Lesson Plan
Our Environments Session 1
In this 30-minute session, students will explore the Person in Environment (PIE) framework by defining 'person' and 'environment' components, identifying examples from home, school, and community, and setting expectations for the course.
Introducing the PIE framework helps students understand how various settings shape behavior and well-being, fostering self-awareness, empathy, and critical thinking about their environments.
Audience
High School Students (9th-12th Grade)
Time
30 minutes
Approach
Interactive discussion and collaborative activity
Materials
- Introduction to PIE Slide Deck, - Person in Environment Overview Handout, - Whiteboard and markers, - Chart paper and markers, and - Index cards
Prep
Review Materials
10 minutes
- Review Introduction to PIE Slide Deck
- Print copies of Person in Environment Overview Handout
- Prepare whiteboard space and markers
- Gather chart paper and markers for group activity
Step 1
Warm-Up
5 minutes
- Ask students to share a word or phrase that comes to mind when they think of "environment".
- Record responses on the whiteboard under the heading "Environment".
- Prompt a similar brainstorm for "Person" and record responses.
Step 2
Direct Instruction
10 minutes
- Present Introduction to PIE Slide Deck to define the Person in Environment framework.
- Highlight key components of "Person" and "Environment."
- Distribute Person in Environment Overview Handout for reference.
Step 3
Group Activity
10 minutes
- Divide students into small groups and assign each a setting: home, school, or community.
- Provide chart paper and markers to each group.
- Instruct groups to list environmental factors and personal attributes relevant to their assigned setting.
- Have groups post their charts around the room.
Step 4
Assessment/Closure
5 minutes
- Conduct a gallery walk: students circulate and review each group’s chart.
- Ask students to write one insight about how the person and environment interact on an index card.
- Collect index cards as exit tickets to assess understanding.
Slide Deck
Person in Environment (PIE) Framework
The PIE framework is a model for understanding how individual characteristics (Person) interact with external contexts (Environment) to influence behavior and well-being.
Welcome students and introduce the PIE framework. Explain that over the next sessions they’ll learn how personal traits and environmental factors shape thoughts, feelings, and behavior.
Understanding the Person
- Biological: age, health, genetics
- Psychological: thoughts, emotions, coping skills
- Social & Cultural: beliefs, values, relationships
Walk through each dimension of “Person.” Ask students to call out examples from their own lives for biological, psychological, and social/cultural traits.
Understanding the Environment
- Physical: location, resources, living conditions
- Social: family, peers, community norms
- Cultural & Economic: traditions, socioeconomic status
- Political: laws, policies, institutional rules
Define each environmental dimension. Invite students to brainstorm additional environmental factors and note them on the board.
Interaction: Person + Environment
Person and Environment continually influence each other.
Example:
A student’s stress level (Person) rises when school workload increases (Environment), which in turn may affect concentration and mood.
Illustrate the bidirectional interaction. Prompt students: “How might a change in one dimension (person or environment) affect the other?”
Home Setting Example
Person:
- Personality, role in family, coping strategies
Environment: - Family structure, routines, available resources
Impact: A stable, supportive home can foster resilience.
Share a brief story: e.g., a teen who thrives in a supportive home versus one who struggles in a chaotic household. Then ask students for their own home experiences.
School Setting Example
Person:
- Motivation, learning style, peer relationships
Environment: - Classroom climate, teacher expectations, curriculum
Impact: Encouraging teachers and inclusive classrooms boost engagement.
Invite volunteers to describe a memorable classroom experience—positive or negative—and connect it to person and environment factors.
Community Setting Example
Person:
- Social identity, interests, civic engagement
Environment: - Neighborhood safety, cultural events, community programs
Impact: Access to youth centers and positive role models enhances social skills.
Discuss local community features—parks, clubs, safety—and how they shape youths’ activities and identities.
Discussion & Activity Preview
Discussion Questions:
- Which environmental factor affects you most? Why?
- How do your personal traits shape your experiences?
