SAMPLE LESSON PLAN with Commentary from ReadingQuest.org

Transcription

1 Lesson Plan: Energy Resources ubject: Earth cience Grade: 9 Purpose: students will learn about the energy resources, explore the differences between renewable and nonrenewable resources, evaluate the environmental impact of extraction and use of various fossil fuels resources and compare it with alternative energy resources. Objective: students will be able to 1. define and use correctly in the context the following vocabulary terms: resource, renewable and non renewable resources, fossil resources, 2. compare renewable and nonrenewable resources, 3. identify three forms of fossil fuels, 4. identify the environmental impact of using fossil fuels, 5. enumerate the alternative energy sources, 6. list the advantages and disadvantages of different sources of energy [GRACIOU! IX OBJECIVE FOR A INGLE LEON PLAN! OUND LIKE WE MIGH HAVE A BI OF CONFUION ABOU WHA A LEON PLAN I, ILL, OR WHA I MEAN BY HE ERM OBJECIVE. A LEON PLAN I A PLAN FOR HOW YOU WILL CAUE LEARNING. AN OBJECIVE I A AEMEN OF A LEARNING OUCOME. O CAUE LEARNING, YOU MU AKE UDEN HROUGH A COMPLEE BEFORE-DURING-AFER FRAMEWORK. O, IF HERE ARE IX OBJECIVE, HERE HOULD BE IX LEON PLAN HOWING IX DIFFEREN BEFORE-DURING-AFER EQUENCE. IF YOU VE MIED HA HU FAR IN HE COURE, HEN YOU HAVE MIED A PREY FUNDAMENAL AND IGNIFICAN IDEA! OF COURE, I M JU REPEAING HERE WHA HA ALREADY BEEN AID IN HE COURE MODULE AND ALO WHA WA WRIEN ON HE LEON PLANNING EMPLAE HA I PROVIDED FOR YOU GUY, ALHOUGH I EE YOU HAVE CHOEN NO O UE I FOR HI AK.] Assessment: 1. Metacognition: - 3-ev2-1[DO I KNOW WHA HE EV AND FOR?] - review the Anticipation Guide [HMMM MEACOGNIION IELF I NO AEED, ALHOUGH I I GOING O BE MONIORED BY HE EACHER A HE WALK AROUND HE CLAROOM WHICH I WHY WE LIKE FOR UDEN O UE RAEGIE HA MAKE HEIR HINKING VIIBLE.] 2. Assessment: - Magnet ummary using the key vocabulary terms, - - Fishbone Map - Homework RAF [I WA EXPECING O EE IX DIFFEREN AEMEN INCE HERE ARE IX OBJECIVE. PERHAP HI UGGE O U HA YOU PROVIDED MORE OBJECIVE HAN YOU INENDED: I I POIBLE HA HEY COULD ACUALLY BE COMBINED OR ROLLED OGEHER, OR HA HERE I A LARGER IDEA YOU REALLY ARE AFER AND I JU NEEDED A BI MORE HINKING O EE WHA HE LARGER OBJECIVE I YOU HAVE IN MIND? WE LL EE A I READ ON, BU I HAVE A PREY RONG UPICION ABOU WHEHER YOU CAN GE RULY CONVINCING EVIDENCE FROM EACH UDEN UING JU HEE RAEGIE FOR AEMEN BU I LL WIHHOLD JUDGMEN UNIL I VE READ HROUGH HE RE OF HI!] Before: 1. Anticipation Guides- Renewable Nonrenewable Energy ources handout. tudents will have to answer 10 true/false, agree/disagree statements related to the new topic. his strategy [WIHOU EEING HE ACUAL ANICIPAION GUIDE, I LL BE LIMIED IN WHEHER I CAN GIVE YOU GOOD FEEDBACK ABOU HI PAR OF YOUR LEON DEIGN] will: - help students to activate their prior knowledge,

