Name:

Marci Concotelli



Grade: 3


Lesson# 4
Gardner


Bloom




_____ Visual

_____ Knowledge



_____ Kinesthetic

_____ Comprehension



_____ Verbal

_____ Application



_____ Logical

__X_ Analysis



_____ Rhythmic

_____ Synthesis



__X_ Interpersonal
_____ Evaluation



_____ Intrapersonal



_____ Naturalist


STRATEGY:
Socratic Seminar

SUBJECT AREA:
Science

TEACHER PERFORMANCE EXPECTATION ADDRESSED:
TPE 5: Student Engagement


STATE CONTENT STANDARD (Know):
3.c: Students know living things cause changes to environment in which they live:
some changes are detrimental to the organism or other organisms and some are
beneficial.

COMMON CORE STANDARD:
Reading standard 9: Integration of Knowledge and Ideas (page 14)
Compare and Contrast the most important points and key details presented in two
texts on the same topic.

PERSONNEL:
Teachers Aid to assist with small group discussion facilitation.

INSTRUCTIONAL MATERIALS (Technology):
Article: The Gulf Oil Spill: One Year Later Scholastic
http://www.scholastic.com/browse/article.jsp?id=3756049
Article: Good for Alaska Alaska Energy Forum
http://www.alaskaenergyforum.com/topics/good-for-alaska

LESSON LENGTH:
30 minutes (discussion within groups)


PREPARATION:
Select contrasting articles that reflect contrasting opinions on humans
impact on their environment.
o The Gulf Oil Spill: One Year Later Scholastic
o Article: Good for Alaska Alaska Energy Forum

Give one copy of each article to each student previous night
Assign the articles for homework
Prepare questions related to the articles; these questions will facilitate
analytical thinking during small group discussion the following day

MANAGEMENT STANDARDS:
Organize desks into 5 groups of 5 students each, all students facing each
other (small pods)
All students must have read assigned articles prior to class
All students must respect each others feelings, opinions, and thoughts
Students must raise their hand in order to speak
No side discussions, no interrupting other student(s)

ANTICIPATORY SET:

Content Objective: (Know): Students will learn how living things can cause
changes to environment across the globe

Behavioral Objective (Do): Compare and Contrast

Transfer (Learning theory / citations):
Constructivism: the teacher facilitates an environment where students are
actively engaged in the learning process and are encouraged to think
critically about what they learn so that they can become motivated and
independent active participants in the learning process. Piaget asserts that
learning occurs by an active construction of meaning, rather than by passive
recipience. Audrey Gray.

Motivation (Teacher created): Teacher mention how United States has
many different environments that include fossil-fuel rich lands. The teacher
will state how the proceeds from oil fund schools and public services while at
the same time, fossil fuel exploration is destroying habitats. Should money
be the biggest motivator in whether we alter environments?

METHODOLOGY:

INPUT

(See attached questions)
Encourage students to place hard copies of articles (assigned prior day) on
desk to be used as reference.

Explain to students the United States has a lot of different climates,

environments, and organisms. As we travel throughout America we see how
the impact (both positive and negative) by humans has changed the land, sea,
and creatures.
Conduct seminar keep discussion flowing by asking knowledge questions.
During small-group discussions, teacher and aid walks around room to
monitor discussions. Teacher and Aid will raise open-ended questions.
Keep discussion on topic.
Encourage discussion, elaboration, and continued questions among small-
groups.

CLOSURE:
Review and summarize main points raised in the articles and heard
throughout small group discussions.
Ask students what they learned from the discussion

ASSESSMENT (objective verb): Write

RUBRIC (What does it measure?):
Formal:
Ten (10) points possible - Complete Compare and Contrast graphic
organizer by writing 5 statements under Compare column and 5
statements under Contrast column
Participation: 5 total points possible
o 5 points: full participation within small group discussion
o 3 points: partial participation within small group
o 1 point: minimal participation within small group
Graphic Organizer: 5 total points possible
o 5 points: at least five (5) full statements listed under
Compare and 5 full statements under Contrast listing
evidence found in assigned articles (or additional information
found independently). Complete statements are written with
proper spelling and punctuation.
o 3 points: 3-4 statements listed under Compare and 3-4
statements under Contrast without proper spelling and
without proper use of punctuation.
o 1 points: 1-2 statements listed under Compare and 1-2
statements under Contrast without proper spelling and
without proper use of punctuation.

Informal:
Student participation will be monitored throughout small-group discussions.

DIFFERENTIATED LEARNING ACTIVITIES (Learning centers, manipulatives,
special needs, etc.):

Gate: Add option to research one more article referencing human impacts to
terrain, environment, resources

Learning Difficulties: Attention Deficit Hyperactivity Disorder (ADHD) -
allow students to take frequent breaks (if necessary) during small-group
discussions.

SDAIE Techniques:
o Allow extended wait-time for students to answer questions
o Repetition of questions so all students are able to comprehend what is
being asked

COMPARE CONTRAST CHART

How are the two articles similar? How are the articles different?

DIFFERENT
SIMILAR
1.




2.





3.





4.




5.





6.




7.

Questions for Socratic Seminar

1. (Knowledge):
How do fossil fuels help people?

2. (Knowledge):
How do fossil fuels create damage to people or lands?

3. (Knowledge):
When and where was the worst environmental disaster
in U.S. History?

4. (Knowledge):
When did the Alaskan pipeline begin?

5. (Comprehension): One year after oceanic oil spills, are there still impacts
to land/people/animals?

6. (Comprehension): How many new jobs could Alaskas pipelines bring for
the people in Alaska?

7. (Analysis):
What are the causes of oil spills?

8. (Analysis):
What could oil piped down from Alaska do for other
states within America?

9. (Synthesis):
Would you want to live near oil exploration and
production?

10. (Synthesis):
Can you predict whether United States will allow
further petroleum (oil) exploration not only in Alaska but in other areas (east
coast, west coast, Gulf coast)?

11. (Evaluation):
Would you want gas to be less expensive but cause
stress on Americas landscape?

12. (Evaluation):
Would you want to work in petroleum (gas) exploration
and create more jobs that contribute to economic stability?