L6+Columbia+Laura

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Ms. Columbia					Date of Lesson: 11/5/2008 Grade Level:	9							Topic: Science

Objectives Student will understand that human influences have altered Earth Systems. Student will know how their individual actions affect the Earth. Student will be able to reflect on the changes the Earth has gone through as well as how humans have affected the Earth.

Maine Learning Results Alignment

Maine Learning Results: Science and Technology D. The Physical Setting D2 Earth Grades 9-Diploma Students describe and analyze the biological, physical, energy, and human influences that shape and alter Earth Systems. d. Describe and analyze the effects of human influences on Earth Systems. Rationale: Students will understand that the Earth has changed because of human actions as well as naturally occurring events.

Assessment

Formative Students will fill out a KWL chart which I will collect and assess. Students will complete on online interactive lab. After lab is completed a group discussion will be held about the lab.

Summative Students will pass in finished lab. Lab will be graded as complete or incomplete. If students did not complete lab, it will be handed back to them for them to finish.

Integration

Social Studies: Students will see how their actions affect the world. Technology: Students will blog and complete an interactive lab. English: Students will fill out their KWL chart and participate in a post lab discussion. Math: Students will be shown on their Carbon Foot Print is calculated.

Groupings

Students will choose their own partner to reflect on their KWL chart.

Differentiated Instruction

Strategies

Naturalist: Students will learn more about the environment and how they contribute to the environment. Intrapersonal: Students will be given time to individually reflect on their KWL Chart and complete the interactive lab. Interpersonal: Students will work with their partner on their KWL Chart. Kinesthetic: Students will move to get into their groups as well as working on the computer during their interactive lab. Visual: Students will participate in a very visual interactive lab. Music: Music and sounds effects are present in the interactive lab. Linguistic: Students will use their graphic organizers to write down information. Logic: Students will see how each factor that humans do affects our Earth.

Modifications/Accommodations

I will review students' IEPS, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

If a student is absent they must meet with me to discuss what they have missed. A copy of the notes will be available on the wiki site as well as an audio version. Any other extra help they need either with Inspiration or the material, they can meet with me after class or with a fellow classmate. If assignment is due the day the student is absent, the student must send a digital copy. Any late will work will be penalized, other than in case of emergencies. All work can be made up and will be accepted until the end of the unit.

Extensions

If students feel led to do more, they may complete an iMovie using the information from their Carbon Foot Print Lab.

Materials, Resources and Technology

Laptops KWL Chart T Chart Projector Projector Screen iMovie Software Headphones

Source for Lesson Plan and Research

Link to Calculating Your Carbon Footprint Lab: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ Link to Hook: http://www.youtube.com/watch?v=MLqvdkjEurc&feature=relatedTime. Link to KWL Chart: http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf Link to T Chart http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: Beach Ball: Students will be able to choose how they blog about their information. Clipboard: Students will have certain guidelines which they must follow to meet the guidelines. Microscope: Students will use be able to see how each factor affects the Earth. Puppy: The classroom will be a very respectful environment, with consideration to people's feelings, thoughts, and ideas.

•	Standard 4 - Plans instruction based upon knowledge of subject matter, students, 			curriculum goals, and learning and development theory. Rationale: It is important that students understand how their actions affect the Earth as well as how the Earth is constantly changing. When students understand these two ideas they can apply them to their lives which will help them become more conscientious people about the environment( see content notes).

•	Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Naturalist: Students will learn more about the environment and how they contribute to the environment. Intrapersonal: Students will be given time to individually reflect on their KWL Chart and complete the interactive lab. Interpersonal: Students will work with their partner on their KWL Chart. Kinesthetic: Students will move to get into their groups as well as working on the computer during their interactive lab. Visual: Students will participate in a very visual interactive lab. Music: Music and sounds effects are present in the interactive lab. Linguistic: Students will use their graphic organizers to write down information. Logic: Students will see how each factor that humans do affects our Earth. Technology: Students will use participate in an interactive lab and will blog about their results.

•	Standard 8 - Understands and uses a variety of formal and informal assessment 			strategies to evaluate and support the development of the learner. Rationale: Students will fill out a KWL chart which I will collect and assess. Students will participate in an interactive lab in which they see how their personal actions affect our Earth. They will also blog about their findings (see attachment). During the Bill Nye clip students will fill out a T Chart.

Teaching and Learning Sequence: Students will enter the room and sit at tables facing the teacher and the front of the classroom. Agenda

Day 1

Bill Nye Pollution Solution Time: 10 minutes Fill Out T Chart KWL Charts Time: 10 minutes Partners Time: 10 minutes Introduction to Lab Time: 10 minutes Interactive Lab: Global Foot Print Time: 30 minutes Blog Time: 10 minutes Edit Quiz Time: 10 minutes Blog Time: 10 minutes Explore Different Scenarios Time: 10 minutes Blog Time: 10 minutes

As students enter the classroom they will take their seats and be shown a clip of Bill Nye the Science Guy discussion pollution and how we have affected the Earth. Students will be handed T Chart which they will fill out during the hook. Students will choose two ways that humans affect the Earth from the clip and write down information about it. Students will reflect on the changes the Earth has gone through as well as how humans have affected the Earth. Students will see how their individual actions affect the Earth. Students will understand how human influences have altered Earth Systems (WHAT, WHERE, WHY, HOOK, Tailor: Logic, Visual, Intrapersonal).

Students will know Global Warming, pollution (air and water), depletion of resources, and alternative energy sources. This will be accomplished through the process of the interactive lab, Global Foot Print (see content notes) (EQUIP, Tailor: Naturalist, Logic, Kinesthetic, Intrapersonal).

Students will individually fill out a KWL chart and then find a partner to compare and discuss their chart, as they are individually filling out the KWL chart, I will go around the room and make sure students understand what they are doing and answer any questions. Students will then begin their interactive lab (see attachment). They will take a quiz and then blog about their results. Students will then edit their quiz and see what will happen when they change different things about their lifestyle. Students will blog about their changes. Next, students will look at different scenarios and see what they can do to help the Earth be a better place. Students will blog about what they found doing the last activity and what they are going to incorporate into their own life (EXPERIENCE, EXPLORE, RETHINK, REVISE, REFINE, Tailor: Logic, Visual, Kinesthetic, Intrapersonal, Interpersonal, Music).

Students must follow the directions for the interactive lab and blogging activity (see attached). Students will be given a complete or incomplete demanding on if they completed the exercise or not. (EVALUATE, Tailor: Logic). Reflection:

Directions to Lab 1.)	Enter Email Address 2.)	Create your character 3.)	Answer questions using “Detailed Information” 4.)	Once you have finished the quiz blog about your footprint and how many planets it would take 5.)	Click on “Edit Your Footprint” 6.)	Complete the directions and blog about your new footprint 7.)	Next, click “Explore Simple Scenarios” 8.)	Click on the boxes and notice how that changes the amount of Earths you would use. 9.)	 Blog about what you learned from this lab and what you are going to try and change in your lifestyle.

Content Notes

Footprint Basics - Introduction You’ve probably heard of the Ecological Footprint - the metric that allows us to calculate human pressure on the planet and come up with facts, such as: If everyone lived the lifestyle of the average American we would need five planets. This section of our Web site explains how the Ecological Footprint works in basic terms. It examines the benefits of ecological accounting, introduces some of the most important Footprint findings, and addresses provocative questions: Do we fit on the planet? How can the Footprint foster sustainable human development? How do carbon emissions contribute to humanity’s Ecological Footprint? Source: http://www.footprintnetwork.org/en/index.php/GFN/page/basics_introduction/