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- 2hr period,
2nd half of 2nd Semester
2nd 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 from 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 extraction of fossil
fuels from the Earth can be quite difficult and costly. Hydraulic fracturing
uses pressure to physically separate fossil fuels from the surrounding
shale. This process comes with
inherent risks, but we can mitigate these risks through understanding the
mechanical forces involved.
B. Essential Questions
1. Can we truly mitigate the
risks involved in hydraulic fracturing?
2. Do the risks involved
outweigh the benefits?
C. Reason for Instructional Strategies
and Student Activities
Students will be able to
understand the potential for ground water contamination and methods which are
incorporated to mitigate the possibility.
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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
Grade 9-12 Writing Strategies
Cluster 2, I: Narrate a sequence of events and communicate their
significance to the audience.
A: Structure ideas and arguments in a given context by
giving supporting and relevant examples.
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7. LEARNING GOAL(S) -
OBJECTIVE(S)
-Cognitive:
After the lab exercise, students will be
able to explain how fluids can be utilized to transmit force to surrounding
surfaces, and how these fluids can flow into adjacent groundwater reservoirs.
-Affective
-Psychomotor
-Language Objective
Through their textbook readings, and
participation in the laboratory exercise, students will be able to articulate
their observations in a short summary writing.
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8. ASSESSMENT(S)
A. Diagnostic/Entry Level
Students will be asked by the teacher
about their current understandings of how fluids move through soils and
within the hydrologic system.
B. Formative-Progress Monitoring
After the lecture and video, the
teacher will observe the students working within their laboratory groups to
see if the concepts previously explained are being applied to the lab
exercise. Students will explain their hypothesis and their findings throughout
the exercise. Students will make notes of their observations for inclusion in
their summary writing assigment.
C. Summative
After the activity, the students will
return to their seats and the teacher will have them explain their findings
in writing.
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9A. EXPLANATION OF
DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or
Interest
Elena/Ibram/Maria: During the lecture, the teacher will use visuals/graphics, and
present key vocabulary in primary languages of the students. The teacher will
incorporate a video to assist with the understanding of key concepts being
taught.
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
A. Anticipatory Set/Into
NOTE: This lesson will be utilized on the
second day of the ITU. The anticipatory set will be co-taught by both
teachers incorporating the complementary model. The remainder of the class
session will be divided into the respective Earth Science/Physics classes.
The teachers will provide a general overview of
the material to be covered by the readings, video and the laboratory
exercise, while students ask/answer questions posed by the teachers to assess
comprehension and participation. The teachers will have the learning
objectives written out on the front board for the students to reflect upon
throughout the class. 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.
Review vocabulary by quick-write
followed by students reading their definitions.
Fracture/Hydraulic/Carbon Footprint (15 Minutes)
Split into Physics and Earth
Science groups.
B. Instruction/Through
The teacher will provide a short (20 min.) video covering the concept
of the hydrologic cycle. The video should help with student understandings by
using visual and auditory communication methods to relay the information.
After the video, the teacher will again review vocabulary words that might be
more difficult for some students.(25 minutes)
C. Guided Practice/Through
1. The teacher will monitor the students while they participate in the
laboratory exercise. The teacher will move throughout the classroom to ensure
that the students are annotating their observations, and their explanations.
(50 minutes)
D. Closure
The teacher will have the students write their observation reports
independently, then share them with the rest of their group. After all groups
have had an opportunity to discuss their observations, the teacher will have
each group present their findings to the class. Students will be encouraged
to provide additional information to the reports from other groups. The
teacher will moderate the discussion of the information being presented. (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 hydrologic cycle and the reserves of
groundwater. They will also list any words or concepts they are having
difficulty understanding. (20 Minutes)
C. Guided Practice/Through
1. Students will be grouped as table groups, and conduct the
hydrologic cycle/reservoirs lab. Students will make observations of the
diffusing of the colored water through the water table model. They will
record the amount of time, and the visual evidence of the water
diffusion. Students will be required
to use their notes to explain their findings in an short paragraph after the
lab exercise. (50 minutes)
E. Closure
The students will complete their observational reports, and share
their findings with their group. After they have finished, the groups will
present their findings to the class.
(20 minutes)
F. Beyond
Students will ask any final questions, or expand on concepts that were
presented during the period. (10 minutes)
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12. RESOURCES
-Text:
Holt Earth Science, Allison,
DeGaetano, Pasachoff
-Video (National Geographic: Water)
-Lab Supplies: Fish Tanks/Sand/Food Coloring
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