SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name CWID Subject Area

Nic Carlson, Amy Rudenburg Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Climate Change and Fuel Chemical
Chemistry 10, 11 5 x 45 minutes
sources Reactions
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
HS-ESS3-5. Analyze geoscience data and the
results from global climate models to make an CCSS-SL2 Integrate and evaluate
evidence-based forecast of the current rate of information presented in diverse media and
global or regional climate change and formats, including visually, quantitatively,
associated future impacts to Earth systems. and orally

HS-ESS3-6. Use a computational CCSS-SL5 Make strategic use of digital

representation to illustrate the relationships media and visual displays of data to express
among Earth systems and how those information and enhance understanding of
relationships are being modified due to human presentations.
activity.
Lesson Objective(s) Evidence
Students create an initial and refined A mathematical model that shows the
quantitative model that shows the relationship
relationship between carbon dioxide in the
between carbon dioxide concentration and
environment and global temperature.
global temperature.
A group presentation about which fuel type
they would select for a new car after considering
Students use their refined models and
the efficiency of the fuels, abundance of the
independent research to compose a digital
fuel, accessibility to the fuel, price of the fuel
media presentation where they justify the fuel
and the affect the fuel will have on the
source they would use in a new engine as per
environment
the anchoring activity.

STUDENT ASSESSMENT
Purpose/Focus
Type Implementation Feedback Strategy How Informs Teaching
of Assessment
EL 1.Informal 1. Teacher shows 1.Feedback is 1.The responses
formative students the video, immediate and given students give informs
activity making asks them to write verbally. Students the teacher about
observations down 5 observations, receive verbal students ability to
from the share those feedback from their make connections
Mythbusters observations with a peers. in their group and see patterns and
video to assess partner and then and from the other possible
students ability facilitates a class groups. The teacher misconceptions of the
to make discussion about the can give feedback relationship between
connections students observations. while listening to carbon dioxide
from the video. 2. Teacher provides students share their concentration and
2. Informal students with the observations with a temperature. This
formative warm-up question partner and they also allows the teacher to
warm-up How does excess give feedback when adjust their plans to
activity, to carbon dioxide get the students shares either cover any
evaluate released into the out. missing content or to
students environment?. The 2.Feedback is continue with the
learning from students do a quick- immediate and given lesson as planned.
previous write then compare verbally. During the 2. Students
lessons in the and contrast their pair part of the Think- predictions will inform
unit, answers in a think-pair- Pair-Share. students the teachers of
specifically the share. receive verbal students
carbon cycle. 3. Quickwrite: What feedback from their understanding the
3. Informal new fact(s) about peers. The teacher types of chemical
formative climate change did you can give feedback bonds and the
quick write discover during the while observing classes of elements
warm-up webquest yesterday? students in the pair they occur between.
activity, to STudents share out part and they also The teacher uses this
evaluate their answers when give feedback when information to inform
students called on b y the the students shares the type of
learning from teacher. out. elaboration activities
the previous 4. Teacher uses this 3. Feedback is that the students will
lesson. sentence frame As an immediate and given perform in order to
4. Informal engineer the fuel verbally when clarify their
formative source I would use for students share out understanding.
quick write an innovative new their answers. 3. This helps inform
warm-up engine would be 4. Feedback is the teacher about
activity, to _______ due to immediate and given what fact and
evaluate ______________ to verbally when information the
students engage students in a students sharee out students obtained in
learning from warm-up and their answers. the lesson before.
the previous discussion about fuel 5. The feedback will 4. This helps inform
lesson. sources based on be given the next the teacher about
5. Formal previous information week once the what fact and
formative from the lesson. journal's from the unit information the
writing activity, have been returned. students obtained in
to evaluate 5. Teacher gives the lesson before.
students ability students an into writing 5.This informs
to answer the activity to write a teacher of students
driving paragraph answering: ability to answer the
question using why do we use driving questions and
prior gasoline for energy? connect information
knowledge referring to the work across the unit. It also
from the unit. from previous lessons informs the teacher
in the unit. (10 of students ability to
minutes). At the end of use academic
the lesson the teacher language. The
collects the journals. teacher can use this
information to edit
 the following unit or
this unit for the
following year.