Next Steps:
- Small-group activity: Map Person and Environment factors for home, school, and community
- Create and post charts for a gallery walk
Pose the questions aloud, allow think-pair-share, then explain the upcoming group activity on PIE in home, school, and community.
Project Guide
PIE Portfolio Project Overview
The PIE Portfolio Project runs across all 8 sessions of the course. Students will compile a digital or physical portfolio that examines how personal traits interact with environmental factors in one chosen setting (home, school, or community).
Project Goals
- Apply the Person in Environment (PIE) framework to real-world contexts.
- Deepen self-awareness and empathy by analyzing personal and others’ experiences.
- Develop critical thinking, interviewing, and presentation skills.
Key Components
- Environmental Reflection (Session 1)
- Person Factor Mapping (Session 2)
- Environment Factor Mapping (Session 3)
- Interaction Analysis Matrix (Session 4)
- Informational Interview & Insights (Session 5)
- Comparative Analysis (Session 6)
- Portfolio Draft & Peer Feedback (Session 7)
- Final Presentation & Submission (Session 8)
Timeline & Session Breakdown
| Session | Focus | Activity |
|---|---|---|
| 1 | Choose Setting & Reflect | Complete Environmental Reflection Sheet |
| 2 | Map Personal Traits | Use PIE Portfolio Guidelines Document instructions |
| 3 | Map Environmental Factors | Chart physical, social, cultural, economic, and political elements |
| 4 | Analyze Interactions | Fill out Person-Environment Interaction Matrix Template |
| 5 | Conduct Interview | Interview a peer/family member; record findings |
| 6 | Comparative Analysis | Compare your environment to another; note similarities/differences |
| 7 | Draft Portfolio & Peer Review | Exchange drafts; complete Peer Feedback Form |
| 8 | Finalize & Present | Incorporate feedback; present key insights; submit portfolio |
Deliverables
- Completed Reflection Sheet
- Person & Environment Maps
- Interaction Matrix
- Interview Summary
- Comparative Analysis Write-Up
- Peer Feedback Summary
- Final Portfolio Document/Slides
Assessment
Students will be assessed using the PIE Portfolio Rubric, which evaluates understanding, analysis, reflection, organization, and presentation quality.
Materials
Discussion
PIE Deep Dive Discussion
Objectives
- Deepen students’ understanding of how personal and environmental factors interact in home, school, and community settings.
- Encourage critical thinking, empathy, and self‐reflection using the PIE framework.
Discussion Guidelines
- Listen actively and respectfully.
- Support observations with examples or experiences.
- Build on classmates’ ideas and ask clarifying questions.
- Stay on topic and speak one at a time.
1. Home Environment Reflection
Prompt: Think about your home environment. Identify three factors (physical, social, cultural) that most shape your daily life. How do they influence your emotions, behaviors, or routines?
Instructions: Take 2 minutes to write your answers, then share in pairs, and finally we’ll discuss as a class.
Student Response Space (short):
Follow-up Questions:
- Which factor do you think has the greatest impact on your well-being, and why?
- How might someone with a different family structure experience the same factors differently?
2. School Setting Analysis
Prompt: Describe one positive aspect and one challenge of your school environment. How do your personal traits (learning style, motivation, peer relationships) interact with these aspects?
Instructions: Think-pair-share for 5 minutes.
Student Response Space (medium):
Follow-up Questions:
- How could teachers or peers support students who face that challenge?
- In what ways might changing a physical or social element of the school improve student engagement?
3. Community Context Exploration
Prompt: Identify one community resource or norm (e.g., park, club, local tradition) that influences youth identity and behavior. How does your personal background interact with this community factor?
Instructions: Small‐group discussion, then report back to the class.
Student Response Space (medium):
Follow-up Questions:
- Does everyone in your group experience this resource or norm the same way? Why or why not?
- How might socioeconomic or cultural differences affect access to that resource?
