L6+Christensen,+Melaine

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Melaine Christensen **__Lesson #:__** 6 **__Facet:__** Apply
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2
 * __ Topic: __** Conservation and Use of Mineral Resources


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **humans rely on Earth cycles, processes, and resources.
 * Student will know **the meaning of "non-renewable resource", the prevalence of mineral resources, and how to use mineral resources wisely.
 * Student will be able to **propose ways to wisely use or conserve mineral resources.


 * Product: ** Persuasion Map

Maine Learning Results Content Area: Science and Technology Standard Label: D - The Physical Setting Standard: D2 - The Earth Grade: 6-8 - Earth Systems Students will understand Earth Systems and their impact on natural resource supplies. Performance Indicators: b,d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson meets the standard because students are required to apply their knowledge to critically examine a real world scenario involving mineral resources. Students will design a plan for the use and acquisition of mineral resources that demonstrates an understanding of how their resource could be used sustainably.


 * __ Assessments __**

The "thumbs up" method will be used to check for understanding during the class. Students will break down into smaller groups during the lesson as they gain confidence with the knowledge. Before a groups moves on they will demonstrate they have completed their task.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-evaluate their work based on a rubric. The teacher will evaluate their work based on the same rubric and give feedback two classes later.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a persuasion map explaining their position on the use of a mineral resource. Factors that should considered include: the availability, value, and demand of the resource in addition to conservation and ways that the three R's (reduce, reuse, recycle). Students should back up their ideas with cited information from their research in lesson 4 or new research. The scientist challenge for this assignment is to consider the idea of a closed-loop system discussed in the TedTalk video and try to design a proposition that efficiently uses and recycles all material in a system. This assignment will be completed individually.
 * __ Summative (Assessment of Learning): __**

Technology: Students will use Persuasion Map online to organize their proposal. This tool will walk them through the stages of creating and supporting a strong proposal. The map can be easily downloaded and posted to the students' blog.
 * __ Integration __**

Economics: Students will need to consider the costs of acquisition and processing for their mineral, its value as a resource, and the costs associated with their proposal. Engineering: Some students may choose to create a proposal based on the premise of a closed loop system. This may tie in with engineering concepts. Social Studies: Students will need to consider the "human element" as they design their proposal. How do people use the resource and why? What changes would benefit society and what changes would negatively impact society?
 * Content Areas: **

Students will work in large collaborative groups at the beginning of class to begin brainstorming and learning the content. As they become more confident and develop and share ideas they will break into smaller groups until they are ready to design their individual proposals. They will use the a graphic organizer to develop their ideas before entering it into the Persuasion Map.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually on their product after brainstorming collaboratively with the class.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Discussion and outlining of ideas will be key aspects of the lesson.
 * Logical:** Students need to consider quantities and the input and output of the systems they design.
 * Visual:** The hook video will depict illustrations and visual examples of closed loop systems.
 * Intrapersonal:** Students will work independently on their final project and reflect on the ideas discussed by the class.
 * Interpersonal:** Students will work with partners to problem solve for realistic scenarios.
 * Naturalist:** Students will need to consider environmental impacts and relationships within and ecosystem.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: Students who were absent should watch **TED Talk Michael Pawlyn video online to give them ideas to begin working with. Using resources available on the wiki, students who were not in class can begin to develop a proposal. Absent students should meet with the teacher before developing their Persuasion Map to ensure that they are on track.


 * __ Extensions __**

**Type II technology**: S tudents will use Persuasion Map online to organize their proposal. This tool will walk them through the steps of creating and supporting a strong proposal. The map can be easily downloaded and posted to the students' blog.


 * Gifted Students: **The scientist challenge for this assignment is to consider the idea of a closed-loop system discussed in the TedTalk video and try to design a proposition that efficiently uses and recycles all material in a system.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

Laptop Projector TED Talk Video Scenario Cards Graphic Organizers Rubrics

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * Mineral Information Links:**

Common Minerals and Their Uses: []

40 Common Minerals and Their Uses: []

Metallic Minerals in Danger of Depletion: []

Wikipedia Complete List of Minerals: [|http://en.wikipedia.org/wiki/List_of_minerals_(complete)]

"38,052 Pounds of Minerals and Energy Are Needed Each Year for Every American." Mineral Information Institute (MII). 2011. []

Resource depletion, peak minerals and the implications for sustainable resource management: []

Resource Efficiency Strategies: []

Global Economic Symposium: []


 * Product Links:**

Hook**:** []

Persuasion Map: []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day 1 (80 minutes):**
 * Hook: Michael Pawlyn TED Talk (15 minutes)
 * Class Brainstorm: Trash, recycle, reduce, reuse (10 minutes)
 * Small team problem solve (20 minutes)
 * Pair problem solve (20 minutes)
 * Explain individual assignment (5 minutes)
 * Begin to organize proposals (possible homework) (10 minutes)


