Chelsey Hood
March 18, 2013
Environmental Science Magnet
School
Hartford, CT
Concept Development Lesson
Plan
Environmental Superheroes
Fossil Fuel Consumption
Overview:
This lesson is being
presented using the concept development method of instruction. This lesson was
written with the purpose of being presented to students currently in progress
of a unit based on an Environmental Superhero project. This lesson assumes that
the students have already begun working on their projects. It is assumed that
the students have chosen an environmental issue and have done research and
begun to incorporate the research into a comic book script. This lesson will
present the concept of fossil fuel consumption and the effects of fossil fuel
on the earth.
CT
State Common Core Standard:
4. RIT. 3
Explain
events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information
in the text.
Objectives:
The
students will review their knowledge of fossil fuels. The students will deepen
their understanding of the consequences of fossil fuel consumption. The students will make connections
between fossil fuel consumption and the problem of oil spills that their comic
book focuses on. The students will decide if the information from the text
should be included in their comic book storyline.
Using informational texts and materials
the students will continue developing their environmental superhero projects.
Assessment:
The
students will be evaluated based on the information they draw from the text to
incorporate into their storyline development. Students may chose to include
information in their story from the text or they may chose not to but they will
be expected to draw on the information learned to deepen their understanding of
the environmental issue they have chosen to focus on, fossil fuels. The result
I am hoping for from this lesson is that the students make the connection
between fossil fuel consumption and the oil spill pollution issue that their
comic book plot is focused on.
Materials:
Informational
text handouts
art
supplies to continue working on project development
Initiation:
I
will begin by asking what the students know about fossil fuels, the
environmental issue they have chosen to focus their project on. I will then
tell them I have done some research for them and brought with me an excerpt
about fossil fuels. Through this brief discussion I will learn what the
students have as background knowledge for fossil fuels. Based on this I can add
to or remove some of the readings I have selected. By having several articles
and texts available I can individualize the readings for students. If a student
has an extensive knowledge of the concept already I can take away some of the
more basic readings or if a student has a limited amount background knowledge I
can provide more text to increase their knowledge.
Lesson
Development:
1. After
the initiation I will hand out the reading I have prepared ahead of time. I
will also hand out the work sheet that shows the cycle of fuel consumption. Reading
will be distributed based on the amount of prior background knowledge of fossil
fuels each student has demonstrated.
2. I
will then allow the students time to read the handouts
3. I
will ask the students what they think about the reading and if they see any
connection to their comic book
4. I
will not provide my own thoughts about connects on this because what I am
hoping is that the students see the connection between human fuel consumption
and the oil spill that is the problem their plot is centered around.
5. If
the students do not arrive at the concept after reading the assigned materials
we can continue to discuss fossil fuels. We can add to the students background
knowledge if it is lacking through investigation and research using
informational texts and online sources.
Closure:
As
a closure I will discuss with the students the connection between fossil fuels
consumption and their comic book. If the students do not arrive to this
connection on their own I will prompt them to see the connection. We will wrap
up by continuing to develop their project presentation and formalizing their
storyline, after making any decisions to include the ideas from the concept
learned in this lesson. Through the completion of their project the students
may want to continue their investigation of the concept by reading more
articles and doing more research.
Fossil Fuel
Energy
Fossil fuels are non-renewable energy sources that formed more than 300
million years ago during the Carboniferous Period - long before dinosaurs roamed the Earth. Fossil fuels are
made up of plant and animal matter. When plants and
animals died, their bodies decomposed and were buried under layers of earth.
Millions of years later we have the three forms of fossil fuel: oil, natural
gas and coal.
Fossil Fuel Energy - Oil
Oil is a thick, black, gooey liquid also called petroleum. It's found way down in the
ground, usually between layers of rock. To get oil out, a well is dug. Digging
a well is like putting a straw into a can of pop. The oil is then pumped out of the
ground, just like when you suck pop up the straw. Oil is carried in pipelines
and large tanker ships. A refinery
changes the oil into products like gasoline, jet fuel and diesel fuel. It's
also burned in factories and power plants to make electricity.
The oil is burned, which produces gases that turn a turbine to create
electricity.
Fossil Fuel Energy - Natural Gas
Natural gas is lighter than air. Natural gas is made
out of methane, which is a simple chemical
compound made up of carbon and hydrogen atoms. This gas is highly
flammable, so no farting near it. Natural gas is found near oil
in the ground. It's pumped, just like oil, from wells that tap into the source
and send it to large pipelines. Because you can't smell or see natural gas, it
is mixed with a chemical to give it a
stinky smell - like rotten eggs. That way, it's easy to tell if there's a
leak.
