L3+Blouin,+Cameron

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

** LESSON PLAN FORMAT **

__ Topic: __ Climates
 * __ Teacher’s Name __**** : ** Mr. Blouin **__Lesson #3:__ __Facet:__** Interpret
 * __ Grade Level __**** : ** 7-8 **__Numbers of Days:__** 4-5


 * __ PART I: __**


 * __ Objectives __**

Students will understand that energy flow is different in each ecosystem

Students will know climate changes in the earth's history and be able to describe in detail Global Warming and ice ages and how they effect our planet

Students will be able to make sense of climate differences


 * Product: ** Podcast

Maine Learning Results Content Area: Science and Technology Standard Label: E. The Living Environment Standard: E2 Ecosystems, Grade Level Span: Grade 6-8 Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. Performance Indicators: b and c..
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will be studying the different climates and their affects on the organisms.


 * __ Assessments __**

Students will be able to write down questions and place them in a question box in the class. The questions can then be confidential so that students don't have to be embarrassed about asking questions thinking that students may laugh. It is a secure way for the students to learn the content and a written response will be provided to each student question.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The students will receive their questions by the next class. Each question will be personally handed back to the students as they walk into the class. There will be comments on the question card and the students can freely come up to ask a question or make a comment relating back to the initial question on the card.
 * Section II – timely feedback for products (self, peer, teacher) **

This will be a recording using Podcast. The students will be doing the recording while talking about how climates around the world will effect what types of plants and animals can survive in those climates. Comparisons will be done thoroughly with strong evidence of research. It will be expected that the Podcasts will be between 3-4 minutes in length and be accurate and spoken with proper diction. The use of video will be required and the sources used should be incorporated into the Podcast.
 * __ Summative (Assessment of Learning): Comic-Life __**
 * __ Integration __**
 * Technology: ** The program the students will be using is Podcast which allows users to do audio or video recordings. The recordings can then be made into a presentation with relative ease and allows users to make edits in their clips. Videos and still-shots can both be used as well as text.


 * Content Areas: **


 * English**: Students will need to be writing out their dialogue for their Podcasts and speaking in proper diction throughout.


 * Social Studies**: Students will be studying climates around the world.

The garden gate graphic organizer is going to be used during this lesson. This handout is particularly helpful since it provides the students with a clear and easy to use setup. This will allow them to organize the information on the ice ages and concepts of global warming. Each of the students will be responsible for filling out their own graphic organizer and they will be able to collaborate with their classmates to fill out some information together.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

For a class discussion the class will be split up into two large groups, one half will be researching content on Global Warming while the other half researches ice ages. After they will be discussing the content as a class so everyone can write down the key points. After this discussion the students will split up into pairs, one student from each group so they both have the background on the content.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * **Verbal/Linguistic**- Students will be recording their speech about climates.
 * **Logical/Mathematical**- Students will have to do research and keep track of dates of key events in Earth's history.
 * **Visual/Spatial**- Pictures and videos will be used in the class about climate changes
 * **Bodily/Kinesthetic**- The students will be able to move around freely in the class as they work in their groups.
 * **Musical/Rhythmic**- Music will play softly in the background as students are brainstorming.
 * **Intrapersonal**- Students will do their own research on climates.
 * **Interpersonal**- Students will work in groups on their Podcast.
 * **Naturalist**- Students will be relating climate change to nature and its effects.


 * __ 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: ** If a student is absent from class they will be asked to make a T-chart that has details on both ice ages and Global warming. They then will be paired with another student to make their Podcast if another student was absent as well. If not they will then be responsible for making a Podcast by themselves and the same information and length is going to be expected for their final product.


 * __ Extensions __**


 * Type II technology: ** The students will be making a Podcast with a partner from class. A Podcast is a type II technology because it allows users to do audio recordings on their computers but also allows them to put in video and still shots as well. The Podcasts can be easily shared with anyone and even easier through iTunes which anybody in the world could freely listen and watch to the presentations.


 * Gifted Students: ** For gifted students there will be a some added work such as asking them to brainstorm ways that an ice age would have on today's world such as the plants and animals. Then what would happen if the earth's temperature rose on an average of ten degrees. What would that do to the oceans and how would that effect terrestrial organisms?