 * Day 2 (80 minutes):**
 * Create system diagram in Inspiration or on paper (30 minutes)
 * Draft Persuasion Map on paper (20 minutes)
 * Peer edit Persuasion Maps (15 minutes)
 * Make revisions and enter final draft into Persuasion Map (possible homework) (25 minutes)

For this lesson the classroom will be set up in table or desk clusters to accommodate team discussion and peer editing. **Day 1:** Students will understand that humans rely on Earth cycles, processes, and resources. //Students will understand Earth Systems and their impact on natural resource supplies//. Mineral resources are non-renewable and subject to depletion; it is important to understand their economic and societal value and be able to respond to issues regarding the acquisition and use of mineral resources. In this lesson students will consider the use patterns of various mineral resources and problem solve to develop sustainable use systems. The Michael Pawlyn TED Talk video will introduce the idea of closed-loop sustainable systems for resource management. Students will be asked to consider the closed loop system as they develop their own proposal. After watching the video the class will discuss their reactions and brainstorm common byproducts from the use of mineral resources. Students should think about how mineral resources are used and what is thrown away in the process of making products. After this, students should think about the life of the product and identify opportunities for products to be recycled, reused, or reduced.
 * Where, What, Why, Hook, Tailors:** interpersonal, intrapersonal, verbal, logical, visual, naturalist

The next phase of the lesson will consist of two session of group problem solving. Students will know the meaning of "non-renewable resource", the prevalence of mineral resources, and how to use mineral resources wisely. To begin, the class will work in their table groups for 10 minutes to formulate a solution to real-world problem involving mineral resources. Groups must show one artifact which documents part of their plan such as a bulleted or numbered list, diagram, or picture. After 10 minutes, each group will share their scenario and solution. In the second session students will work with a partner in their table group to find a solution to another problem and share their scenarios, solutions, and artifacts after 10 minutes. Students will use their knowledge of non-renewable mineral resources to create a plan for the future use of a mineral resource. They will be able to draw on ideas from the class brainstorm and the problem solving sessions when designing their own resource management system. Students are highly encouraged to rethink at each stage of the lesson and incorporate ideas developed by the class. Before using an idea in their proposal, a student should check with the group or person responsible to get permission to incorporate the idea. Since every student will be developing a proposal for a different mineral the proposals will each be unique and it is alright if ideas from class are used by more than one student.
 * Equip, Explore, Rethink, Tailors:** Visual, logical, verbal, interpersonal, naturalist

Before the end of the first class students will receive a rubric, graphic organizers, and the assignment for their summative assessment. Each student will create a persuasion map outlining their plan to create a closed loop system that demonstrates efficient and sustainable use of a mineral resource. For this project students will focus on the mineral they researched in lesson 4. At the end of class each student will begin filling out a graphic organizer that will organize their previous research and knowledge of the mineral and prepare them to begin the project. If this graphic organizer is not completed by the end of class it should be completed for homework and brought to the next class. **Day 2:** The second class will begin with students designing a system diagram or flowchart. They can create this diagram on paper or they can use Inspiration on their computer. The diagram should show the "life cycle" of the mineral including its extraction, processing, use, and disposal. At each step students should take inventory of possible byproducts and consider ways that the byproducts could be usefully reintroduced to the system or used in other ways. Students should consider innovations that would make the process more sustainable and cost effective. The diagram should include concise text and illustrations. Diagrams should be reviewed by the teacher informally before students progress to the next step. After diagrams have been completed students will draft a persuasion map. The persuasion map should explain why the new closed loop process is effective. Students will need to create a thesis, identify several examples from their diagram that demonstrate the effectiveness of the process, and use evidence to justify why their innovations are effective. When the draft persuasion maps are completed students should switch with another student to peer edit for clarity, gaps in logic or content, and language mechanics. After receiving peer feedback each student should revise their work and enter the final draft into Persuasion Map. If students need more time to make revisions they can complete the assignment and enter the final draft online for homework. Students must turn in a copy of the the organization graphic organizer, diagram, peer edited persuasion map draft, and the final Persuasion Map.
 * Explore, Rethink, Revise, Tailors:** Visual, interpersonal, intrapersonal, verbal, logical, naturalist

Students will receive peer feedback before turning the assignment in for assessment. They will also have the advantage of conferencing with the teacher during the work process to receive informal feedback. After all of the students' work from the lesson is turned in the teacher will assess the work using a project rubric and return feedback within several classes. When students receive feedback they will be able to revise their work again if they did not meet the standard. Due dates for revised work will be negotiated on an individual basis.
 * Evaluate, Tailors**: Interpersonal, intrapersonal, verbal, visual, naturalist

