Single Subject Lesson Design
- Box Format
1.
TITLE
OF THE LESSON
Introduction to Hydraulic Fracturing Unit
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2.
CURRICULUM
AREA & GRADE LEVEL
Physics and Earth
Scinece 9-12. Part of an
interdisciplinary unit
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3A.
STUDENT INFORMATION: English Language Learners
Elena is a 15 year old 10th grader. She is identified as
an ELL with a CELDT level of 4 whose primary language is Spanish. She
comes form a middle class family and has 2 older brothers, one of which also
attends RBV, and a younger sister. Her parents are second generation
immigrants and her family speaks a mixture of Spanish and English at home.
Her parents are active on the schools PTSA. Elena does not read or
write in Spanish. Her performance in school is good if not
excellent. Her reading, writing and math skills are all at grade level.
She does, however, excel in Art and Music classes and is a member of
the school choir. She reports that her favorite spare time activities
are dancing and singing. Elena is vivacious and outgoing, prefers to
work in small groups as opposed to whole-class or individual activities.
She easily gravitates to a leadership role in small group activities
but does have a tendency to take the group off task.
Ibram is 16 years old in the 11th grade. His CELDT level
is 3 and his primary language is Arabic. His family immigrated fairly
recently and he has been in the California school system for 3 years.
He comes from an upper middle class family and is the youngest of three
children. His oldest sibling, a brother, did not emigrate with his
family and his older sister attends a local community college. His
family speaks Arabic almost exclusively at home, primarily because, while his
father is fluent in English, his mother speaks no English at all. Ibram
enjoys sports, particularly soccer, but does not play on a school
team. He gets very good grades; all A's but one B on his last report.
His parents have high expectations for his schoolwork but offer little
concrete support. Ibram is shy and tends to isolate. He reports
that because of his language and cultural differences he does not feel that
he fits in well in school.
Maria is a 14 year old girl in the 9th grade and is identified
as an ELL with a CELDT level of 3 and a primary language of Spanish.
Her father is a first generation immigrant and her mother second
generation. They speak mostly Spanish at home. She has one older
sibling who also attends RBV. Her family is middle class to lower
middle class. Her parents own and operate a small convenience/grocery
store where Maria works after school and on weekends.
Maria's CELDT score is much higher for reading than for writing
and she reads extensively, preferring romantic and fantasy fiction. She
enjoys sports and loves to play soccer but has little time to do so. Maria
if quiet and shy but friendly. She works well in small groups but
seldom takes on a leadership role, even when encouraged to do so.
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3B.
STUDENT INFORMATION: Students w/ Special Needs
Alex is a 16-year-old boy in the eleventh grade. He had difficulty
with the development of his early literacy skills, including the acquisition
of sound/symbol relationships and word identification, demonstrated in both
his reading and writing. In the second grade, Alex was identified as a
student with specific learning disabilities. Since then, Alex has received
special education support primarily in a resource room for language arts,
while he is included in the general education curriculum. He is able to
independently read text at a ninth grade level and continues to struggle with
decoding words. Alex also has asthma for which he takes daily medication and
occasionally needs to use an inhaler. He is a self-isolating person who does
not readily join into whole-class conversations or contribute to group
learning situations. His tendency is to sit alone at lunch and to be by
himself during transitional time. There is no in-class support for this
student.
Ross is a 15 year old boy in the tenth grade, identified as a
student with ADHD in the fourth grade. He is the only child in an upper
middle class family. Both parents are professional college graduates.
They are members of the PTSA but find little time to participate
actively. Ross is a highly visual learner and his school performance as
measured by grades and test scores is uneven. Ross enjoys sports and
plays on the school baseball team. He also enjoys playing his guitar.
Ross prefers to work in small groups in class but is sometimes
disruptive.
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4.
RATIONALE
A. Enduring Understanding
Scientific understanding, whether new or
established, is often the basis for developing new technology which can have
far-reaching effects, both positive and negative, for society as a whole
B. Essential Questions
Is it worthwhile to risk damage to both local and
global communities and ecosystems in order to reap the economic benefits of
plentiful and inexpensive fuel supplies?
In what ways can an individual quantify the
effects he or she has on the global ecology?
C. Reason for Instructional Strategies and
Student Activities
2 different but related subjects are to be
introduced in this lesson – hydraulic fracturing and carbon footprint. Subsequent lessons in the unit will develop
the understanding of how hydraulic fracturing works and a more detailed analysis
of the mechanics and socioeconomic ramifications of the technology. This lesson introduces specialized vocabulary in order to provide
a foundation for subsequent lessons and
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5. CONTENT STANDARD(S)
Investigation and Experimentation
#1m. Investigate a science-based
societal issue by researching the literature, analyzing data, and
communicating the findings.
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6. ELD STANDARD(S)
Grade 9-12 Writing
Strategies and Applications, Cluster 4:
Write persuasive compositions that structure ideas and arguments in a
logical way with consistent use of standard grammatical forms
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7.
LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive
After listening to a lecture, students will be
able to define the terms “fracture” and “hydraulic” as well as the phrase
“hydraulic fracturing”.
After listening to a lecture, students will be
able to define the phrase “carbon footprint”, and describe the effects of
increasing or decreasing the same on the global ecology.
B. Affective
Students will assemble in dyads to discuss the
ecological and political implications of fossil fuel consumption and
hydraulic fracturing technology.
Students will share results of dyad discussions
with others in the class.
C. Language Development
Students will develop rational arguments and express
arguments in support or in opposition to the use of hydraulic fracturing
technology.
