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Grade: 8th Subject: Science (Environmental Science) Skills: Comprehension of Nonfiction,

Effective Discussions

WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Toward the beginning of unit on Environmental Science

Eighth grade science students will explore skills related to


How will this lesson support nonfiction comprehension and effective group discussions by
the learning goal? examining a current event related to their unit on Environmental
(1c: Setting Instructional Science, and participating in activities before, during, and after
Outcomes) the reading.

PA Standards and Other ELA:


Appropriate Professional
Standards Standard - CC.1.2.8.B
(1c: Setting Instructional Cite the textual evidence that most strongly supports an analysis
Outcomes) of what the text says explicitly as well as inferences,
conclusions, and/or generalizations drawn from the text.
http://www.pdesas.org/Standar
d/view or Standard - CC.1.5.8.A
https://www.pdesas.org/Page?p Engage effectively in a range of collaborative discussions, on
ageId=11 grade-level topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
List the Pennsylvania
Standard(s) relevant for this Science:
lesson
Standard - 3.3.8.A2
Describe renewable and nonrenewable energy resources.

n/a
ISTE (Technology)
Standards
1. Students will incorporate prior knowledge of the Amazon
Objective(s) Rainforest to make observations, predictions, and
(1c: Setting Instructional reactions to a series of photos.
Outcomes) 2. Students will closely read an informational text about the
fires in the Amazon Rainforest, and record their reactions
in writing using a Double Entry Journal.
3. Students will share their opinions and questions on the
topic, as well as discuss and respond to their classmates
through a Socratic Seminar.

● Amazon Rainforest
Academic Language ○ “covering much of northwestern Brazil and
(1a: Demonstrating extending into Colombia, Peru and other South
Knowledge of Content and American countries, is the world’s largest tropical
Pedagogy) rainforest, famed for its biodiversity”
(Wikipedia.com)
What language will students be ● Climate Change
expected to utilize by the end of ○ “the heating up of the Earth's climate” (from
the lesson? Consider Language article)
function and language ● Brazil
demands (see Lesson Plan ○ Show students Google Earth or map of South
User Guide). America during Anticipatory Set--point out the
What key terms are essential? vastness of the Amazon
What key terms are essential to ● Carbon Monoxide
develop and extend students’ ○ CO
academic language? ○ Harmful gas being released into the air, which
What opportunities will you worsens global warming.
provide for students to practice ● Carbon Dioxide
the new language and develop ○ CO2
fluency, both written and oral? ○ Another harmful gas being released into the air,
which worsens global warming.
● Deforestation
○ “the removal of a forest or stand of trees from
land which is then converted to a non-forest use”
(Wikipedia.com)
● Each of these terms is mentioned within the article.
Students should utilize context clues to infer a meaning.
If they are still unsure, they may consult the teacher or a
dictionary.
● Students should be comfortable with these terms before
participating in the Socratic Seminar.

● Newsela article: “Forest fires burning in the Amazon


raise concerns about climate change”
○ https://newsela.com/read/brazil-amazon-
Materials/Resources fires/id/56224/
(1d: Demonstrating ● Post-it notes (About 4 per student)
Knowledge of Resources) ● Printed out photographs for Picture Carousel
● Notebook paper for Double Entry Journal (provided by
student)
● Writing utensil for Double Entry Journal (provided by
student)
● Padlet.com
● Students’ one-to-one laptops
● Anticipated time: about 10 minutes
● The teacher will begin science class by saying, “Today,
as part of our discussion on renewable and nonrenewable
Anticipatory Set resources and climate change, we will be examining a
(1a: Demonstrating current event.”
Knowledge of Content and ● The teacher will place the following four photos in
Pedagogy) different areas of the room.

BEFORE ACTIVITY
How will you set the purpose
and help students learn why
today’s lesson is important to
them as learners?
How will you pique the interest
or curiosity regarding the
lesson topic?
How will you build on
students’ prior knowledge?
How will you introduce and
explain the strategy/concept or
skill?

● The teacher will ask students to spend about 5 minutes

walking around the room and looking at each photo.


