Lesson Plan 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher George Ahiome

Date
Subject/ Topic/ Theme World History: Why was agriculture so important?
Grade 9&10
I. Objectives
How does this lesson connect to the unit plan?
In the first lesson we learned about the factors that led early humans to transition from foragers. In this lesson we will go deeper into
those factors and learn how agriculture changed human behavior and how that behavior led to increased complexity in human
communities.
cognitiveR U Ap An E C*
Learners will be able to:
Identify and describe the ingredients that led to the rise of agriculture
R, U
Understand and evaluate the ways human behavior/their lives have been changed by agriculture
Apply their knowledge of the reasons agriculture emerged and reflect on current global agricultural practices/ trends
R, U, Ap,
E
R, U, Ap
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan Common Core State Standards:
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/social science.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Students will need to know the factors that led to the emergence of agriculture They will also need to
know about early human migrations out of Africa. Prerequisite skills include, good note taking and
the ability to analyze articles and videos.
Pre-assessment (for learning): The teacher will ask the warm up questions for the day and as students discuss in
their pods the teacher will move around the class observing, giving feedback and answering students questions.
Formative (for learning): The video worksheet will be used to track student engagement during the lesson and
their comprehension of the topic. The teacher will check the students worksheet for completeness and accuracy
and adjust instruction based on the need of the students.
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): The students will work as a team to complete the video worksheet/follow up and wrapup questions. As they work through these activities and share their ideas they will self-assess, finding out what
they know and where they might need improvement. The teacher will also ask focused questions and give
descriptive feedback through out the lesson.
Summative (of learning): N/A
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
9-15-14
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Instruction will involve the use of
lecture, videos and group
discussions

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will participate
individually and in teams

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will have several
opportunities to discuss/ answer
questions in their pods and share
their ideas with the class.
etc., for your students to do

this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Group presentations will enable
students to communicate visually
and verbally to the whole class.
Provide options for expression and

communication- increase medium
of expression
Students will have the opportunity
to make presentations to the class
utilizing google slides
Provide options for

comprehension- activate, apply &
highlight
Students will show comprehension
through individual assignments and
group projects/presentations
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will work as a team to
answer questions during
discussions and also to work on
and complete presentations
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to self assess
through discussions and teacher
feedback on activities.
Video worksheets
Projector for videos
Note cards for each pod
The classroom will be divided into 8 pods with 4 students in each pod.
How will your classroom
be set up for this lesson?
III. The Plan
Time
10mins
Components
Motivation
(opening/
introduction/
engagement)
25mins
Development
(the largest
component or
main body of
the lesson)
9-15-14
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will ask the recap and warm up
Students will discuss the warm up questions for
question for the days lesson.
the day and present their ideas to the whole class
Why did foragers start farming?
What were the ingredients that led to this lifestyle
transition?
Could we go back to a lifestyle of foraging in
todays world? Why or why not?
The teacher will play a 2-part 10-minute video
Students will watch the video and respond to the
titled Why Was Agriculture so important?
questions on the worksheet.
After each part the teacher will give the students a
Students will complete the worksheet as a pod and
chance to work in their pods to come up
discuss their answers then share with the class.
with/discuss the answers.
Once pod discussion is complete the teacher will
have the spokesperson of a few pods share their
Students will spend a few minutes discussing the
answers.
follow up question in their pod and afterwards
Teacher will ask the follow up question after
share their thoughts with the class.
question 3 on the worksheet. Did humans
domesticate plants or did plants domesticate
humans?
Students will take time discussing the questions in

The teacher will explain/ draw on students
their pods and the note taker/spokesperson will
understanding of carrying capacity and ask the
Closure
share with the whole class.
question do you think agricultural production
(conclusion,
can always be increased to support growing
culmination,
human populations?
wrap-up)
What are some global issues today that relate to
agriculture?
At the current population growth rate, what
would our world look like in 50 years?
Teacher will use discretion to ask pods to
volunteer answers.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
After the first lesson, students will know the factors that led to the emergence of agriculture. This lesson is aimed at them being more
aware of the crucial role agriculture plays in history. The opening activity is meant to lead them to understand that there is no going
back to a lifestyle of foraging and the mechanism for population growth and development is in full motion. Through the course of
this lesson, the students will start noticing the forward trajectory of human development and by the end of the lesson we should be
able to see where we have come from as a species and where we are headed. The sequence of discussions and class activities should
usher us to a deeper point of engagement with the topic. A point where we will be able to notice the increasing impact humanity has
had on the planet through agriculture and we can begin discussing elements of stewardship and our responsibility to care for it.
15
mins
9-15-14

Lesson Plan 2

Uploaded by

Copyright:

Available Formats

Lesson Plan 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 2

Uploaded by

Copyright:

Available Formats

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher George Ahiome

Subject/ Topic/ Theme World History: Why was agriculture so important?

Learners will be able to:

II. Before you start

What barriers might this

Provide Multiple Means of

Provide Multiple Means of

Provide Multiple Means of

etc., for your students to do

Provide options for language,

Provide options for expression and

Provide options for

Provide options for executive

Provide options for sustaining

Describe teacher activities

Students will take time discussing the questions in

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.