2 - challenge their opinion and thoughts about this topic, - prepare students thinking (analogy/ contrast, cause/ effect), to learn the new material, focus their attention for a specific purpose types of energy resources, advantages/ disadvantages and environmental impact. [HE ANICIPAION GUIDE MAY INDEED WORK, A LONG A I PROVIDE HEM A CHANCE O DEAL IN KNOWLEDGE OR IDEA OR INFORMAION HA HEY HAVE A REAONABLE HO A KNOWING AND HEREFORE A REAONABLE CHANCE O CONIDER. KEEP IN MIND HA HE RICK WIH ANICIPAION GUIDE CAN BE IN HAVING HEM FOCU ON KEY IDEA, RAHER HAN RANDOM OR WEIRD UFF. ALO, KEEP IN MIND HA HE ANICIPAION GUIDE I YPICALLY MUCH MORE ABOU PURPOE EING, AND LE O ABOU BACKGROUND OR PRIOR KNOWLEDGE ACIVAION. I HERE A BEER RAEGY O UE O ACIVAE PRIOR KNOWLEDGE HA HE UDEN ACUALLY HAVE? WERE HERE OHER RAEGIE YOU CONIDERED HERE BU DICARDED IN FAVOR OF HE ANICIPAION GUIDE?] During: trategies: 1. Frayer Model - helps students differentiate between essential and non- essential facts, - improve retention by relating the concept with an example/ non- example - provide a visual organization of information that support visual learners [I M WIH YOU ON HE BENEFI OF HE FRAYER MODEL, BU YOU NEEDN HAVE GONE O HE ROUBLE O PELL HEM OU FOR ME HERE. INEAD, I WAN O MAKE URE I CAN EE HOW HI I PLAYING OU. ARE YOU AKING UDEN HE UDEN O READ OMEHING? ARE YOU LECURING? WHERE I HE INFORMAION COMING FROM HA HEY ARE ENCOUNERING IN HE DURING? Examples Non- Examples Fossil Fuels Essential Non essential characteristics Examples Non- Examples Alternative Energy ources Essential Non- Essential

3 - Column Notes or Pyramid Diagram [WHICH? WHY?] he ype of Energy ource Advantages Disadvantages Environmental Impact Energy sources Fossil Fuels Advantages Disadvantages Environmental Impact olar Wind Geothermal Nuclear After 1. Metagognition: help students to reorganize in their mind the information they have learned, check their own understanding and state the questions they still have about the content, [HE GENERIC WILL NO GIVE YOUR UDEN HE RIGH KIND OF MEACOGNIIVE CAFFOLDING. IN FAC, I WILL PROBABLY RUN COUNER O HEIR HINKING MEACOGNIIVELY ABOU HE IX OBJECIVE HA YOU HAVE FOR HI LEON.] - students will have the opportunity to review and correct their Anticipation Guide used as a before activity after they have read the new content. 2. Assessment - Magnet ummary- gives the teacher opportunity to appreciate each student [] ability to reflect and organize the key terms, ideas into a summary. - Fishbone : Air Pollution, Water Pollution, oil Pollution. - students will have to analyze, select and reorganize information they have recorded in the Column Notes/ Pyramid Diagram and complete the fishbone organizer. - students have also the opportunity to integrate their own background knowledge during completing the activity, - after students will finish the diagram these will be discussed in class. [WHA DOE HA MEAN? IF I HE AEMEN, HOULDN YOU COLLEC HEM AND UE HEM O EVALUAE WHEHER HE LEON WA ANY GOOD OR NO? WHA DOE CLA DICUION LOOK LIKE? IF YOU AREN UING A RAEGY O RUCURE AND UPPOR HE DICUION, I WILL BE LARGELY PAIVE FOR MO UDEN, AND YOU LL LIKELY ONLY HEAR FROM A FEW (HE ABLE, HE WILLING) UDEN.] - Homework : RAF strategy: Role: news reporter [I A REPORER JOB O WRIE EAY, OR O REPOR HE NEW? WHA WOULD BE A MORE AUHENIC ROLE IF YOU WAN HEM O HINK LIKE OMEONE WHO I INVEED IN CONVINCING HE PUBLIC O BE MORE CAREFUL WIH REOURCE?] Audience: public Format: persuasive/ argumentative essay opic: Recycle, Reuse, Reduce