● Each student will be given a small stack of post-it notes,
and will be expected to write their comments,
predications, and/or reactions on a post-it note for each
photo.
○ The post-it notes will be posted around the photo.
● After five minutes, the teacher will ask students to return
to their seats.
● The teacher will visit each photo and read a few of the
post-it notes on each, specifically looking for any themes
and connections between responses, and unique
responses.
○ After reading student responses for each, the
teacher will explain the actual context of the
photo.
○ Each photo shows the Amazon Rainforest in
some state.
■ Two show the Rainforest untouched by
modern civilization (one of some local
inhabitants, one of the landscape)
■ Two show parts of the Rainforest
destroyed by modern civilization
(deforestation and fire)
● The teacher will say, “we are now going to read an article
about the fire currently devastating the Amazon
Rainforest in Brazil. Humans, specifically Americans,
receive a lot of our resources from the Amazon, and it is
proven that this fire was caused by human activity. As
citizens, and science students, it is our responsibility to
learn about current events and science, and think of how
it may affect our lives. “

● Anticipated time: 35 minutes


Instructional Activities ● The teacher will pass out printed copies of the Newsela
(1a: Demonstrating article.
Knowledge of Content and ○ The articles will be leveled based on the students’
Pedagogy; reading level and needs.
1e: Designing Coherent ● The teacher will also ask students to take out a blank
Instruction) page of notebook paper.
DURING & AFTER ACTIVITY ● The teacher will ask students to create a “Double Entry
How will students explore the Journal” by drawing a t-chart. The left column will be
new concepts? labeled, “What I read,” and the right column will be
labeled, “What I am thinking/How I feel.”
How will you provide support ○ The teacher will ask if anyone has questions
to students as they apply the about how to create or use this journal
new concept? How will you ● The teacher will begin by reading the first paragraph of
allow them to practice (with the text.
teacher support)? ● After reading, they will model how to utilize a double
entry journal.
How will students review and ○ For example: In the left column, the teacher will
solidify these concepts to be write “the area serves as the lungs of the planet by
able to use this new taking in carbon dioxide, storing it in soils, and
knowledge? How will you producing oxygen.” In the right column, the
monitor and provide feedback? teacher will write, “I wonder what percentage of
the world’s oxygen comes from the Amazon.”
Provide detailed steps. ● The teacher will then tell the students to read the rest of
the article, and continue the double entry journal on
independently.
○ The students will be encouraged to journal every
few paragraphs (or aim for around 10 entries).
○ While the students work, the teacher will circulate
the room, answering any questions and checking
student progress.
○ The students will have about 10 minutes to read
the article and complete the activity.
● After 10 minutes, the teacher will regroup the class and
ask students to think of one question they had about the
reading, and write it down on the same page as their
Double Entry Journals.
○ The teacher will explain the answer to the
question should not be found in the text, and
should be something people can have an opinion
about (open-ended).
○ For example: Do we as Americans have a
responsibility to help stop the fires in the
Amazon? Or Why do you think the fire is not
more concerning to the world?
● Once it seems like every student has a question written
down, the teacher will instruct students to move their
chairs to create a circle, where every student can see each
other, and is seen.
● The teacher will ask students if anyone wants to share
their question to kick start a Socratic Seminar.
○ Students will lead a discussion about the text
based on their open-ended questions and own
knowledge and opinions.
○ The only time the teacher will interject will be if
the students veer off-topic, or they want to change
the direction of the conversation (i.e. pick a new
question to discuss).
○ Students are instructed to not raise their hands,
and instead begin speaking whenever there is a
silence, and they have something to add to the
conversation.
○ Students are encouraged to build off of each
others’ comments and questions, or contradict
opinions when necessary!
○ The teacher will tell the students they will be
keeping track of participation, and each student
needs to contribute to the seminar at least once.
○ The teacher will allow students about 25 minutes
to have this discussion.
○ If conversation dies down, the teacher will
interject with their own questions.
■ For example: Do we as Americans have a
responsibility to help stop the fires in the
Amazon? Why do you think the fire is not
more concerning to the world? How can
you, as an American citizen, make a
difference/prevent future occurrences?

