L6+Bubier,+Rebecca

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**LESSON PLAN FORMAT**

Energy consumption
 * __Teacher’s Name__:** Rebecca Bubier  **__Date of Lesson__:** six
 * __Grade Level__:** 8 **__Topic__:** Global warming and

Student will understand that everything in the Earth systems are related in several ways to pollution, energy consumption, and climate change. || Student will know what global warming is and how it effects Earth’s systems and to pollution and consumption. || Student will be able to recognize the importance of alternative energy and the fuel crisis that is going to happen within their lifetimes. ||
 * = 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 = ||

Students will be assessed with their ability to work in groups to create something important. This is a large project for a small amount of time, I will ask that they stay on task and they will have to teach the class, so not only do they have to use technology but they will be presenting this information to their peers. || They will be assessed on the quality of their iMovie and their presentation to the class. They must teach the class in a creative way about their portion of the process. ||
 * Rationale:** This lesson is all about earth’s resources and human actions. We are going into depth regarding how human actions affect the climate and earth systems. ||
 * = Assessment = ||
 * Formative** (Assessment for Learning)
 * Formative** (Assessment for Learning)
 * Summative** (Assessment of Learning)
 * Summative** (Assessment of Learning)

Technology – students will be using technology to teach their peers about different aspects of global warming also using technology to create and iMovie. English – students will have to write some sort of script about how they are going to teach their aspect of global warming to the class. They will be using their language skills to teach. Social studies – students will be talking about ‘green’ as a social movement and trying to differentiate between what it is to do your part to help the environment and going green as a way to ‘fit in’. ||
 * = Integration = ||

Students will count off 1 – 4 to choose their groups. This allows them to work in larger groups than the last lesson and will not get to work with the people that they are sitting with in order to get students to work with other students. If there are any students who I think will not work well together, I will assign separate numbers. ||
 * = Groupings = ||

__Linguistic__ – students will be speaking and presenting their iMovies to the class and writing a script about what exactly they are going to say and do for the movie. __Logical-mathematical__ – during group choosing we will be using numbers to allow a more logical decision of groups and there will be defined roles in those groups. __Bodily-kinesthetic__ – students will be acting and moving around while they are making their movie and gathering all of the materials that they will need. __Musical__ – students will have the opportunity to use music in the background of their movie and have the opportunity to use garage band to record their voices and music in their movie. __Interpersonal__ – students will be working in groups creating their movie and learning about their topic. __Intrapersonal__ – students will be evaluating their movie on their blogs after their presentation. __Spatial__ – students will view An Inconvenient Truth and the movies that were made by other students in the class, along with their own. __Naturalist__ – Students will have the opportunity to film their movie outside if they choose. || Students will be using type II technology to teach their peers about different aspects of global warming. They have to dig into their resources to learn about it and then to present it in class. Students will also be blogging and commenting on others blogs about what they liked about the presentation. This is designed to give good feedback to their peers, not critical feedback. ||
 * = Differentiated Instruction = ||
 * Strategies**
 * 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 choose a group in which they would like to join, depending on the numbers. They will be told about their role in the movie making process and then the topic that group has chosen. All information will be given to that student by me; any additional questions will be addressed by me.
 * For gifted students, I will challenge them to dig deeper into the capabilities of iMovie and techniques to capture the audience (their peers) and really have a technology filled, interesting lesson.
 * Extensions**
 * Extensions**
 * Extensions**
 * Extensions**

Laptops Four cameras Ways to upload video to computer iMovie software whiteboard markers eraser An Inconvenient Truth Projector for movie Projector screen Instructions on which topic to choose ||
 * = Materials, Resources and Technology = ||

An Inconvenient Truth by Al Gore Lesson created by Rebecca Bubier http://www.koshlandscience.org/exhibitgcc/index.jsp http://www.atm.ch.cam.ac.uk/tour/ Environmental Geology – Carla W. Montgomery Gaia: An Atlas of Planet Management – Dr. Norman Myers The Planet We Live On – Cornelius Hurlbut http://www.nv.doe.gov/library/PhotoLibrary/Pollution_Poster.jpg http://www.newyorkscienceteacher.com/sci/movies/files/An_Inconvenient_Truth-Sheehan.pdf ||
 * = 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 am using different learning styles to adapt my lesson to all different types of learners. It applies to their intellectual, physical, emotional, social and cultural development.

__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 create their movie. They will have a choice about which aspect of climate change they will research. They will also have the opportunity to get very creative in how they gather the information and then teach it to the class.
 * Clipboard** – Students will have roles that they will be in while in the group. The roles are: script writer, resource gatherer (including actual materials and the resources that they will get their information from) cinematographer (filming and editing) and speaker (the person who presents the information and does the majority of teaching it to the class if they have a supplement pre or post movie)
 * Microscope** – Students really have to gather their own information about this topic. They will have the knowledge from the movie but are expected to find reliable resources on their own, learn about it and then teach it to the class. They have to think about strategies to do that and ways to capture their peer’s attention. This is the information that they will base their projects around and little additional information will be given by me. This is their responsibility.
 * 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. Although students will not be able to choose their groups, if there is any student that does not choose to work with another, they will be promptly arranged to be in another group. ||
 * Rationale:** I choose to use on of the facets of understanding: self-knowledge. This is a way for students to self-educate themselves and each other. They are taking on a responsibility for them and the group to teach about climate change and consumption, these are important skills and knowledge base for real life situations.