4. Cross‐Setting Connections
Prompt: Choose one factor from your home, school, or community settings. Compare how it affects you in two different contexts (e.g., home vs. school).
Instructions: Use the Person-Environment Interaction Matrix Template to organize your comparison, then discuss findings in triads.
Student Response Space (long):
Follow-up Questions:
- What patterns emerge in how that factor interacts with your personal traits?
- How could understanding these patterns help someone support you better?
5. Integrative Thinking
Prompt: Based on our discussion, propose one change in any setting (home, school, or community) that could enhance well-being for you or your peers. Use the PIE framework to justify your proposal.
Instructions: Write a brief pitch and prepare to present it in a gallery walk.
Student Response Space (medium):
Follow-up Questions:
- What potential obstacles or unintended consequences might your proposal face?
- How could you involve others (family members, teachers, community leaders) to implement this change?
6. Reflect & Next Steps
- What new insights about yourself or others did you gain today?
- How will you apply the PIE framework in the upcoming PIE Portfolio Project?
Student Reflection Space (short):
Extension: Use insights from today’s discussion in Session 2 when you begin mapping personal factors.
Related Materials:
Game
PIE Matching Game
Objective: Reinforce and apply understanding of Person and Environment factors by matching corresponding cards in a collaborative, timed game.
Approach: Card matching and team competition
Audience: High School Students (9th–12th Grade)
Time: 20 minutes
Materials:
- Person Factor Cards (e.g., “Biological: Health,” “Psychological: Coping Skills,” etc.)
- Environment Factor Cards (e.g., “Physical: Location,” “Social: Peers,” etc.)
- Timer or stopwatch
- Answer key for teacher
Preparation (10 minutes):
- Print and cut Person Factor Cards (about 12–16 cards covering biological, psychological, social dimensions).
- Print and cut Environment Factor Cards (same number, covering physical, social, cultural/economic, political dimensions).
- Shuffle each deck separately.
Instructions
- Divide Teams (2 minutes)
- Split class into small teams of 3–4 students.
- Place shuffled decks face down at each team’s station.
- Match Race (12 minutes)
- On “Go,” teams flip one Person card and one Environment card at a time, searching for conceptually linked pairs (for example, “Psychological: Coping Skills” pairs with “Social: Family Support”).
- If the pair is correct according to the answer key, the team keeps the cards; if not, they flip the cards back face down.
- Continue until one team matches all pairs or time expires.
- Scoring & Variation (2 minutes)
- Award one point per correct match.
- Bonus point: Teams earn an extra point for each matched pair they can explain in terms of Person–Environment interaction.
- Variation: Reduce the number of cards for a faster round or increase for a greater challenge.
- Debrief (4 minutes)
- Reconvene as a class and display a few matched pairs.
- Invite teams to share one example and explain how the Person factor interacts with the Environment factor.
- Clarify any misconceptions and highlight insightful connections.
Follow-Up Questions:
- Which match surprised you, and why?
- How does recognizing these interactions help you understand real-world experiences?
- What additional Person or Environment factors would you add to deepen this game?
Extension: Incorporate this matching activity into the upcoming PIE Portfolio Project by having students identify new factor pairs from their own reflections.
Activity
PIE Role-Play Activity
Objective:
- Practice applying the Person in Environment (PIE) framework in realistic scenarios to deepen empathy and problem-solving skills.
Approach:
- Small-group role-play followed by whole-class debrief
Audience:
- High School Students (9th–12th Grade)
Time:
- 30 minutes total
Materials:
- Printed scenario cards (PIE Role-Play Scenarios)
- Person in Environment Overview Handout
- Chart paper or large sticky notes
- Markers
Preparation (10 minutes):
- Print and cut scenario cards into individual slips.
- Arrange seating for groups of 3–4 students.
- Place chart paper and markers at each station.
Instructions
- Introduction (5 minutes)
- Briefly review the PIE framework using the Person in Environment Overview Handout.
- Explain that students will act out brief scenes illustrating how person factors and environment factors interact.