4 [HE RAF RAEGY REQUIRE A RONG VERB WIH HE OPIC IN OHER WORD, WHA I I HA YOU WAN HE WRIING O ACCOMPLIH? I I POIBLE HA UDEN WILL COMPLEE HI RAF IN HE MANNER YOU DECRIBE BU HA HEY COULD DO I WIHOU PROVIDING ANY EVIDENCE IN RELAION O YOUR OBJECIVE? LOOK BACK A YOUR OBJECIVE. I COULD WRIE HI EAY WIHOU COMPARING RENEWABLE AND NONRENEWABLE OURCE, FOR INANCE. WHA I I YOU WAN O ACCOMPLIH WIH HI?] Rationale he purpose of using these strategies is to improve students reading and comprehension skills, deliver an active learning by fully engage students in learning. Using the Learning Model, the before activity tries to activate students prior knowledge, challenge their own opinion and set the activity s purpose. [DOE I CONVINCINGLY DO ALL HREE OF HOE, OR I HERE AN ELEMEN OF WIHFUL HINKING IN HI?] he lesson s learning objective were selected based on the OL blueprint and the assessment tools I choose [CHOE?] for this lesson. he students work for the assessment part of the lesson will be collected and analyzed in order to take future decision; remediate or reteach the subject. Beside the knowledge the students have to acquire, the lesson I had planned has the purpose of formation and developing of good habits and attitudes toward environmental issues and also changing behaviors [UH OH.HA UGGE YOU WERE INVEED IN AN AFFECIVE, RAHER HAN A COGNIIVE, OUCOME. BU OUR LEON MU BE FOCUED ON COGNIIVE/COMPREHENION OUCOME.]. Based on this point of view students have to acquire information, internalize it, judge it and express their own opinion. o assess this objective I choose to have students completing the homework essay Reuse, Recycle and Reduce using RAF strategy. [BU HA DOE EXPLAIN WHERE HERE I A CERAIN CHIZOPHRENIA O HE GOAL OF HE LEON YOU WANED O ACCOMPLIH A LO OF HING BU YOU MAY HAVE BEEN OO WEDDED O A LEON IDEA YOU HAD BEFORE YOU OOK HI COURE, AND HAVE JU RIED O LAY OVER I OME OF HE ELEMEN OF WHA YOU VE LEARNED IN HI CLA (I.E., INERING OME OF OUR RAEGIE). BU FROM A FUNDAMENAL DEIGN ANDPOIN, I HINK WE RE MIING HE BOAD JU A BI. Due to [BECAUE OF] the amount of information presented in students textbook for this topic, that includes important and non- important facts, I choose the graphic organizers: Frayer Diagram and Pyramid Diagram/ Column Notes as being the best way for students to record information [BU WHA I I ABOU ODAY OBJECIVE HA MAKE HEE HE BE RAEGIE O UE? WHA OHER DID YOU CONIDER AND HEN DICARD IN FAVOR OF HEE?]. he visual representation of the information will support most of my students understanding, make them retain the information longer and improve their connection making skills [ARE YOU AYING HA ALL I AKE O MAKE OMEHING LEARNABLE I FOR I O BE VIUAL? I HA RUE? IN FAC, ONE OF HE MIUNDERANDING ABOU GRAPHIC ORGANIZER I HA PEOPLE HINK I JU ABOU HE VIUAL: I REALLY ABOU HE ORGANIZAION, NO HE GRAPHIC I EEING HE RELAIONHIP BEWEEN IDEA]. he sequence of activities were centered on main ideas of the topic and connected logically in order to help students to: - learn and use correctly the vocabulary terms, [HOW DO YOU FIGURE HA HE ERM WERE LEARNED? I DOING A FRAYER MAP ALL I AKE? HOULDN HERE BE A BEFORE-DURING-AFER FOR EACH ERM?] - analyze the cause effect relationship between the use of fossil fuels and environmental impact, - inform students about the alternative energy resources, - compare and contrast the environmental and economical cost of using various energy sources. NOW HA I VE READ HROUGH YOUR LEON, I DO HINK YOU COULD COMBINE OME OF YOUR OBJECIVE. FOR INANCE, IF I CAN DEFINE AND UE HOE KEY ERM, I MEAN I HOULD ALO BE ABLE O COMPARE HEM. O OBJ. 1 AND 2 MIGH REALLY BE COLLAPED JU INO HE ECOND OBJ. BU HEN YOU DO HAVE REALLY DIFFEREN OHER LEARNING OUCOME IN MIND WIH HOE OHER

5 OBJECIVE, O I DO HINK YOU RE DEALING IN HE NEED O WRIE UP DIFFEREN PLAN FOR HOW O REACH HOE OBJECIVE. ONE OF HE HING YOU PROBABLY NEED O DO I O PLO OU A BEFORE-DURING-AFER/EACHER- UDEN CHAR FOR EACH OF YOUR IX OBJECIVE, IN HE PIRI OF HI FIR ONE I VE DONE FOR YOU. HOWEVER, BE MINDFUL OF HE EMPAION O CLAIM HA YOUR ANICIPAION GUIDE REALLY DOE ACIVAE PRIOR KNOWLEDGE FOR EACH AND EVERY ONE OF HOE OBJECIVE. I DOUB I CAN DO ALL HA! OBJ #1:define and use correctly in the context the following vocabulary terms: resource, renewable and non renewable resources, fossil resources BEFORE DURING AFER ant. guide, maybe? Frayer maps??? OHER OBJECIVE compare renewable and nonrenewable resources, BEFORE DURING AFER identify three forms of fossil fuels, BEFORE DURING AFER enumerate the alternative energy sources, BEFORE DURING AFER identify the environmental impact of using fossil fuels, BEFORE DURING AFER list the advantages and disadvantages of different sources of energy BEFORE DURING AFER