Lesson Plan Title Day 1 of5Key ConceptPluto: The Dwarf Planet?!RationaleLesson goal(s)Specific Objectives/Learning TargetsInstructional Materials Needed (include handouts, overheads, etc.)room arrangement? Student grouping strategy?AccommodationsTimePre-AssessActivity (include the “hook” (eg disequilibrating experience), planned core questions, transitions, , comprehension checks))Summative Assessment [Did they get it?]Template Lesson Model for Winter 07Lesson Plan Title Day 1 of5 Key ConceptPluto: The Dwarf Planet?!- Science is controversial- Science changes- Science is a social process involving power relationsRationale- Pluto is an example of the political nature of scientific decisionsLesson goal(s)- To use the demotion of Pluto to dwarf planet status as an example of scientific controversy- To take different perspectives relevant to this controversy in order to make arguments in a debate format- To transfer acquired skills and knowledge to another controversial topic related to scienceSpecific Objectives/Learning Targets- Students will make oral arguments from the perspectives of stakeholders in Pluto controversy (Dispositions, Reasoning Proficiency, Knowledge Mastery)- Students will experience different levels of inclusion during the debate (Dispositions)- Students will discuss this particular decision-making process and make suggestions to make it more inclusive (Dispositions, Reasoning Proficiency)- Students will create a poster representing the transfer of knowledge and skills to a new topic (Skills, Product Creation)Standards addressed (EALRs)- 2.2 Nature of Science: Understand the nature of scientific inquiry- 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, to society, and to the workplace and the environment. - 3 The student uses communication skills and strategies to present ideas and one’s self in a variety of situationsInstructional Materials Needed (include handouts,overheads, etc.)room arrangement? Student grouping strategy?- Laptop w/ PowerPoint presentation- Printouts of PP presentation- Posterboard/Writing utensils (Masao)- Assigned roles handouts- Circle for whole lesson- Lesson plan pairs for debate/poster activityAccommodationsGuided notes – copy of powerpoint presentationList of vocabulary for ELL student(s)Time What the teacher does: What the students do:10 min(Eric)Pre-Assess1. Introductory slide during powerpoint – “Have you heard about this debate?” “Do you know how this decision was made?” (Hand out copy of pp)2. Powerpoint introduction to topic – outdated space age voice over, Pluto political cartoon, what are thearguments about planet definition?, who made the decision (IAU)?, history of Pluto as a planet (1930), advances in technology influential?3. Who are the stakeholders in this debate? You all will role play the debate, taking perspectives of these people/organizations (slide details debate format – rules and roles).1. Students listen, deeply engaged.2. Students watch, deeply engaged.3. Students still watching.timeActivity (include the “hook” (eg disequilibrating experience), planned core questions, transitions, ,comprehension checks))Template Lesson Model for Winter 0720 min(Justin)10 min(Eric)4. T divides Ss into pairs and assigns roles to be takenduring debate. Ss take a few minutes to prepare their argument/talking points. Hand out vocabularylist.5. Debate begins, T mediates through structured, and intentionally exclusive, time allotment (2 min/group).6. Open debate/rebuttal period, also intentionally exclusive to certain perspectives.7. Facilitator dismisses groups, announces “next day,”and makes decision in isolation (without groups present…).8. Discussion about debate process, T solicits perspectives on inclusion/exclusion.9. Closure of discussion/transition to poster activity.4. Ss look over handouts and discuss, in pairs, their argument strategy. Refer to vocabulary list as necessary or ask T.5. Ss debate, following structure provided.6. Rebuttal.7. Ss leave debate area but stand nearby.8. Ss return to debate area for open discussion about exclusionary decision making processes.9. Ss remain in debate area. 10 min(E & J)Closure plan (consider including reinforcement of learning, affirmations, glimpse at tomorrow-bridge)10. T explains poster activity – PP slides showing poster examples, provides list of possible controversial topics related to science, groups choose which one. T explains format – pros/cons and where the group lies in the debate.11. T assigns rest of class period for working on poster. Also, Ss will present their poster later in theunit to the whole class.10. Ss sit quietly during active instruction, then move quickly into choosing their topic. 11. Ss work on poster.Formative Assessment.(s) [Are they getting it?]- Debate- Post-debate discussionSummative Assessment [Did they get it?]- Poster project – controversial topic related to scienceTeacher reflections/caveats for those who use this lesson:- Be conscious in asking, during feedback facilitation, “What are your questions?” rather than, “Do you have any questions?”- During class debate, make sure to take notes on the talking points for everyone and write them down on the board for post-debate summary and discussion.Web resources used/investigated with suggestions/comments regarding these sites:http://www.space.com/scienceastronomy/060824_planet_definition.htmlOutlines the current debate on Pluto’s demotion to dwarf planet status. Discusses stakeholder opinions and exclusionary nature of the debate.http://www.msnbc.msn.com/id/14489259/Acquisition of a graphic – pretty picture.http://aer.noao.edu/cgi-bin/article.pl?id=207 Detailed arguments of different perspectives on the controversy.Includes scientific and social aspects of the
View Full Document
Unlocking...