- Group Formation & Card Distribution (3 minutes)
- Form groups of 3–4 students.
- Each group draws one scenario card from the stack.
- Within each group, assign roles: one or two “Person” character(s) and one “Environment” actor (e.g., family member, teacher, peer, community leader).
- Planning & Rehearsal (7 minutes)
- Groups read their scenario and discuss:
• Which personal traits or needs does the “Person” bring into this setting?
• What environmental factors (physical, social, cultural, economic, political) influence the interaction? - Sketch a quick diagram on chart paper mapping the two interacting factors.
- Rehearse a 2-minute role-play illustrating a challenge and a supportive or obstructive response.
- Groups read their scenario and discuss:
- Performances (10 minutes)
- Each group presents its 2-minute role-play to the class.
- After each performance, allow 1–2 quick observations:
- Which person and environment factors were most evident?
- How did the environment actor’s response affect the person’s behavior or emotions?
- Debrief & Reflection (5 minutes)
- Pose whole-class questions:
- How might the outcome change if a different environment factor were highlighted?
- What small change in the environment could better support the individual?
- How did this activity deepen your understanding of PIE interactions?
- Pose whole-class questions:
Extension:
- Select one scenario and write a brief journal entry from the perspective of the “Person,” noting what environmental change would most improve their experience.
- Incorporate insights into the upcoming PIE Portfolio Project.
Rubric
PIE Portfolio Rubric
This rubric evaluates the final PIE Portfolio Project across five key criteria. Each criterion is scored on a 4-point scale (4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning).
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Understanding of PIE Concepts | Demonstrates comprehensive and nuanced definitions of person and environment factors. Applies the PIE framework accurately and consistently throughout. | Defines person and environment factors correctly. Applies the PIE framework with minor inaccuracies or omissions. | Shows basic understanding of PIE concepts but includes some errors or incomplete explanations. | Limited or incorrect understanding of PIE concepts; misapplies framework. |
| Analysis of Interactions | Insightfully analyzes multiple, complex interactions between personal traits and environmental factors. Provides rich, evidence-based examples. | Clear analysis of interactions with relevant examples. Analysis may lack depth or miss some connections. | Identifies interactions but analysis is superficial or examples are generic. | Fails to identify meaningful interactions or provides descriptions without analysis. |
| Depth of Reflection | Reflects deeply on personal and observed experiences. Draws strong connections to growth, empathy, and real-world implications. | Offers thoughtful reflection with some personal insight. Connections to growth or empathy are evident but could be elaborated. | Reflection is present but limited in depth or personal insight. Connections to broader implications are weak. | Little to no reflection. Lacks insight into personal experience or fails to connect to larger context. |
| Organization & Structure | Portfolio is exceptionally well organized, with logical flow, clear headings, and seamless integration of sections and materials. | Well organized overall; sections are clear and flow logically. Minor issues with transitions or section order. | Structure is somewhat organized but may have unclear section divisions or occasional lapses in flow. | Portfolio lacks clear organization. Sections are confusing or out of order, making it difficult to follow. |
| Presentation & Visuals | Engaging, polished visuals (charts, diagrams, images) enhance understanding. Formatting is consistently professional and accessible. | Visuals are clear and support content. Formatting is neat with minor inconsistencies. | Some visuals included but may be low-quality or only partially support content. Formatting has noticeable inconsistencies. | Little or no use of visuals. Formatting is unprofessional or distracts from content. |
Total Score: ____ / 20
Scoring Guide: Add the scores for each criterion to determine the final portfolio grade. 16–20 = Exemplary; 11–15 = Proficient; 6–10 = Developing; 0–5 = Beginning.
Feedback Tips:
- Highlight strong examples of interaction analysis.
- Encourage deeper reflection by asking “Why?” and “How might this apply elsewhere?”
- Suggest organizational improvements (e.g., clearer headings, consistent formatting).
- Recommend specific visuals that could clarify complex concepts.