L5+Bubier,+Rebecca

[[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif width="470" height="55" align="left" caption="Text Box: UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCAION, HEALTH AND REHABILITATION"]] ** LESSON PLAN FORMAT **
 * __Teacher’s Name__:** Rebecca Bubier **__Date of Lesson__:** Five
 * __Grade Level__:** 8 **__Topic__:** Energy Sources and Climate Change

Student will understand that that there are various types of resources, both renewable, non-renewable and alternative and the cost/benefit plausibility of use and conversion to renewable and alternative energy in the state of Maine. || Student will evaluate alternative technologies of hydrogen, ethanol, hydropower, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal, and determine which would be the most beneficial for the cost in Maine. || Student will be able to consider what alternative energy sources are good for the state of Maine and the ones that might not be in the best interest for the state. ||
 * = Objectives: = ||

//Maine// //Learning Results: Science and Technology E. The Living Environment D2 Earth Grades 6-8 Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth.// //d. Describe significant Earth Resources and how their limited supply affects how they are used.//
 * =__ Maine ____ Learning Results Alignment __= ||


 * Rationale:** this lesson is addressing the human actions that affect the short-term and long term changes to the earth. We will be discussion energy and earth resources in related to how difficult or easy it would be to convert to any alternative energy to the state of Maine. ||

Students will have the opportunity to refine the blogs that were finished the class prior to and will have the same opportunity with their inspiration. Their blogs are great, but they are not necessarily a great study tool. After they have received the information about the different types of energy and how they are used, students will discuss what they feel is the best one for the state of Maine. Based on the things that they say, I will determine if there needs to be another presentation of the information, if so they will get that, if not, then we will jump right into their inspiration project. || Students will be asked to create an inspiration project based on the main points of what people said were the best alternative and renewable energies for the state of Maine. They have to organize which ones are renewable, non-renewable, alternative, primary, and secondary and whether or not they are good for Maine or bad for Maine. They will then be asked to get together with their same partners, to post these to their blogs and talk about what the pros and cons are for that energy. || Technology - students will be using type II technology to incorporate research and other programs into their blogs. English – students will have to use their knowledge of writing to organize information in their blogs. Social studies – students will have a debate and express what they feel about a certain energy. This is similar to debates that politicians have and will be treated as ‘an issue’ for the state and hopefully help students make decisions about what they believe based on the information that they know. || Students will be in the same partnerships that they had the class prior, the partner in which they wrote the research blog together. For the debate, students will have to comment on each other’s blogs and they must comment on the one that they think is in the best interest for the state of Maine. Their debate teams will be as they choose. ||
 * =__ Assessment __= ||
 * Formative** (Assessment for Learning)
 * Formative** (Assessment for Learning)
 * Summative** (Assessment of Learning)
 * Summative** (Assessment of Learning)
 * =__ Integration __= ||
 * =__ Groupings __= ||


 * =__ Differentiated Instruction __= ||

__Linguistic__ – students will be writing about their comparisons of different energies (in a blog format) and creating an outline using inspiration. __Logical-mathematical__ – students will be organizing their thoughts with inspiration as they feel comfortable. __Spatial__ – students will use graphics, links within their blogs and also using inspiration to organize an outline, which is great for visual learners. __Bodily-kinesthetic__ – students will be using a computer and moving to get together with their partners. __Intrapersonal__ – students will be creating their own outlines with inspiration. __Interpersonal__ – students will be getting together with their partners for their blogs and will be discussing their outlines and how to integrate them into their blogs. __Naturalist__ – students will be learning about energy and where it comes from, in the earth and from the sun, etc. || Students will be using type II technology with the help of inspiration and blog accounts. They will be commenting on the blog of the person whom they think as the best energy for the state of Maine. I am going to look at the comments, and then we will make debate teams. If there is only one person who chooses one, they will still have to be their own team unless they choose to move after they have figured out that they are alone. Inspiration will be used simply to help them organize their thoughts and to be able to outline their arguments. ||
 * Strategies**
 * __Modifications/Accommodations__**
 * **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**
 * If a student is absent, he or she will have to read everyone’s blog and then create the inspiration. I will teach the students how to use inspiration and the different things that it does. The student will have to complete the blog, by his or herself unless there are more than one student absent, in which case they will be allowed to work together. All information will be given to that student by me; any additional questions will be addressed by me.
 * For gifted students, or students that have prior knowledge of natural resources, or students who finish their blog will have the opportunity to read an article regarding resources in the world and blog their thoughts and opinions on the article. They will be asked to link the blogs together in some way and to cite the article and where they got it from. This remains the same from the previous class, because I expect that most students will not have finished their research blog early last class. ||
 * __Extensions__**
 * __Extensions__**
 * __Extensions__**

Laptops Inspiration Whiteboard Markers Eraser Blogger accounts ||
 * = Materials, Resources and Technology = ||

Created entirely by Rebecca Bubier Information gathered from: http://www.energyquest.ca.gov/story/ http://www.earthday.net/footprint/info.asp http://south.mpls.k12.mn.us/Persuasive_Essay.html ||
 * = Source for Lesson Plan and Research = ||

__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.
 * = Maine Standards for Initial Teacher Certification and Rationale = ||
 * Rationale:** I used different learning styles to successfully accommodate different ways in which students learn.

__Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Beach Ball -** ** S **tudents will have the opportunity to search the web for information, and write their blogs. They will have a choice about which energy that they would like to persuade the rest of the class is the best for the state of Maine and why.
 * Clipboard** – Students will have instructions written on the board, in a logical numbered manner. They will have the same partners as they did for the last class and they can choose to use inspiration as an outline or bulleted list.
 * Microscope** - Students really have to incorporate the knowledge that they just gained about different types of energy. They have to think about which ones would be the best for the state and to out weight the pros and cons and the cost/benefit of integrating these into their own homes and then to convince their classmates that they have the best information
 * Puppy** - There is no question that there is an environment of respect in my classroom. Students will be respectful of the questions that students have and also the language in which they are using around all students. Students will be able to choose whom they would feel the most comfortable sharing their blog with. ||
 * Rationale:** I used one of the facets of understanding because I feel that it is more important that students have a wide range of opinions and information looking at energy. They will have to decide what they think is the best alternative energy source for the state of Maine (if they had to choose one and it was financially possible to convert) and convince the other students that there energy source is the best.

__Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Consider:** students will consider what alternative energy sources are good for the state of Maine and the ones that might not be in the best interest for the state. ||
 * Rationale:** I used the theory of multiple intelligences because I feel it is the best way to accommodate all types of learners and to maintain a sense of equality among students in my classroom.

__Linguistic__ – students will be writing about their comparisons of different energies (in a blog format) and creating an outline using inspiration. __Logical-mathematical__ – students will be organizing their thoughts with inspiration as they feel comfortable. __Spatial__ – students will use graphics, links within their blogs and also using inspiration to organize an outline, which is great for visual learners. __Bodily-kinesthetic__ – students will be using a computer and moving to get together with their partners. __Intrapersonal__ – students will be creating their own outlines with inspiration. __Interpersonal__ – students will be getting together with their partners for their blogs and will be discussing their outlines and how to integrate them into their blogs. __Naturalist__ – students will be learning about energy and where it comes from, in the earth and from the sun, etc. || __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** There will be several formal and informal assessments throughout the lesson. Based on the information that I receive from their blogs and the presentation of their blogs, I will see what needs to be covered in further depth. I will also see what they know when they create both their inspiration document and in their second blog entry about energy. We will have an impromptu debate if there are contradicting resources (to be expected) about which one is the best for the state. The debate will be graded only on their participation. It will be included in the checklist of things that they must have when creating their outline. ||

The tables will be arranged so that students can see the whiteboard and in groups of no more than 4 at a table.
 * = Teaching and Learning Sequence: = ||


 * __Agenda__**


 * Blog commenting
 * Blog writing
 * Persuasive outline format
 * Inspiration outline
 * Debate