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Computers
 * Internet
 * Powerpoint
 * Handouts
 * Pencils/Pens

// List all URL and describe. // []- An excellent resource that gives great examples of threats due to global warming. []- A resource that outlines the history of the earth's ice ages and talks about how and why these events occur. []- A website that breaks down by region the effects that Global Warming could occur in different regions throughout the United States plus has information on what is occuring this phenomenon. []- A national Geographic clip that outlines the concept of Global Warming []- This video discusses the potential that the Earth is actually entering a mini ice age based on data from the past. []- An article that gives a history of Global Warming.
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

The class will be arranged in rows so that students will be able to talk with their neighbors about the handouts and this will allow everyone to face forward during the class. Day 1: Day 2: Day 3: Day 4:
 * __ 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) //
 * Students will walk in and we will discuss the problems that would occur if the ice caps suddenly melted. What would this effect in both the oceans and on land? (15 Minutes)
 * Students will split into to large equal groups. Using their laptops they will research either ice ages or Global Warming (each group assigned one) (30 Minutes)
 * Students will collaborate all of their information together and discuss what information is important (15 Minutes)
 * The class will then discuss the content each group found and the Garden Gate handouts will be filled in (20 Minutes)
 * Class will resume with the discussion from the previous class (10 Minutes)
 * Videos will be played that cover Global Warming and Ice Ages (15 Minutes)
 * Short Discussion about the videos (10 Minutes)
 * The Podcast project will be presented to the class explaining the criteria and the topic (15 Minutes)
 * A handout on Global Warming will be passed out to the students to read for homework (5 Minutes)
 * Students will work with a partner from the opposite group from the initial class discussion (Global Warming and Ice age partners) (25 Minutes)
 * Students will work with their partners on their Podcasts and I will be readily available for students questions (80 Minutes)
 * Students will have the first part of class to finish their Podcasts (15 Minutes)
 * Students will present their Podcasts to the class (65 Minutes)

Students will understand that energy flow is different in each ecosystem. // Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. // It is important to know this because our world is changing and it is important to know how and what is going to happen. To start the lesson I will be asking the students to visualize a world that no longer has ice caps. Then be asking them questions about how they think that would effect organisms in both the sea and on land. That will connect to the previous lesson on food-webs. Then I will have the class split up to research the concepts of an ice age and Global warming making them responsible for their own learning.
 * Where, Why, What, Hook Tailors: Intrapersonal, Logical, Linguistic, Interpersonal, Visual/Spatial, Naturalist **

Students will know climate changes in the earth's history and be able to describe in detail Global Warming and ice ages and how they effect our planet. To present students with the information there will be some lecture time, videos, and class discussions. This will give students various ways of obtaining and comprehending the information. It will be expected that all students are participating in the class discussions and will be responsible in making sure they are taking notes. Their product will reflect whether or not they were participating. In order to check for understanding a question box will be used where students can write down any questions they may have during the lesson that may have not wanted to ask in front of the class. This is a confidential way for students to learn the necessary materials.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Linguistic, Intrapersonal, Musical, Visual/Spatial, Naturalist **

Students will be able to make sense of climate differences. They will be doing this by doing their own research and using information they had obtained during the lesson. Students will be building on their skills for finding reliable sources and synthesizing information so they can understand it. When the students are finished with the class discussion covering ice ages and Global Warming, pairs of students will be made with one students from each group. Students will be able to choose their own partners for the project. The students will do a self-assessment on their work and a section will be available for students to say if their partner contributed equally to the final product. I will be surveying the room as well to make sure that students are all on task and that everyone is working together. The students will show evidence of learning when they make their Podcasts. They will be rich with details that the students took their time to find on the Internet. During class the students will be able to make their own revisions on their Podcast and plenty of time will be available if the students stay on task.
 * Explore, Experience, Revise, Refine, Tailors: **** Interpersonal, Linguistic, Intrapersonal, Musical, Visual/Spatial, Logical **

Students are going to be able to use the same rubric that I will grade their Podcast on. This will allow them to design their Podcast to fit the requirements and after they finish they can check again to make sure that everything was completed to the criteria. I will be using that same rubric to assess the students Podcasts. After they have presented their Podcast to the class I will be grading the rubric and return it to them before the next group presents. This will allow them to know immediately how they did on their product. This will relate to the previous lessons simply because of how it ties in climates which is a major factor in what plants and animals are living in an area.
 * Evaluate, Tailors: Interpersonal, Linguistic, Musical, Visual/Spatial, Naturalist **


 * __ Content Notes __**

Lesson 3 Content Notes- The students will need to understand the concepts of Global Warming and ice ages. For Global Warming students should understand what is causing it. This is from the burning of fossil fuels like oil and gas that are filling up our atmosphere. This is causing particles to stay in the air that is trapping heat in our atmosphere resulting in temperature increases. This is causing ice caps to melt in the North and South poles and the melting ice is causing the ocean levels to rise. This could show to be devastating to terrestrial (land bound) plants and animals since the water levels rising will reduce their habitat. Students also need to know that this is just a theory and has not actually been proven. The temperature changes are beginning to change precipitation in areas and this is having an effect on animal migrations. Storms like hurricanes will be more frequent and stronger and less fresh water will be available on the surface. Ice ages can be caused by a variety of factors. A major one is continental drift. This is simply plates moving in the earth that transport continents. As continents reach new areas on the world they will be exposed to different weather. If they shift more towards the poles they will have colder temperatures resulting in more snow and ice formations. The increase is ice and snow will reflect sunlight away from the earth which results in colder temperatures. The moving of the continents also changes the ocean currents. This changes the winds and could cause cold air to be pulled down from the poles cooling down the rest of the world. The sun also plays a key role in causing ice ages. The sun will go through periods of burning at high and low temperatures. As the suns temperature cool then this will result in colder temperatures on the earth’s surface. Throughout the earth’s history, roughly every 250 million years an ice age occurs. They start by having ice runoff in the mountains rivers. The ice then will spread into valleys where it will form a sheet. These sheets can break off into the ocean which causes glaciers. That is how an ice age may begin.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Rubric
 * Garden Gate Handout
 * Global Warming article
 * Podcast information handout


