Our responsibility to planet earth — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Environmental Issues and Personal Responsibility
|
| Lesson title |
Our responsibility to planet earth
|
| Class |
9
|
| Lesson objectives according to program |
9.1.5.1 Использовать обратную связь для постановки персональных целей обучения
9.1.9.1 Использовать воображение для выражения своих мыслей, идей, переживаний и чувств
|
| Lesson objectives |
Students will know key vocabulary related to environmental responsibility, including reduce, reuse, recycle, pollution, and conservation.
Students will know how individual choices can affect the planet and identify practical ways to reduce environmental harm.
Students will know how to use peer feedback to set a personal learning goal and use imaginative language to express ideas and feelings about the environment.
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| Values |
Students develop responsibility for the natural environment by considering how everyday choices affect the planet. They practise respect and constructive collaboration by giving supportive feedback and listening to different ideas.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and Goal Setting 5 min |
Organisational moment:
Welcome students, check readiness, and introduce the lesson topic, “Our responsibility to planet earth.”.
Ask students to name one environmental issue they have noticed in their community.
Problem statement:
Ask: “If the planet could speak to us today, what might it ask us to change, and what can we do in response?”.
Invite students to keep this question in mind as they explore personal responsibility.
|
Students — greet the teacher and prepare their materials. Students — name an environmental issue they have noticed. Students — consider what the planet might ask people to change and suggest a possible response. | Names one relevant environmental issue — 1 point. Offers one plausible response to the problem question — 1 point. Stage maximum — 2 points. | board, notebooks |
| Environmental Vocabulary 8 min |
New material explanation:
Present the key terms reduce, reuse, recycle, pollution, conservation, and carbon footprint, and explain each with a clear everyday example.
Show images of litter, reusable containers, recycling bins, and a clean natural area; ask students to match each image to a term or action.
Model two sentences: “We can reduce waste by using a refillable bottle” and “Conservation protects habitats and wildlife.”.
Slide 1 — Our Responsibility to Planet Earth
Slide 2 — A plastic bottle tossed after one drink can remain in the environment for hundreds of yea…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Five Ways to Act
Slide 5 — Effects and Protection
Slide 6 — Which should matter more when choosing an everyday action: preventing waste at its source…
Slide 7 — Match Actions to Terms
Slide 8 — Feedback Becomes a Goal
Slide 9 — What Choices Can Change
Slide 10 — Recall and Apply
|
Students — listen to the explanations and record the six terms with their meanings. Students — match the images to the relevant terms or actions. Students — create one spoken sentence using a target term. | Matches four images or actions to appropriate terms — 1 point each, max 4 points. Uses one target term accurately in a sentence — 1 point. Stage maximum — 5 points. | |
| Creative Eco Response 7 min |
Instructions:
Organise a quick speaking game: students imagine they are a river, forest, animal, or the planet and deliver a short message to people.
Provide the prompt: “I am the planet, and I feel … because … Please …” Explain that students may express thoughts, ideas, experiences, or feelings and should include one practical action.
Invite pairs to share their messages and encourage respectful listening.
|
Students — choose a natural feature or the planet and prepare a short imaginative message. Students — include a feeling and a practical environmental action in the message. Students — take turns sharing and listen respectfully to a partner. | Expresses a clear imagined point of view — 1 point. Includes a feeling or thought with a reason — 1 point. Gives one practical action — 1 point. Stage maximum — 3 points. | |
| Personal Action Task 10 min |
Task instructions:
Give students the task: write a short “My Planet Promise” of three to four sentences, describing one environmental problem, one action they can take, and why it matters.
Ask students to exchange drafts with a partner and provide one specific piece of constructive feedback: identify a strong idea and suggest one improvement.
Ask each student to revise the promise and add a personal learning goal based on the feedback.
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Students — write a three- to four-sentence promise that identifies a problem, an action, and its importance. Students — exchange drafts and give a partner one strength and one specific improvement suggestion. Students — revise their work and write one personal learning goal informed by the feedback. | Identifies an environmental problem — 1 point. Proposes a practical action and explains its importance — 2 points. Gives specific, constructive peer feedback — 1 point. Sets a personal learning goal based on feedback — 1 point. Stage maximum — 5 points. | |
| Knowledge Check 8 min |
Quiz instructions:
Give students a short individual quiz. Ask: “1. Which action reduces single-use waste: carrying a reusable bottle or buying bottled water each day? 2. What does conservation mean? 3. Name one way to reduce pollution in your community. 4. Complete the sentence: ‘I can help protect the planet by …’ 5. Which is the more specific learning goal: ‘learn more’ or ‘learn five environmental words and use them in sentences’?”.
Review the answers with the class and clarify any misunderstandings.
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Students — answer the five quiz questions independently. Students — compare their responses with the class review and correct any misunderstanding. Students — explain why the more specific learning goal is useful. | Answers question 1 correctly: carrying a reusable bottle — 1 point. Defines conservation accurately — 1 point. Gives a relevant pollution-reduction action — 1 point. Completes the sentence with a practical action — 1 point. Selects and explains the specific learning goal — 1 point. Stage maximum — 5 points. | |
| Reflection 7 min |
Runs the "Stick your feeling on the board" reflection. Each student drags a sticker onto the board — the collage shows the mood of the class at a glance.
|
Students complete the "Stick your feeling on the board" reflection and assess their understanding of the topic. | States one realistic environmental action — 1 point. States one personal learning goal — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep the classroom walkways clear and handle any image cards or classroom materials carefully. Students should share environmental opinions respectfully and avoid bringing or handling waste or potentially contaminated materials. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
- Education direction
- Humanitarian
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