PM 1. Informal 1. The teacher then 1. Feedback is given 1. The hypotheses

formative asks the students to by the teacher and initial models
activity to create a hypothesis or individually and students create
access verbally when informs the teacher
claim using a graphic
students where students are creating about students
students organizer, then share their hypothesis and knowledge and
demonstrate out their hypotheses in initial model. The possible
their current a class discussion. teacher can provide misconceptions about
knowledge in Teacher provides feedback/notes on the the relationship
order to create students with template initial model by between global
a hypothesis to demonstrate the providing students carbon dioxide
and an initial questions to think concentration and
relationship of carbon
model about. During the temperature change.
2. Webquest - dioxide and discussion. This also shows
Informal temperature over time. 2.Feedback is given students ability to
formative 2. Teacher introduces verbally by peers and create a quantitative
assessment of students to the the teacher during the model. This allows
students ability Webquest activity. In group work. And when the teacher to adjust
to find patterns groups students collect students r share their their plans to either
from data data about global revised models and cover any missing
obtained climate change and hypothesis. content or to
during a record it in a graphic 3. The teacher will continue with the
webquest. organizer or in google provide written lesson as planned
doc. This information is feedback on their 2. The webquest is
3. Formative used to create a graphic organizer the used in order for the
informal revised hypothesis and following day teacher to evaluate
assessment to model. 4. Verbal feedback students ability to to
see what 3. The teacher leads from the teacher is find patterns in the
knowledge students in a gallery received about the periodic table and
students walk where there are students answers to use this information
gained from different types of fuel the probing questions. to better understand
the gallery sources for car engines 5. The teacher will the chemical bonds
walk. posted around the provide written that occur between
4. Informal room, (Biofuels; feedback when they the different groups
formative hydrogen fuel cells; return students of the periodic table..
assessment gasoline; electric car journals next week This informs the
done verbally batteries). Students after evaluating the teacher of students
through use a graphic organizer units content. acquisition of the skill
probing where they write the and any
questions. fuel type, the misconceptions. The
5. Informal byproducts of the fuel teacher can use this
formative and the advantages to adjust instruction.
assessment to and disadvantages of 3. This tells the
see what the fuel source. teacher what
knowledge 4. While students are knowledge students
students working on their gained about
 different fuel types
and the information
they gained during
the gallery walk
4. This informs the
teacher so that the
teacher of students
understanding of the
presentation the
anchoring activity
teacher moves from
and allows the
group to group listening
teacher to help guide
to what students are
students toward the
discussing and then
right information they
asking pertinent follow-
need to finish their
up questions
presentation.
5.The teacher provides
gained from 5. The tic-tac-toe
the students a tic tac
other students diagram shows,
toe graphic organizer
presentations. questions and new
to fill in during the
information that
presentations. Teacher
students gained from
calls on groups to do
other group
their presentation and
presentations. It
grades them using the
allows the teacher to
rubric while they
see another
present.
representation of the
content students
gained from the unit
and revise the unit
for any
misconceptions or
partial
understandings
represented.
S Formal Students create a Immediate feedback This summative
summative group presentation will be given verbally assessment shows
group using some resources after the presentation the concepts gained
presentation in the form of follow- from the students
provided by the
used to up questions and throughout the unit.
evaluate the teacher, independant comments from both The teacher can use
content that research, as well as the teacher and the this to see what
students are their carbon cycle students. Feedback partial understanding
now familiar model and climate will be given from or misconceptions
after going change model. group members when the students are left
through the Students presentation they evaluate the with and therefore
unit. different members in edit the unit or
addresses the
their group. Feedback activities within the
anchoring activity You is given in writing unit for the next year.
are a chemical using the rubric to
engineer. You have show students where
been tasked to choose they gained and lost
 an appropriate fuel for
an innovative new
engine. To make your
decision you must take
into consideration the
efficiency of the fuels,
abundance of the fuel,
accessibility to the fuel,
price of the fuel and points. A number
the affect the fuel will grade is assigned to
have on the students based on the
environment. You will rubric a classmate
create a model of the evaluation forms.
carbon cycle that
includes the chemical
breakdown of the fuel
and use independent
research to justify the
selection of this fuel
source.