● Anticipated time: 5 minutes


● For the last five minutes of class, the teacher will ask
students to use their one-to-one laptops to go to a Padlet
Closure link.
(1e: Designing Coherent ● The teacher will say, “Today, we discussed a current
Instruction) event that may not be affecting us directly, but definitely
affects humans living in Brazil, and could greatly affect
1-2 minutes us in the long-run as climate change worsens. I would
How will students share or like you to reflect on your reactions and emotions while
show what they have learned in learning about this topic, and free write about them on
this lesson? Padlet.”
How will you restate the ○ The Padlet will have one prompt: “One emotion I
teaching point and clarify key am feeling/or felt while reading and discussion
concepts? this topic and why”
How will you provide ○ The teacher will ask students to reflect on the
opportunities to extend ideas before-reading activity, reading, and seminar to
and check for understanding? answer this question.
How will this lesson lead to the ● Before class is over, the teacher will say, “Tomorrow, we
next lesson? will think about this real-life example as context as we
continue to discuss renewable and non-renewable
resources.”
● The teacher will ask students to turn in their Double
Entry Journal on their way out, to be checked for
understanding and completion.

● Below grade level:


○ The article is found on Newsela.com, meaning it
can be adjusted to better meet the students Lexile
Differentiation Level. The teacher will print copies of the article
(1e: Designing Coherent specifically adjusted for students’ Lexile levels.
Instruction) Since the students will read independently, no
one will know the articles differ, and the students
What differentiated support will be exposed to the same content at the same
will you provide for students pace.
whose academic development ○ These students will also be allowed to write fewer
is below or above the current responses in the Double-Entry Journal, so they
grade level? can finish reading the entire article in the time
What specific differentiation of allotted.
content, process, products, ● Above grade level:
and/or learning environment ○ A majority of students will receive the article
do you plan to employ to meet adjusted to meet the needs of an eight grade lexile
the needs of all of your level (1040); however, some students may be
students? given 1210 (grades 9-12) and a select handful
How does your lesson support may receive the article in the maximum lexile
student differences with regard level (the original article posted on the
to linguistic, academic, and Washington Post). Like the below levels, these
cultural diversity? students will not know their article looks different
than their peers since reading is completed
How will your lesson actively independently, but the goal is for the article to
build upon the resources that meet their needs, if not challenge them.
linguistically and culturally
diverse students bring to the ○ The teacher may ask a student deemed as “above
experience? grade level” to begin the Socratic Seminar
How will your lesson will be discussion by sharing their question.
supportive for all students, ● English Language Learners:
including English Language ○ The Newsela article can also be translated to
Learners, and build upon the Spanish. While the students will be encouraged to
linguistic, cultural, and read a majority of the article in English,
experiential resources that they potentially at a lower Lexile level, if they speak
bring to their learning? Spanish as their first language, they will be
How will your lesson is allowed to consult the translated version after
designed to promote creative reading the English version to ensure high-level
and critical thinking and comprehension. That way, students will be able to
inventiveness? fully comprehend the topics being discussed in
the Socratic Seminar.
○ During the Socratic Seminar, any ELL will not be
penalized for not participating, or participating
with limited statements. If the teacher feels a
particular student may have trouble with the oral
element of the activity, he or she may be
encouraged to write down their thoughts, in
English or their first language, during the
discussion for the teacher to check at the end of
class as a substitution for participation in the
discussion.

Accommodations N/A
(1e: Designing Coherent
Instruction)

Modifications N/A
(1e: Designing Coherent
Instruction)
● During the picture carousel, the teacher will read
students’ post-it note reactions, and use the information
as an indicator of students’ prior knowledge on the
Assessment (Formal or Amazon Rainforest, and the students’ success in making
Informal). connections and predictions (Objective 1)
(1f: Assessing Student ● While reading, the students complete a Double Entry
Learning) Journal, which will be turned and checked for completion
and students’ success in interacting with the text, and
How will you and the students making meaningful connections (Objective 2)
assess where the learning ● During the Socratic Seminar, students will be assessed on
objectives, listed above, were participation. Each student must speak at least once.
met? Students will not be graded on the quality of their
Each formal or informal contribution to the discussion, but on whether or not they
assessment should describe spoke (Objective 3)
how it is aligned to the above ● Every student will respond to a prompt on Padlet.com as
objective(s). closure, which the teacher will check for completion, and
to see students’ personal reactions to the text. This may
inform the teacher about how to approach the topic the
next day. (Objectives 1, 2, & 3)

Reflection on Instruction N/A