Students will understand the ability to discuss something that they believe in without having feelings hurt. They will understand the ability to argue a position and back up the argument using resources. The resources is a way to connect this idea to science. They need the information for their final project but it is more important that they have an opinion than if they can remember what dollar amount cost it would be to convert to wind power (for example). Students will know where they can find information about energy sources and where they can go to learn more about going green. They will also understand how to use more types of technology within their blogs. ** This connects to real life because it is important to be able to talk about something that you believe in and discuss something and disagree and then back up that argument with support. There are a lot of people who choose not to have an opinion and it is important to have that skill when you are going into high school because there will be more controversial issues on the table and more responsibility as citizens to participate. It will help them with writing, talking and public speaking. They will be able to differentiate between what it means to be going green as a ‘social movement’ and what is means to truly lessen your impact, as an individual, on the environment. The hook will be the carbon footprint quiz they will see what they use for resources and see the way they live, in order to understand exactly why we need alternative and renewable energy. The results of the quiz will really help the students put into perspective what their impact is on the environment. It tells you how many planets we would need if everyone in the world lived like (you) do and it tells you how many acres you need to live the way you live through out your lifetime. **http://www.earthday.net/footprint/info.asp **Where, Why, What, Hook, Tailors: Linguistic, Interpersonal, Intrapersonal, and Naturalist.** || Students will need to know enough information about their chosen energy to be able to convince everyone else that theirs is the best. They will not only have to use other students’ blogs and resources but resources of their own. They have to outline a persuasive argument using inspiration (or outline format if they choose). It is important to me that they have the correct information in the right place, not necessarily in the perfect outline format (hence inspiration). I want student to choose wisely when they do their commenting. Their comment on the blog should entail what information that they liked from the blog and how it was useful to them. They also need to make note of the resources that those students had and if they were good or not. When students are writing their own blogs, they are to take into consideration what they thought was helpful or not helpful about the blog that they commented on. They want to integrate pictures and links that were helpful. When students are completing their outline using inspiration or outline format they should take into consideration the way that they are going to present their information at the debate. They want precise language in order to have time to rebut if they need to. In preparation for the debate, they will have a night to think about the way that they are going to have the debate. It will take place during their lab time so that there will be plenty of time for all of the teams to present their information. I know that students are learning if they are completing the blog. If they choose not to do the blog they will not participate in the debate and therefore it will be my job to figure out a way for the student to complete it and thus participate. I will check for understanding when they are working and how well they are able to take the information on their outline, the information that they incorporated in their blog and actually have a debate. They will always have their outline to fall back on if they get flustered. If they can successfully present their argument (even if they don’t win) it is about the fact that they tried. **Equip, Explore, Rethink, Tailors: Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist.** || Students will be incorporating several types of technology in their blogs. They will be using organizational tools to better write their blogs, pictures, videos, music, links and widgets. They have to make the connection between what they are doing in their blog, in their outline to the information that they present at the debate. This will help everyone learn about it, and then have a resource to go back to, to study for the test, quizzes, and then in their final project. They will also have to know enough about an alternative energy to argue why it is the best for the State of Maine. Without this knowledge, they cannot really have an opinion of what they think is the best. Student will be able to consider what alternative energy sources are good for the state of Maine and the ones that might not be in the best interest for the state and their higher order thinking will be in the fact that, in 8th grade, they are already forming opinions, talking about them and backing them up with evidence that they researched. Students will be grouped based on which blog they comment. They have to choose which of the energy sources that were presented (last class) they think would be in the best interest for the state of Maine. They comment on that blog, and really give that person great feedback, and then they will all be on a team based on which source they commented on. After the debate, students will have the opportunity to revise their blogs and then submit them for the credit. They will be asked to include how the debate went and what flaws they had in their arguments. They will take a stand whether they were persuaded or continue to think that their resource was the best. They also will have the opportunity to strengthen their outlines based on the debate, what questions were asked of them and things I think might be beneficial to include. **Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Logical-mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal and Naturalist.** || Students will self-assess based on their performance during the debate. They will be able to revise their blog and thus turn in what they thought about the debate and what opinions changed or remained the same. This can be done as a separate blog or on the same one in a new paragraph. Either way it has to be included. I will provide timely feedback to students by grading their blogs and commenting on them quickly, they will have a week to make any changes based on my suggestions, after that week, the work that remains will get the final grade. This connects to the next lesson because we will be talking about Earth systems and consumption. They will see an Inconvenient Truth and thus it should tie together to see the oil crisis that we are going through. They will use this information in their final performance task regarding consumption and alternative energy. **Evaluate, Tailors: Linguistic, Logical-mathematical, Bodily-kinesthetic, Intrapersonal, Interpersonal and Naturalist.** || Persuasive Essay Outline I. [|**Introduction**]: A. Get the readers attention by using a "hook." B. Thesis statement. II. **__First argument or reason to support your position__**: A. Topic sentence explaining your point. B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons ) III. **__Second argument or reason to support your position__**: A. Topic sentence explaining your point. B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons ) IV. **__Third argument or reason to support your position__**: A. Topic sentence explaining your point. B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons ) V. **__Opposing Viewpoint__**: (The reader should know you have considered another point of view and have a rebuttal to it.) A. Opposing point to your argument. B. Your rebuttal to the opposing point. C. Supporting evidence ( examples, facts, statistics, quoted authorities, details, reasons) VI. [|**Conclusion**]: A. Summary of main points or reasons, or B. Restate thesis statement. in a fresh way, showing how you have achieved your purpose, or C. Personal comment or a call to action. Area || Criteria || Points earned || Comments || ** Introduction ** || A strong introduction || 10/ || || A hook to get the reader's attention || 10/ || || Thesis statement is clear || 10/ || || ** First Argument ** || Topic sentence states an argument which clearly has supporting evidence that is persuasive. ||  20/  ||   || ** Second Argument ** || Topic sentence states an argument which clearly has supporting evidence that is persuasive. ||  20/  ||   || ** Third Argument ** || Topic sentence states an argument which clearly has supporting evidence that is persuasive. ||  20/  ||   || ** Opposing Viewpoint ** || Topic sentence states an opposing view. Rebuttal is clear and makes sense. Supporting evidence to back the rebuttal is clear and persuasive. ||  20/  ||  || ** Conclusion ** || Paraphrases main points. Restates thesis statement. Personal comment or a call to action. ||  20/  ||  || ** Mechanics ** || Includes spelling, capital letters, punctuation, || 20/ || || What did you like about their blog? (React to pictures, links, videos, information, writing style etc.) Why do you think this alternative energy is the best option for the State of Maine? (Please list three reasons) What did you learn from their blog and their presentation?
 * Persuasive Essay Outline Rubric **
 * Blog comments must answer: **