1. Introduction to environmental management Day#7. Lesson plan
Objectives
- Assessment:
- 1.6 – Ecosystems
Materials
Vocabulary
- Describe: state the points of a topic / give characteristics and main features
- Explain: set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence
- State: express in clear terms
- Predict: suggest what may happen based on available information
- Suggest: apply knowledge and understanding to situations where there are a range of valid responses in order to make proposals
- Define: give precise meaning
- Outline: set out main points
- Calculate: work out from given facts, figures or information
Bellringer
- Bell ringer#7
- Alternative: Describe one biotic and one abiotic process in carbon cycle.
Lesson Outline
- Start the day with Bell ringer#7
- Collaborative learning – Puzzle Game – Section 1.6
- Students match questions and answers across 16 interlocking cards to create a perfect 4×4 grid—turning review into an interactive, game-based challenge.
- Test (1.6)
- Assessing students using AICE style questions is crucial for preparing them effectively for their exams and academic success. Discover the significance of aligning assessment methods with exam formats to enhance learning outcomes and build confidence in tackling challenging AICE exams.
- Extended Case Study: Masai Mara: the Great Migration – page 50 – 52 (Coursebook)
- Students work individually – read the case study and answer the questions 1-5 page 52 (Coursebook)
- Introduction to Unit#2 –students copy vocabulary words from the coursebook
- Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
- Students share with the class the answers to questions 1-5 page 52.
Investing in these approaches will not only prepare your students for their exams but also instill a deeper appreciation for the diverse and vital ecosystems that make up our planet’s environments. With a focused and dynamic teaching method, you’ll be well-equipped to guide your students towards academic success and a greater understanding of AICE Environmental Management.
Homework – high level/flipped classroom
- Version A – For High-Level Students:
Ideal for independent or advanced learners, this version requires students to copy all notes by hand as homework before class. This flipped-learning approach helps students come to class prepared, freeing up time for application activities, discussions, and AICE-style practice questions. - For this assignment have students fill in the blanks using the PPT Presentation for Unit 2.
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