After the stinky chemical is added, the natural gas
is sent through underground pipes
which go to your home so you can cook food and heat your house. It's also sent
to factories and power plants to
make electricity. Natural gas is burned to produce heat, which boils water, creating steam, which passes
through a turbine to generate electricity.
Fossil
Fuel Energy - Coal
Coal comes in several different forms from hard black rocks (that's the kind you
get in your stocking at Christmas) to soft brown dirt. Some forms burn
hotter and cleaner than others. Coal is used to create more than half of all
the electricity made in the US. In the states, many of the coal beds are near
the ground's
surface. We get to the coal by mining for it. Most coal is
transported by trains to power plants where it's burned to make steam. The
steam turns turbines, which produce
electricity.
Do you know how your home is heated? Or do you live
in a grass hut and don't need electricity?
Criteria for Evaluation:
3 – Target: Addresses and meets ALL expectations/standards for each
component stated on the rubric
2 –Satisfactory: Addresses and meets most expectations/standards for each
component stated on the rubric
1 – Emerging: Addresses and meets few expectations/standards for
each component stated on the rubric
0 – Not suitable: Does not address or meet standards stated on the rubric
Reflective
Framework Overview
· Addresses all components in detail. States key
learner characteristics including prior knowledge from prior lesson(s).
· Gives rationale for teaching this lesson content to
these learners.
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TC
3 |
Prof
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Relationship to
Standards
· Clearly cites standard(s) with author, date and title
of document.
· Indicates Grade Level Expectation (GLE) if
applicable.
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3 |
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Student Learning Objective(s) Includes
· WHAT? Content learners will learn, i.e., knowledge/understanding,
skills, dispositions;
· HOW? Behavior learners will observably demonstrate to show what they learn (measurable verb);
· HOW MUCH? What are the conditions/criteria learners have to
meet to show success?
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2 |
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Assessment
· States specific strategy used to collect data
(evidence) for each learning objective.
· Attaches assessment materials (worksheet, essay,
project, rubric, etc.).
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2 |
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Initiation Clearly includes elements below:
· Activates relevant prior knowledge
· Sets purpose and expectations for learning and
behavior
· Motivates learners
· Makes relevant real world connections (why learning
is important)
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3 |
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Lesson
Development
· Describes in detailed & sequential order all
learning experiences in which students are engaged.
· Explains how the lesson is guided or modeled.
· Labels key aspects of the instructional model.
· Indicates instructional groupings and resources used.
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3 |
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Closure
· Interacts with learners to elicit evidence of
students’ understanding of purpose(s) for learning and mastery of SLO’s; This
may include any of the following:
1)
Asking or
encouraging questions that elicit clear understanding of key learning
concepts/ideas/content.
2)
Asking learners
to “apply, analyze, synthesize or evaluate” the ideas that show
mastery/extensional thinking.
3) Eliciting from learners the purposes (or “so
what?”) for learning this lesson, or relevancy to the real world.
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2 |
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Differentiation
· Uses data reflecting students’ unique strengths and
needs to differentiate instruction.
· Uses a variety of differentiated instructional
strategies appropriate to the content, process (teaching), and product
(assessment) of the lesson.
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3 |
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Accommodations/Modifications
· Uses appropriate strategies to accommodate and/or
modify the lesson for students with diverse learning needs.
· Uses assistive technology when appropriate.
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3 |
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Mechanics
· Lesson plan communicates ideas clearly and is free
from errors in word choice and mechanics.
· +/- Professor Discretion
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3 |
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Reflection on Practice
Student Achievement:
· Specifically analyzes student learning for
each SLO.
· Notes differences in the performance of individual
students. Cites needs or
opportunities for re-teaching or enrichment for specific learners.
Reflection
on Practice, continued:
Teacher
Efficacy: Examines/explains impact
of personal teaching practice by responding to following:
· What worked well and why?
· What did not work well and why?
· What actions will be taken now which are: a) immediate and b) long range?
· Describes ONE reasonable
alternative
approach that could be used to achieve
these same SLOs?
Reflective Framework Overview: Reflects back on overview.
· What do you know now that you will use to modify
follow-up lessons?
· What did you learn about your students, content,
instructional methods/models and learning environment?
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