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SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE ​Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org​.

Name CWID Subject Area


Jessica Wada, Pierre Nguyen, & Ellen Chang ----- Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Introduction to Human Impact Human Activity on
Chemistry 10th - 12th Several Days
on the Environment the Environment
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
● RST.11-12.1​ - Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps
or inconsistencies in the account. (HS-ESS3-5)
● RST.11-12.2​ - Determine the central ideas or conclusions
HS-ESS3-5. ​Analyze geoscience data and the results of a text; summarize complex concepts, processes, or
from global climate models to make an evidence-based information presented in a text by paraphrasing them in
forecast of the current rate of global or regional climate simpler but still accurate terms. (HS-ESS3-5)
● RST.11-12.7​ - Integrate and evaluate multiple sources of
change and associated future impacts to Earth systems.
information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to
HS-ESS3-6. ​Use a computational representation to address a question or solve a problem. (HS-ESS3-5)
illustrate the relationships among Earth systems and Mathematics
how those relationships are being modified due to ● HSN-Q.A.1​ - Use units as a way to understand problems
human activity. and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data
CCC: Stability and Change displays. (HS-ESS3-5)(HS-ESS3-6)
SEP: Data, Investigations ● HSN-Q.A.2​ - Define appropriate quantities for the
purpose of descriptive modeling. (HS-ESS3-5)(HS-ESS3-6)
● HSN-Q.A.3​ - Choose a level of accuracy appropriate to
limitations on measurement when reporting quantities.
(HS-ESS3-5)(HS-ESS3-6)
● MP.2​ - Reason abstractly and quantitatively.
(HS-ESS3-5)(HS-ESS3-6)
● MP.4​ - Model with mathematics. (HS-ESS3-6)
Lesson Objective(s) Evidence
Acceptable Evidence – Formative and/or Summative
Assessment:

Students will choose from a variety of presentation


methods: a powerpoint presentation, movie, newspaper,
data blitz etc. to create and use to present orally their
group CER on an impacted area of the environment (CO2 in
air, oceans, glaciers/ice, earth/rocks).
Students will be able to evaluate the role of human impact
on global climate and present a final CER project displaying For example, one group would make a claim about CO2
the effect of global climate change on a specific aspect of effects in air, another group would make a claim about CO2
environment. effects on oceans, another group would make a claim on
CO2 effects on glaciers, and another group would make a
claim about CO2 effects on earth/rocks.

Each group will conduct research on CO2’s effects on their


region in order to gather evidence. They will then make a
claim and use evidence to support their claim. They must
also provide reasoning. This will be done in small groups of
4.

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

Engage: Engage: ​Students take notes on the video and follow


Teacher has students do an EdPuzzle video to engage them in this along using EdPuzzle. Students will be required to
0.5
part of the unit. Edpuzzle video: answer two questions: 1) How do humans affect the
days
https://www.khanacademy.org/science/biology/crash-course-bio environment? 2) How does CO2 affect the
-ecology/crash-course-ecology-2/v/crash-course-ecology-10 environment?

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

Evaluate: ​Students will present their CER in under 5


1 day-2
Evaluate: ​Teacher will evaluate students as they present. minutes. They will then ask questions and evaluate
days
each other’s presentations.

Instructional Materials, Equipment, and Multimedia


Chromebooks, and see below for supplemental materials.
Co-Teaching Strategies
Both teachers will evaluate and ask questions on the students’ presentation of their CER. Their grades will be averaged for the students’
final grade on their presentation.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Students who speak the same For students who are hard of
primary language can be hearing or have vision
grouped together so they have impairment, they can sit closer to
native language support as the video source.
needed. It is also important to
ensure that a proficient English Students will be provided the
speaker is in the group to Striving readers will be provided reading material a day or two Advanced students will be in
model effective with pre-annotated notes in the beforehand, so that they can charge of reading the more
communication. A margins for their articles in take more time to read it and be advanced content for their
combination of oral instruction order to help them identify key prepared. They may receive an group, for example,
and written direction should points in the reading. audio/read aloud of the article or peer-reviewed journals.
be provided. annotated notes or larger font
(depending on the need).
ELs will be provided with
pre-annotated notes and They will also be monitored more
synonyms of potentially frequently to ensure that they
difficult words in the margins. are on track.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The lesson will take a few days to complete. Students will be introduced to this new unit through the multimedia resources that briefly
presents the human activities that negatively affects the environment. The main activity that they will perform to approach this unit is
the CER. The teacher will thoroughly explain what claim, evidence, and reasoning are by providing samples and templates. Students will
work in a small group to create a CER presentation on this unit. Collaboration method was chosen for this activity to support all
students in different proficiencies in English as this task may be overwhelming, especially for ELs. The teachers will evaluate their
presentation and give written and verbal feedback to students for any improvement or revision.

Supplemental materials below


What is a CER?

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: _____

C​LAIM ​E​VIDENCE ​R​EASONING - ​R​EBUTTAL (CER-R) RUBRIC


Sonora Science Department (adapted from Krajcik & McNeil, 2011)

CER-R Components Advanced Proficient Needs Improvement Score


*teacher discretion (4) (3) (2)

Claim Makes an ​accurate Makes an accurate but Does NOT make a


A conclusion that answers and ​complete​ claim incomplete​ claim that d
​ oes claim, or makes an
the guiding question. that ​answers the NOT clearly answer the inaccurate​ claim.
guiding question​. guiding question​.

Evidence Provides ​appropriate Provides ​appropriate, but Does NOT provide


Scientific analyses of data and ​sufficient​ analyses insufficient​ analyses of evidence, or only
that supports the claim. The of data​ (evidence) to data​ (evidence) to support provides ​inappropriate
data needs to be appropriate support claim. ​** See claim. May include some evidence (that ​does
and sufficient to support the
descriptions below for inappropriate​ evidence​. ​** NOT support claim​).
evidence explanations See descriptions below for ** See descriptions below for
claim.
evidence explanations evidence explanations

Reasoning Provides reasoning Provides reasoning that Provides reasoning that


A justification that links the that ​links​ ​evidence to links the claim and does NOT link
claim and evidence. It shows claim​. Includes evidence​. Repeats the evidence to claim​.
why the data counts as appropriate​ and evidence and/or includes Scientific principles are
evidence by using sufficient​ scientific some​ scientific principles​, missing. Citations are
appropriate and sufficient principles cited​ in but NOT​ ​sufficient. in ​improper
(and cited) scientific correct​ bibliographic Citations may be in bibliographic form​ OR
principles. form. Evidence is improper​ OR incomplete missing​. Evidence not
referenced using bibliographic form. referenced in an
appropriate language Attempt to reference appropriate manner.
(e.g., supports, rejects, evidence using ​incorrect
not “proves.”) language​ (e.g, “proves” is
used)

Rebuttal* Provides an Provides counterclaim, but Does NOT provide


A scientifically valid appropriate​ and does NOT effectively use counterclaim, or ​makes
reasoning, and counter sufficient​ ​scientific counter evidence​ to an ​inaccurate
evidence, as to why explanation to nullify explain why the alternate counterclaim​.
alternative explanations are the counterclaim​. is not appropriate.
illogical.

Notes: Total
Student being evaluated: _______________________ Peer Evaluator: _____________________________
Group/Project Name: __________________________________

COLLABORATION RUBRIC
(adapted from B.I.E.)

Individual Below Standard Approaching Standard At Standard Score


Performa (1 pts) (3 pts) (5 pts)
nce

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

Notes: Total: /20

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