Recognize the importance of alternative energy and the fuel crisis that is going to happen within their lifetime. || __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I will use the theory of multiple intelligences because I feel that is a very effective way to reach all of the learners that I have in my classrooms. It also incorporates more students with different levels.

__Linguistic__ – students will be speaking and presenting their iMovies to the class and writing a script about what exactly they are going to say and do for the movie. __Logical-mathematical__ – during group choosing we will be using numbers to allow a more logical decision of groups and there will be defined roles in those groups. __Bodily-kinesthetic__ – students will be acting and moving around while they are making their movie and gathering all of the materials that they will need. __Musical__ – students will have the opportunity to use music in the background of their movie and have the opportunity to use garage band to record their voices and music in their movie. __Interpersonal__ – students will be working in groups creating their movie and learning about their topic. __Intrapersonal__ – students will be evaluating their movie on their blogs after their presentation. __Spatial__ – students will view An Inconvenient Truth and the movies that were made by other students in the class, along with their own. __Naturalist__ – Students will have the opportunity to film their movie outside if they choose. || __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 a series of informal assessments that are more of a discussion with the groups to make sure that they are on task and will be able to complete the movie on time. There will be two separate grading. They will be graded on their movie and then on their ability to capture the audience of the students. I will evaluate how successful they were at teaching the material to their classmates. ||

Students will be arranged in groups so that they can see the projector screen because they will be viewing a film. The lights will be off when they arrive so that we can jump into the movie as soon as the bell rings.
 * = Teaching and Learning Sequence: = ||

Students will understand that going green is becoming a social movement and that there is more to going green than buying organic produce and fluorescent light bulbs, it is about doing your part to help the planet. It is about cutting back on energy consumption, turning things off, sacrificing when driving vehicles. It is changing the way we consume in the world. They also need to understand things that they can do to do their part. I understand that they are 13 or 14 years old and they think that there isn’t a lot they can do, but they can play a huge part, even if they choose not to tell their parents about anything that they learned (but the hope is that they carry this information to their family). It is important to learn this content because they are young and they are the future of our consumer base. They need to understand the impact that we as people have on the planet. This connects to their lives, for the rest of their lives. If you think of the Earth as a human body, think of the roles that people play. //Students describe… human actions that affect the short-term and long-terms changes to the earth.// Students will be talking about climate change and consumption which is something that is very ‘in’ now and needs to be a shift in our society to a permanent change in how we consume. In order for them to show evidence of learning this, they must have participated in Socratic seminar which consists of their responses to An Inconvenient Truth (all about consumption and climate change). They also have to teach their part of climate change to the class by creating a movie. They each have a list of questions that they need to research and answer in their presentation. How successful they are integrating that will determine their grade. I am going to hook the students by having an agenda on the board which will say “Movie, talk, Movie” I will have card symbols on the board (heart, diamond, spade, club) and the lights will be off and then we will watch and Inconvenient Truth. **Where, Why, What, Hook, Tailors: Spatial, Natural and Intrapersonal.** || Students will need to know about global warming, pollution, energy consumption, alternative energy and the affect of the hole in the ozone layer. They need to know that there is a difference between global warming and the hole in the ozone. They are two separate processes and affect the planet in two very different ways. I will deliver instruction by speaking to the class and introducing the movie, Socratic seminar, assigning the groups and then giving the iMovie assignment. I will participate in Socratic seminar with the students. I will be seated at a table and I will have equal the amount of cards and time to say things and respond. I will only be ‘teacher’ if students get off topic, or are being rude/disrespectful of other people’s opinions. I will check for understanding by the responses that I get from Socratic seminar. If I think students really have an understanding of the basics of what the movie was teaching, I will let them talk and let them do the research on their iMovie. If I feel that a class is not really ‘getting’ it, then I will have a teaching session after the movie to point out the main points of what the movie was teaching. I will check for understanding on the test and also in the way that they put together their iMovie, if they answer all the questions without regurgitating information that they found on the web, I will know that they understand. **Equip, Explore, Rethink, Tailors: Linguistic, Spatial, Intrapersonal, Interpersonal and Naturalist.** || Students will be using higher order thinking to develop their thoughts, opinions, questions and things they learned while we are conducting a Socratic seminar. They will really have to take what they learned from the movie and then talk about it with me and their peers. They have to take into consideration that this movie is a little biased and even if they do not know all of the background information that there might be some things that they do not agree with. They will also be using type II technology to create a movie and teach an aspect of climate change to the class. This involved researching a topic, answering questions, making a movie and then teaching any additional information to the class in a creative way. Students will recognize the importance of alternative energy and the fuel crisis that will occur in their lifetime. This is the main goal of the lesson; students need to know about the fuel and energy crisis. I will help them by giving them background information though An Inconvenient Truth and then with the Socratic seminar. The rest, they are researching and then facilitating. I will ensure that students are learning from their peers because there will be questions that they will need to answer (the same questions that were given to each group, to ‘cover’) and then will be included on the test. I will group the students by counting off by five and then ones will be in a group, twos will be a group, threes in a group, etc. Students’ roles will be: script writer, resource gatherer (including actual materials and the resources that they will get their information from) cinematographer (filming and editing) and speaker (the person who presents the information and does the majority of teaching it to the class if they have a supplement pre or post movie). They will be able to choose which they want to do, however there has to be one in every group. They will show evidence of learning by participating in the Socratic seminar, and creating the movie with their group. They have a list of questions that they have to answer as part of their project; also they have to answer questions when they are viewing other’s movies and presentations. I will see if they are able to answer the questions, integrate it into their final project and then on the test. Students will not be able to fix their movie after they have presented it, however, if there is information that they have forgotten to cover, or I felt they did not cover it completely, they can present that information in their presentation, through an activity or by physically teaching it to the class. If there is still something they have not covered, they must put that information on the wiki, or give a handout to the students. Everyone must have all the information in order to take the test. If I have to give the information because students failed to refine or revise their presentations, they will get points off. If they figure out a way for everyone to get it, then it will not be any points off. **Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Logical-mathematical, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist and Spatial.** || Students will self-assess by blogging about it. They will also complete a rubric after they have done the project as a group. They will decide how well the think they did and then give that rubric to me along with all of the copies of their notes and their movie. These can all be digital copies if they want posted to the wiki, but the rubric will be done on paper with all of their participating group members. There will be an opportunity for any member of the group to tell me that they think someone did not do their job well or let other people do most of the work, or if they were the person that had to take more onto themselves. I will give them feedback almost immediately. I will meet with the group as a whole after all of the presentations, ask to see their rubric and then talk to them about what I gave them. If I feel that they have justified a higher grade, then we will negotiate. If there have been any concerns, which will be addressed with the individual students. They will know what they have to change or if they have to change/add anything as soon as the presentations are complete. This will connect to the project that will be introduced the next lesson. They will be completing the web quest that I have created about energy consumption and alternative energy. This will be their performance task. They have all the background information, they have all the knowledge to use the technology and they will be ready to complete a larger project before their test. **Evaluate, Tailors: Linguistic, Interpersonal, Intrapersonal, Spatial and Logical-mathematical.** ||
 * Agenda:**
 * An Inconvenient Truth
 * Socratic seminar
 * Group assignment
 * iMovie assignment
 * work time

