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For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.
Assessments
Purpose Implementation Feedback Informs teaching?
Engage: EdPuzzle. This will
Engage: EdPuzzle. This will help allow the teacher to answer
Engage: EdPuzzle. The the teacher identify which specific questions that the
Engage: EdPuzzle. The
students will be students are having trouble students may have when the
students will watch a video
presented with with the engagement lesson as video is confusing to them. If
which will stop and specific
EL foundational information it will be obvious to see if a many students are stuck on
points throughout the video
about human activity to student is stuck on the same the same concept, then it
and ask them what they just
check for/refresh their paused question. This may indicates that the teacher
saw before moving on.
prior knowledge. prompt the student to raise should pull the class
their hand for clarification. together and address it as a
whole.
Explore: Research. This
Explore: Research. Each lab Explore: Research. The types of
shows which area of the
group will be assigned a questions that the students may
argument process the
specific environment to study have during research will show
students most need help
Explore: Research. The the impacts of CO2. They will which aspect of the process
with. Gathering evidence
students will identify then consider the types of they need help on, possibly:
and showing how the
what they need to know information that they need identifying credible sources, or
evidence is backed by
for their assignment, and by referring to the notes identifying dependent and
scientific reasoning is crucial,
more importantly, how taken during the EdPuzzle. independent variables.
and the questions and
they can research the The teacher will also instruct
problems they may have
information they need. how to properly use a Explain: Students will correctly
allows us to focus on each
library’s resources. organize the information on a
PM skill.
Explain: Students will template.
learn what a CER is. Explain: The students will
Explain: This will show how
take notes on how to use CER Elaborate: Usings feedbacks,
well students understand on
Elaborate: Students will and organize the information students will be guided to find
what CER is and what must
conduct research to find they have gathered on a evidence that is appropriate and
be done to prepare an
evidence to defend the given template. convincing to explain their claim
argument.
argument they will for the presentation. They can
choose. Elaborate: Using the also learn from their evaluation
Elaborate: This will show
evidence they collected on what must be improved and
students understanding of
through the research, they what was done well for the
utilizing CER. They will also
will reason about how the future reference.
demonstrate an effective
evidence support their claim collaboration among peers
on their presentation. and their presentation skills.
This is the summative
assessment and will allow
Students will present in small the teacher to evaluate if the
Students will complete rubrics
Evaluate: Students will groups on their CER through students have met the
for their peers. They will also
evaluate their peer’s a variety of modalities (their lesson objective: SWBAT
share commentary after the
CER’s and also learn group’s choice). Students will evaluate the role of human
SSN group has presented.. Teacher
about that group’s ask questions and provide impact on global climate and
will also complete a rubric and
impacted area of the feedback after--at least one present a final CER project
provide oral and written
environment. group will be required to ask displaying the effect of
feedback.
questions. global climate change on a
specific aspect of
environment.
FOCUS OF INSTRUCTION
Instructional Strategies
● Written and oral directions
● Scaffolding for small groups
● written and oral feedbacks
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Lesson Body
Time Teacher Does Student Does
Explore: The teacher will provide several credible sources for the
students to explore how CO2 affects several local and global Explore: Students will break apart into small groups of
systems. (If applicable, the teacher may set aside a whole class four for their project. They must first select an area of
period to explore the resources of the school library, which may
the environment to research (air, oceans, glaciers,
also include their database for peer-reviewed scientific journals.)
earth/rocks, etc). With their groups, they will
https://newsela.com/search/#/?needle=carbon%20dioxide%20effe research the effects of CO2 on the environment using
cts%20on%20global%20climate the teacher’s resources or outside resources from the
1 day of library or peer-reviewed journals. This will be done in
researc https://newsela.com/text-sets/199719 groups, with each member reading/watching a
h different source. Students should highlight and record
https://newsela.com/read/forest-restoration-climate-change/id/50 any information they find relevant on notecards
809/ (digital or physical), where they also cite where the
1 day of source comes from.
CER https://newsela.com/read/lib-air-pollution/id/42356/
work
Explain: Teacher introduces the idea of a CER to the students. Explain: The students will take notes on what a CER is.
Teacher explicitly describes to students what a Claim is, what Students will also then fill out their template with their
1 day of Evidence is, and what Reasoning is. Teacher provides samples of group in order to decide how to organize the
present other CER’s for non-science arguments and also science arguments information they have gathered so far.
ation related to material they have already covered. Teacher will provide
prep a template for students to organize the information they obtained
above in the “explore” section, so that they may decide what to Elaborate: Students develop their formal CER. They
use or discard in their CER. conduct more research and begin making it a
convincing argument. After they have completed the
CER portion in detail, they will work on making their
Elaborate: The teacher scaffolds the students by asking if their CER “presentation-ready” by creating a creative way of
evidence supports their claim. Teacher will also ask if their presenting the information to the class.
reasoning connecting the evidence to the claim is based in
scientifically sound theory.
Lesson Closure
Time Teacher Does Student Does
CER Template
Question: How do humans affect _________________ (your selected aspect of the environment)?
Claim:
Your conclusion-- your answer to the question
Evidence: Reasoning:
Data from your research Justification of your evidence--
A sentence summarizing your data. Why does your data count as evidence?
background evidence with appropriate citations
Student(s): ___________________________________________________________________ Period: _____
Notes: Total
Student being evaluated: _______________________ Peer Evaluator: _____________________________
Group/Project Name: __________________________________
COLLABORATION RUBRIC
(adapted from B.I.E.)
Takes ● does not do project tasks ● does some project tasks, but ● does tasks without having to be
responsib ● does not complete tasks on needs to be reminded reminded
time ● completes most tasks on time ● completes tasks on time
ility for
● does not use feedback from ● sometimes uses feedback ● uses feedback from others to
Oneself others to improve work from others to improve work improve work
Helps the ● does not help the team solve ● cooperates with the team but ● helps the team solve problems
Team problems; may cause may not actively help it solve and manage conflicts
problems problems ● gives useful feedback (specific,
● does not give useful feedback ● gives feedback to others, but feasible, supportive) to others
to others does not offer to help it may not always be useful so they can improve their work
others if they need it ● sometimes offers to help ● offers to help others do their
others if they need it work if needed
Respects ● is impolite or unkind to ● is usually polite and kind to ● is polite and kind to teammates
Others teammates (may interrupt, teammates ● acknowledges and respects
ignore ideas, hurt feelings) ● usually acknowledges and other perspectives; disagrees
● does not acknowledge or respects other perspectives diplomatically
respect other perspectives and disagrees diplomatically
Works as ● does project tasks separately ● does most project tasks ● develops ideas and creates
a Whole and does not put them separately and puts them products with involvement of
together; it is a collection of together at the end all team members; tasks done
Team
individual work ● assigns roles but does separately are brought to the
does not assign roles or share not follow them, or team for critique and revision
leadership; one person may do selects only one ● assigns roles if and as
too much, or all members may “leader” who makes needed, based on team
do random tasks most decisions members’ strengths
● wastes time and does not run ● usually uses time and runs ● uses time and runs meetings
meetings well; materials, meetings well, but may efficiently; keeps materials,
drafts, notes are not organized occasionally waste time; drafts, notes organized
(may be misplaced or keeps materials, drafts, notes,
inaccessible) but not always organized