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

Natural resources can be classified generally as renewable or nonrenewable. **Renewable resources** are natural materials that will replenish overtime. Some examples of renewable resources are plants, trees, and water. Renewable energies are generated by renewable sources such as wind, hydropower, and solar energy. An important consideration in regards to renewable resources is the time frame in which the supply can be replenished. Resources that can be replenished in a short time frame are considered **rapidly renewable.** For instance, when considering what material to make a composite out of, sunflower seeds would be more sustainable than wood because sunflowers are more rapidly renewable than trees. **Nonrenewable resources** are materials that only exist in a limited amount on Earth. Some materials are also considered nonrenewable because the time it would take for the resource to renew naturally greatly exceeds human usefulness. Mineral resources are considered nonrenewable (along with most fuel and metal resources) because the available supply on earth is limited and will be gone after the resource is depleted.

M. King Hubbert proposed a theory in reference to oil and fuel resources that has been applied to a wider range of mineral resources. **Hubbert's peak theory** states that a given nonrenewable resource has a finite supply and therefore will reach a peak in production before going into depletion. For many fuel resources and rare earth minerals projections suggest that the peak is close to being hit or is already behind us. Mineral resources are key to the production of metals, building materials, luxury items, and technology. The depletion of these mineral resources would spark drastic changes to the standard of living around the world.

To prolong the eventual depletion of important resources, many experts advocate plans for sustainable resource use management. Sustainable use of natural resources includes finding ways to reduce the amount of materials used, reusing materials and extending the lifetime of products, and recycling materials that go out of use in order to avoid mining more of a material. Mining is energy intensive, and therefore more expensive than recycling materials already in circulation. Mining new materials also requires more energy use in processing. Beyond the cost and energy consumption, the environmental effects of mining can be extremely detrimental and can exacerbate existing environmental issues.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**

Graphic Organizers Rubrics


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**

//**Clipboard**//: Clipboards will be given rubrics outlining the expectations and structured tools such as graphic organizers to complete the assignment. The Persuasion Map tool will break down the product into a structured and manageable task.

//**Microscope**//: Microscopes will be able to do research into their topic and look more closely at their mineral from earlier in the unit. This lesson will allow them to apply their knowledge and dig deeper into the content in a self directed manner.

//**Puppy**//: Puppies will be able to brainstorm ideas within groups and share ideas before moving on to developing their own product.

//**Beach Ball**//: Beach balls will be able to brainstorm ideas within several groups and share ideas before moving on to developing their own product. The research and brainstorming process will be broken down so that it is varied and dynamic and will give students opportunities to develop and share ideas in different ways.

//**Rationale**//: This lesson incorporates structure and outlining tools in order to help students organize and record their ideas. Many opportunities for developing ideas socially will be given before students finalize their individual proposal.

**Standard 6** - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

**Formative**: Thumbs up, checking in with groups during work, sharing brainstorming results and preliminary proposals

**Summative**: Persuasion Map

**Rationale**: Students will apply the knowledge they have developed in the unit to a real-world situation. They will use resources from previous lessons to develop ideas with guidance from their teacher and peers.


 * Standard 7 ** - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


 * Content Knowledge: ** See content notes.

Maine Learning Results Content Area: Science and Technology Standard Label: D - The Physical Setting Standard: D2 - The Earth Grade: 6-8 - Earth Systems Students will understand Earth Systems and their impact on natural resource supplies. Performance Indicators: b,d
 * MLR or CCSS: **

**Facet:** Apply

**Standard 8** - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.


 * // MI Strategies: //**
 * Verbal:** Discussion and outlining of ideas will be key aspects of the lesson.
 * Logical:** Students need to consider quantities and the input and output of the systems they design.
 * Visual:** The hook video will depict illustrations and visual examples of closed loop systems.
 * Intrapersonal:** Students will work independently on their final project and reflect on the ideas discussed by the class.
 * Interpersonal:** Students will work with partners to problem solve for realistic scenarios.
 * Naturalist:** Students will need to consider environmental impacts and relationships within and ecosystem.

Type II Technology: Persuasion Map

//**Rationale**//: S tudents will use Persuasion Map online to organize their proposal. This tool will walk them through the steps of creating and supporting a strong proposal. The map can be easily downloaded and posted to the students' blog.

__NETS STANDARDS FOR TEACHERS__ 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Rationale: b. Students will be using their knowledge, online resources, and online tools to design a solution to a real-world problem.

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Rationale: b. Students will design creative proposals based on individual topics. They will be responsible for completing their own research, documenting their proposal, and assessing their progress. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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