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8.
ASSESSMENT(S)
A. Diagnostic/Entry Level
Informal diagnostic assessment of prior knowledge
of vocabulary and sociopolitical and ecological topics related to the lesson
by show of hands questioning during Anticipatory Set. Feedback given verbally
B. Formative-Progress Monitoring
Informal sharing of ideas from the pros and cons
discussion
Formal assessment in the form of the initial
project assignment to be handed in the following day. Feedback given verbally.
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9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning
Profile or Interest
Vocabulary and lecture notes available as a
handout
2.) Process/Based on Readiness, Learning
Profile or Interest
Vocabulary broken into word parts
Vocabulary related to real world examples with
whole body response by teacher.
Pair ELL students with sympathetic native English
speakers for dyad discussions
3.) Product/Based on Readiness, Learning
Profile or
Interest
Check understanding of vocabulary individually by direct question during dyad
sessions and/or while walking around in lecture.
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9B.
EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS
WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning
Profile or Interest
Vocabulary and lecture notes available as a
handout
2.) Process/Based on Readiness, Learning
Profile or Interest
Check to ensure students are in appropriate
working groups for the group projects.
Make sure Alex is in a group which will engage him outside of class
and Ross in a group whith a strong leader who will keep the group on task.
3.) Product/Based on Readiness, Learning
Profile or Interest
Check understanding of vocabulary individually by
direct question during dyad sessions and/or while walking around in lecture.
Encourage all students to personalize their
projects with their individual artistic tendencies, valuable for all but particularly
aimed at Ross’ interest in music
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10. INSTRUCTIONAL STRATEGIES
(Describe what the
teacher does. Include differentiation strategies.)
Co-teaching approach: Team
A. Anticipatory Set/Into (10m)
-Ask
how many have cars
-Ask
about the price of gas – maybe parents & friends talk about it too.
-Ask
about how the cost of energy effects other things – cost of goods, job
market, etc.
-Bring
up global warming. Ask what it is,
what it means.
-Point
out that we need energy to conduct our lives but climate change is a problem
-Pair-share
on the topic – Is it more important to keep energy inexpensive and plentiful
to maintain our lifestyle or to take steps to prevent climate change? Tell them they will be called on to report
their thoughts. After time, have 3
students share.
B. Instruction/Through (25m)
“We’ll
be talking about those 2 subjects today”
-Carbon
Footprint (5m)
-One
part of the picture is global warming.
Ask what causes it – solicit lots of answers. Bring it down to carbon.
-CARBON
FOOTPRINT: “You come into the house
with muddy shoes and your Mom yells at you & tells you you’re leaving
muddy footprints all over the kitchen floor – she’s got to clean up the mess
you made. Your carbon footprint is the
mess of carbon you leave in the atmosphere to contribute to global
warming. Different people define it
differently, but most people use the definition of the total amount of carbon
dioxide released into the atmosphere as a result of your actions in one
year.” Individuals can have a carbon
footprint, families, cities, schools, whole countries.”
-“Your
first homework assignment for tonight is to go online and find a website that
calculates carbon footprint. Figure
out yours. I want you to report YOUR carbon footprint, and the url of the
site where you got it. You can bring
it on paper tomorrow or e-mail me before 10:00 tonight.”
-“Another
part of this assignment – research 2-5 energy conservation strategies we could
apply to reduce the carbon footprint of the school, and poresent them in a
one-page paper due on day 4”.
-Introduction
to Fracking (25m)
-The
other topic for the unit is the
availability of energy”
-Ask
for a summary of the video. Allow some
whole class discussion
-Define
Hydraulic: Of, involving, moved by, or operated by a fluid, especially water, under pressure. Hydro means water. For example, your gym teacher may tell you to hydrate.
-GFracture means break. How many have broken a bone? If you break your arm in three places the doctor will say you have a compound fracture. -Hydraulic Fracturing - The forcing open of fissures in underground rocks by pushing in liquid at high pressure to extract oil or gas. -Describe the process. -Pair share - front half of the room list benefits, back half list risks. -Give 3 minutes then solicit responses. -Introduce the projects: During this unit you'll have 2 projects to do: 1. Art Project - 2. Research Project Homework for tomorrow - produce an outline or other working document for each project. If you can't get together tonight, do it independently and hand them in together. You'll get them back at the end of class tomorrow. Form students into preplanned groups.
-Ticket out the door will be a paper with the names of your group members and the medium you'll be using for your art project.
C. Independent Practice/Through (15m)
Release
students to form groups and begin work
on their assignments.
Supervise
group selection
Circulate
& keep students on task (15m)
D.
Closure
Collect “tickets” on way out.
E.
Beyond
Evaluate project plans following day in class and
provide feedback
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11. STUDENT ACTIVITIES
(Describe what the
students does. Include differentiation activities.)
A. Anticipatory Set/Into
Participate
in class discussion
Participate
in dyad discussion
B. Instruction/Through
Listen/take
notes
Participate
in class discussion
Participate
in dyad discussion
C. Independent Practice/Through
Assemble
into small groups
Work
in small groups to plan project – decide on type of project to be done
F. Closure
Hand
in in-class work
E. Beyond
Homework
to begin assembling information for the unit project
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12.
RESOURCES
(Attach
any materials needed to implement the lesson, such as a power point
presentation, graphic organizer, reading…)
Computer
& projector with internet access to play video
Powerpoint
presentation can be found at https://docs.google.com/present/edit?id=0AYOn_e7vIcmQZGRmZDc0ZGZfNzVndDRnNjZxdg
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