 * __ 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: //** This lesson will meet the clipboard learning style by allowing them to logically plan out their graphic organizer and making their Podcast in a way that clearly explains the significance to ice ages and Global Warming.


 * // Microscope: //** Microscopes will be able to do research on the climates to determine what is important for their Podcasts. The garden gate template will logically organize the information they need to successfully complete the assignment.


 * // Puppy: //** The students will be able to work in pairs for the assignment and will be allowed to have interaction with other groups while filling out the graphic organizer. This is key for puppies since they need to have positive interaction with their peers.


 * // Beach Ball: //** Students will be able to work in small groups as well as partake in the class discussion during the class. They will be working on both a paper handout and a computer for the students to design their final product.


 * // Rationale: //** Overall this lesson will allow each learning style an equal opportunity since the lesson incorporates main points that each learning style needs in order to succeed.


 * // 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: //** The question box will be used for checking for understanding. This will be done by asking the class a question about the current lesson and have them write down a response on a piece of paper. They will then pass the paper in and I will read their responses. Based on what the students are writing about will help me decided whether or not the students are understanding everything that we are covering in the class.


 * // Summative: //** The students will be making a Podcast with a partner discussing the topic of ice ages and Global Warming. It will be expected that the causes of each are explained and the effects that they can play on the earth. This will be presented and graded using a rubric which the students will receive immediately after their presentation.


 * // Rationale: //** The question box will show me what the students know and do not know. This will help me teach the information in a way that everyone will understand and shows areas that need more focus. The Podcast shows me what the students learned over the course of the lesson.


 * // 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: //** The students will be learning the information through a variety of ways. There will be class discussions, videos, and doing their own research with a partner. This will then be transmitted into a Podcast where the students will show their knowledge on the content.


 * // MLR or CCSS: //**

Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part.
 * Maine Learning Results **
 * Content Area ** : Science and Technology
 * Standard Label ** : E. The Living Environment
 * Standard ** : E2 Ecosystems,
 * Grade Level Span ** : Grade 6-8
 * Performance Indicators ** : b and c..


 * // Facet: //** Students will be able to make sense of climate differences ( ** Interpret ** )


 * // 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/Linguistic**- Students will be recording their speech about climates.
 * **Logical/Mathematical**- Students will have to do research and keep track of dates of key events in Earth's history.
 * **Visual/Spatial**- Pictures and videos will be used in the class about climate changes
 * **Bodily/Kinesthetic**- The students will be able to move around freely in the class as they work in their groups.
 * **Musical/Rhythmic**- Music will play softly in the background as students are brainstorming.
 * **Intrapersonal**- Students will do their own research on climates.
 * **Interpersonal**- Students will work in groups on their Podcast.
 * **Naturalist**- Students will be relating climate change to nature and its effects.


 * // Type II Technology: //** The students will be making a Podcast that can be shared with anyone in the world. The Podcast can contain videos, pictures, and text which will allow the students to get creative and personalize them. The fact that anyone can listen or watch to them is what makes them so effective.


 * // Rationale: //** This lesson incorporates every MI in one way or another. This is crucial to help students learn the materials. Every student is given the equal opportunity to learn. Having students work both individually and in small groups, filling out graphic organizers, designing a Podcast, comparing climates, it is all in this lesson and will be exactly what a class needs.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Rationale: The students will be creative as they are making their Podcasts. There should be no Podcast that looks or sound the same since the possibilities are endless in the program. They will be able to do their own research and show they understand it through the Podcast. b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources Rationale: Studying concepts like Global Warming and ice ages are current issues that our planet could be going through. This directly relates to events the students will be hearing about and potentially dealing with in their lifetime. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
 * 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.**

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

//**Rationale:**//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Rationale: The use of Youtube videos and Podcasts are crucial in this lesson since they help students comprehend the information. The Podcast is necessary for them to show that they do understand the information on climates. 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 Rationale: Technology is going to be used throughout the lesson and students will need to be doing their own research for their Podcasts. They will be responsible for doing their work and will be able to track their progress by using a rubric for guidance. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
 * 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.**

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

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