complex to succeed, simplicity is key. Finally, the group with
the best presentation will be asked to send their powerpoint as well as their research transcript to their
local congressman or senator. This is intended to instill legislational change at a local level.

Assessment Rubric for Final Presentation:

Great (5 Points) Average (3 Points) Poor (1 Point)

Visual Aids Visual aids are Visual aids are No visual aids include
interesting, eye adequate but not great. or visual aids are
catching, appropriate, inappropriate.
and relevant.

Speech Students are able to Overall students are Students have made
convey their thoughts able to convey their little effort to memorize
clearly and concisely, thoughts well, but there or practice their
No unnecessary stops are some stutters or presentation. Very
or stutters. mistakes. sloppy.

Time Students are able to fit Students barely exceed Students far exceed
their presentation or miss the set time time limit or have
within the allotted time frame for their presented their
frame. presentation presentation far too
quickly.

Relatedness Students presentation is Students presentation Students presentation is

well-related to their stays on topic for the completely off topic
presentation. Students most part, but there is and has no relation to
to not go completely off an occasional off topic their topic or research.
topic when presenting. rambling.

Resources / Artifacts:
TEDxTALKs:
https://youtu.be/xcqsQuvtH7E (English Version)
https://youtu.be/-t6zSkm6QTM (Spanish Version)

Example Presentation:
https://docs.google.com/presentation/d/1WEw-Za-
SEt62hWsFJSPjnQCTD6HKZg4JrdG8qh1zHYE/edit?usp=sharing (Jordan)

Differentiation:

1. Differentiation for ability levels

● Lower ability learners will be paired with higher ability learners and will be given a slight
addition to their allotted time for their presentation.
● TEDxTALK provided is intended for youth audiences so students with lower comprehension
levels may find it easier to understand and comprehend.

2. Differentiation for demographics

● Spanish-speaking students will be provided a TEDxTALK en Espanol that will provide them the
information they need to complete their presentation in Spanish.
● Other non-native speakers will be paired with English-speakers who can provide them help with
their presentations.

4. Differentiation for access & resources

● Research will be done in class not at home regardless of internet access.
● Students without internet access may prepare their presentation in speech form rather than on
powerpoint. Visual aid portion of the presentation will be nullified for these students.

Anticipated Difficulties:
The biggest difficulty I have anticipated has to do with the students’ and the school’s level of internet
access. If neither parties are capable of obtaining or providing internet access, than I have devised a
potential solution. Rather than have the students create powerpoint presentations in groups, instead they
will work by themselves and try to create a moving and persuasive speech that will alert their fellow
students about the status of their ecosystem and solutions to fix their ecosystem.

Reference:
TEDxTALKs included in Lesson Plan:
https://youtu.be/-t6zSkm6QTM
https://youtu.be/xcqsQuvtH7E