Single Subject Lesson
Design
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1. TITLE OF THE LESSON
Earth’s Geologic History and Energy Extraction Through Hydraulic
Fracturing (Fracking)
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2. CURRICULUM AREA & GRADE LEVEL
Earth
Science 9th & 10th Grade
Length of Lesson: 1- 1hr period,
2nd half of 2nd Semester
4th class in 5 class unit.
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3A. STUDENT INFORMATION:
English Language Learners
1.) 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.
2.) 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.
3.) 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
1.) 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.
2.) 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
The Earth’s energy system
is complex and limited. That traditional methods of energy extraction rely
heavily on resources that take millions of years to accumulate (fossil
fuels), and are becoming much more difficult to acquire. That new forms of
energy must be discovered and utilized in efficient ways. There are costs and
benefits to each type of energy source.
B. Essential Questions
1. Where will we get our energy sources in
the future?
2. What are the major
benefits/costs of extracting natural gas through hydraulic fracturing?
C. Reason for Instructional Strategies
and Student Activities
Through individual/group
interaction, students will be able to see physics involved, and the
benefits/costs of our high demand for energy, and the methods in which those
resources are obtrained.
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5.
CONTENT STANDARD(S)
California
Content Standards Grades Nine through Twelve-Earth Sciences
7b.
Students know the global carbon cycle: the different physical and chemical
forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the
movement of carbon among these reservoirs.
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6.
ELD STANDARD(S)
Writing
Strategies & Applications
Write
Expository Compositions and Research Reports
(EA)
Write expository compositions and reports that convey information from
primary and secondary sources and use some technical terms, use appropriate
tone and voice for the purpose, audience and subject matter.
(A)
Write expository compositions, including analytical essays and research
reports, for the language arts and other content areas and provide evidence
in support of a thesis and related claims.
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7. LEARNING GOAL(S) -
OBJECTIVE(S)
-Cognitive:
Through viewing the video, listening to
the lecture and participating in the group debate classroom activity, SWBAT
explain where natural gas deposits exist in the United States, and the
primary methods for extracting them.
-Affective
-Psychomotor
-Language Objective
Through their textbook readings,
listening to the lecture and watching the video, SWBAT articulate the
information retained by creating a summary paragraph illustrating their
logical argument for or against hydraulic fracturing.
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8. ASSESSMENT(S)
A.
Diagnostic/Entry Level
Students will be asked by the teacher
what their preconceptions are about the extraction/usage of fossil
fuels. They will be asked to explain
how fossil fuels are extracted from the Earth. Based on the students’ input the
teacher will assess what level of knowledge the students possess.
B. Formative-Progress Monitoring
After the lecture and video, the
teacher will observe the students working within their debate groups and
listen to the exchange of information.
Additionally, the teacher will ensure that the students observe the
protocol of allowing each groiup equal time for presentation of
facts/opinions.
C. Summative
After the activity, the students will
return to their seats and the teacher will have them complete a short
paragraph explaining their own chosen view on hydraulic fracturing, using
multiple examples/facts that were presented during the debates.
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9A. EXPLANATION OF
DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or
Interest
Elena/Ibram/Maria: Video should enable simple representation of key concepts through
graphic effects. During the short lecture, the teacher will use visuals, and
present key vocabulary in primary languages of the students.
2.) Process/Based on Readiness, Learning Profile or
Interest
Elena/Maria: The teacher will pair students to assist them with particular
vocabulary and definitions. All students will work in pairs/small groups,
however consideration will be made for English Language Learners to be paired
with someone who might be able to provide additional explanation if required.
Ibram: Will be paired with a student who will be able to convey information
in simple terms. Several students have shown this ability, and Ibram is
currently paired with one of those students.
3.) Product/Based on Readiness, Learning
Profile or Interest
Elena/Ibram/Maria: Students will be allowed additional time to complete the summative writing
assignment. If needed, the students
can complete the assignment at home and bring it in the next class session.
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9B. EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or
Interest
Alex: The teacher will ensure presentations have visual/auditory component
to maximize retention. Additional attention will be given to vocabulary
during the beginning of class.
Ross: The teacher will incorporate Ross into discussions to keep him
focused on the material.
2.) Process/Based on Readiness, Learning Profile or
Interest
-Students will be paired with other students that
will be able to assist them as required.
Alex: Will be paired with one of the academically stronger students to
assist with reading/ formation of coherent ideas.