Content Notes:

iMovie Topics:


 * Greenhouse effect**:

see attached pictures

Hole in the Ozone layer:


 * Ozone layer** is a layer in [|Earth's atmosphere] which contains relatively high concentrations of [|ozone] (O3). This layer absorbs 97-99% of the [|sun] 's high frequency [|ultraviolet light], which is potentially damaging to life on earth. Over 90% of ozone in earth's atmosphere is present here. "Relatively high" means a few parts per million—much higher than the concentrations in the lower atmosphere but still small compared to the main components of the atmosphere. It is mainly located in the lower portion of the [|stratosphere] from approximately 15 km to 35 km above Earth's surface, though the thickness varies seasonally and geographically.

http://www.atm.ch.cam.ac.uk/tour/


 * Pollution**: is the introduction of contaminants into an environment that causes instability, disorder, harm or discomfort to the physical systems or living organisms that the pollution affects. Pollution can be in the form of [|chemical] substances, or [|energy] such as noise, heat, or light. Pollutants can be naturally occurring substances or energies. Pollution can come in the form of water, ground, air, atmospheric, light and noise.

http://www.nv.doe.gov/library/PhotoLibrary/Pollution_Poster.jpg


 * Fossil Fuel Consumption**: Fossil fuels are non-renewable sources of energy such as oil, coal, and natural gas. When consumed it produces energy to heat our homes, power our vehicles and provide electricity. However it is a deleting resource. Using it also has a detrimental affect on the health of our bodies and the health of our planet. Fossil fuel consumption has begun to be something that very many people are concerned with.


 * Alternative energy/renewable energy**: an energy source that is an alternative to using fossil fuels. They are usually energies that are non-traditional and have low environmental impact. The term //alternative// is used to contrast with fossil fuels according to some sources. Renewable is a resource that never depletes and will always be around. It is something like sunlight or water.

// What your topic is. // // Why it is important to know/learn about it. // // Does it have any negative sides? // // How you as students can make an impact. // // Is there anything your group agrees with or disagrees with? // // Must have a handout/study guide with supplemental information for your classmates to use for studying. Also, should include the links and citations of where you found the information, or where anyone can find more information about the topic. // We will get in a circle in desks, in chairs, or on the floor, where ever the students choose to be. I will go around the circle and hand out a deck of cards, I will go around until all the cards are gone and will also deal to myself. Some students will have two cards and some will have three.
 * //__ In your movie you must explain __//**
 * Socratic Seminar card game: **

Hearts: Something you liked or disliked about the movie. Spades: something you agreed or disagreed with in the movie. Diamonds: two things that you learned from watching the movie Clubs: something that interested you and made you want to learn more about.