Ross: Will be paired with a student and in a location that will provide the
least amount of distractions, and allow maximum focus on the tasks.
3.) Product/Based on Readiness, Learning
Profile or Interest
Alex: will be allowed to take the writing assignment home for additional
time, and less distracting atmosphere.
Ross: No differentiation required.
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10. INSTRUCTIONAL STRATEGIES
(Describe
what the teacher does. Include differentiation strategies.)
A. Anticipatory Set/Into
The
teachers will provide a general overview of the material to be covered by the
readings, video and the debate exercise, while students ask/answer questions
posed by the teacher to assess comprehension and participation. This will be
accomplished through the complementary method of co-teaching. The teachers will have the learning
objectives written out on the front board for the students to reflect upon
throughout the class. As one teacher
talks about the day’s subjects, the other teacher will direct the students’
attention to the list on the board, and add notes as needed. After questions,
the teachers will post and review the vocabulary from the previous
lesson/readings, as well as vocabulary that he anticipates the students
having difficulty with during their in class reading. The teacher will ask for volunteers to
review the vocabulary, and explain how the words relate to the topic. (10
minutes)
B. Instruction/Through
The teachers will provide a short (10 min.) video covering the basics
of the class material. They will hand
out question sheets that require short responses for the information
presented in the video. The video should help with student understandings by
using visual and auditory communication methods to relay the information.
After the video, the teachers will again review vocabulary words that might
be more difficult for some students.(10 minutes)
C. Guided Practice/Through
1. The teachers will monitor the students while they participate in
the debate exercise. (co-teaching team method) The teachers will move throughout the
classroom to ensure that the students are collecting the required information
from each group. (20 minutes)
D. Closure
The teachers will have the students independently write a paragraph on
their view on the pros/cons of fracking.
The students will be directed to include as much information as they
can recall from the day’s activities.
The teachers will provide a rubric for this activity. They will
circulate throughout the room to provide guidance and assistance where
needed. (20 minutes)
E. Beyond
The
teachers will give a verbal preview of the next class session, and assign the
text reading for that evening. (co-teaching complementary method) Students will be reminded that next class
period will cover assigned readings to increase understanding of
material. Time permitting, the
teachers will prompt additional discussion of the day’s lesson.(10 Minutes)
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11. STUDENT ACTIVITIES
(Describe
what the students does. Include differentiation activities.)
A. Anticipatory Set/Into
Students will enter the room and be seated to listen to the general
overview of the day’s lesson. Students will copy down the objectives from the
front board, and ask questions about the teacher’s instructions for the class
period. The students will review as a group, the vocabulary from the previous
day, and the readings. (10 Minutes)
B. Instruction/Through
2.Students will view video on the processes involved in fossil fuel
extraction, and take notes by answering the prompts on the question sheets
provided. They will also list any vocabulary words they are having difficulty
understanding. (10 Minutes)
C. Guided Practice/Through
1. Students will form small groups and choose sides of pro/con
hydraulic fracturing. The groups will debate their designated point of view
(pro/con) using evidence previously shown throughout the unit. The groups
will continue to discuss the benefits and costs of fracking and other forms
of energy. Students will take notes, in preparation for the follow-on writing
assignment. (20 minutes)
E. Closure
The students will write a short paragraph on the benefits and costs of
hydraulic fracturing and energy production. They will be directed to include
all of the information they can remember from the debate activity, and to use
proper grammar and punctuation for their assignments. They will be directed
to include five facts and explain why they are including those particular facts
in their argument. (20 minutes)
F. Beyond
Students will ask any final questions, or expand on concepts that were
presented during the period.
Additionally, students will ensure that they understand the homework
reading requirements for the next class period. (10 minutes)
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12. RESOURCES
-Text:
Holt Earth Science, Allison,
DeGaetano, Pasachoff
-Video (How the Earth Was Made)
-Rubric for writing exercise
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Rubric for Hydraulic
Fracturing Paragraph
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Criteria
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Approaching
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Meets
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Exceeds
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Number of distinct facts
mentioned
5 pts
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Student provides 2 defendable (able to site
the reference) facts
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Student provides 4 defendable (able to site
the reference) facts
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Student provides 5 or more defendable (able
to site the reference) facts
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Grammar
2 pts
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Weak sentence structure with no solid
identification of topic
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Identifies planet, and uses full sentences
to present information with some grammatical errors
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Uses whole complex sentences with very few
(1-2) grammatical errors.
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