FOCUS OF INSTRUCTION
Instructional Strategies
Problem of the Day - Students answer a warm-up question to activate prior knowledge.
Think-Write-Pair Share - Allows students time to express their ideas in words, and to listen to other students ideas
and reformulate their own thoughts.
Vocabulary worksheet - Teacher models how to fill out the notes and student does the last two vocabulary words on
their own.
Producing and refining a quantitative model - Student produce a quantitative model then they refine it after doing
research.
Gallery Walk- Allows students to walk around evaluate and discuss different fuel sources with classmates then wirte
down information in a graphic organizer.
Global Climate change Webquest - Gives students a place to stat when researching climate change but also the
flexibility to find their own tools.
Exit Slip - Teacher uses it to measure progress of student learning and to see if students need additional practice..
Rubric- Rubric provided so students understand the expectations for the closing group presentation activity.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
45 min Day 1 (Engagement) Day 1 (Engagement)
Teacher engages students prior knowledge Students watch the video with nothing on
in a mythbusters video about how carbon their desk to distract them.
dioxide causes the greenhouse effect. https://www.youtube.com/watch?
https://www.youtube.com/watch? v=pPRd5GT0v0I
v=pPRd5GT0v0I
Students write down 5 or more
Teacher introduces the idea, Lets think observations from the video independently.
about the video, how can we make sense of Students compare their observations with a
it? neighbor.
Teacher asks students to write down 5 Students share out their observations when
 observations from the video as their Warm-
up for the day.
The teacher gives students time to compare
their observations with a neighbor.
Teacher calls on students to give their
observations and uses the observations
students made to make connections with
prior lessons in the unit. For example if the
students point out that greenhouse with
carbon dioxide in it melted the ice sculpture
quicker than the control, the teacher would
link this to atmospheric carbon from the
carbon cycle.
Explore (Prediction and initial model)
The teacher then asks the students to
create a hypothesis or claim using a graphic
organizer. The prompt for the hypothesis is
as follows. If an increase in temperature is
observed in the isolated greenhouse
containing carbon dioxide, then how does
carbon dioxide contribute to climate change
and its affects?
The teacher facilitates a discussion about
the hypotheses created and records unique
hypotheses on a poster.
While students offer their hypotheses the
teacher asks if anyone has something
similar. They also see who agrees and
disagrees with the hypothesis.
Teacher provides students with template to
demonstrate the relationship of carbon
dioxide and temperature over time. The
template is a 3 axes graph with the X axis
for time, the Y axis on the is left carbon
dioxide concentration in ppm and the Y axis
on the right temperature in degrees celsius.
Teacher gives students time to create an
initial collaborative group model and ends
the period by asking each group to share
their models and how it relates to their
hypothesis.
Teacher asks students to turn in an exit slip
where students write a sentence about the
relationship between global temperature
and carbon dioxide concentration over
called on by the teacher and make
connections to prior knowledge while the
teacher leads the discussion .
Explore (Prediction and initial model)
In groups students create a hypothesis
using a graphic organizer. The prompt for
the hypothesis is as follows. If an increase
in temperature is observed in the isolated
greenhouse containing carbon dioxide,
then how does carbon dioxide contribute to
climate change and its affects?
In groups students draw an initial
quantitative model that shows the
relationship of carbon dioxide and
temperature over time. A 3 axes graph is
provided with the X axis for time, the Y axis
on the left carbon dioxide concentration
and the Y axis on the right temperature in
degrees celsius.
The type of model expected is a linear
representation of carbon dioxide and
temperature increasing over time with
possibly some attempt of the axis numbers
being filled in.
Students share their models and how it
relates to the claim or hypothesis they
chose to use to create their initial model.
Students write a sentence about the
relationship between global temperature
and carbon dioxide concentration over
time and turn it in as their exit slip.
 time.
Lesson Body
Time Teacher Does
Day 2 (Explore: Data Collection)
3x45mi
n The teacher begins the lesson with the
warm-up question How does excess carbon
dioxide get released into the environment?
The Teacher facilitates a think-pair-share
about the warm-up so students relate
climate change back to the carbon cycle
model they had been working on.
The teacher introduces students to a guided
webquest about climate change.
The teacher provides students with a
graphic organizer (which can also be filled
in on a chromebook if preferred) and
instructs students to work with a partner in
order to finish filling in the organizer
starting with this website
https://climate.nasa.gov/ and then selecting
citing different sources that they find.
The teacher ends the class facilitating a
discussion about the hypotheses created
and asks students to create a revised
hypothesis backed by evidence that they
found during the webquest.
The exit slip is for students to write one
difference between their initial and revised
model.
Day 3 (Explain and Elaborate)
Teacher starts class by giving the students
the quickwrite, What new fact(s) about
climate change did you discover during the
webquest yesterday?
The teacher calls on students to share what
they wrote and starts a class discussion
about what the students new knowledge
discovered about climate change.
The teacher leads students in a gallery walk
where there are different types of fuel
Student Does
Day 2 (Explore Data Collection)
Students write the warm-up questionHow
does excess carbon dioxide get released
into the environment? in their journals and
answer the question
Students share their answer with a
neighbour and then discuss their answers
in a whole class discussion.
Students take notes on the a graphic
organizer while the teacher explains it.
Students work with a partner in order to
finish filling in the organizer either onl a
chromebook or on paper. They start with
the website https://climate.nasa.gov/ and
then select different sources and cite them.
In their groups from the day before
students create a revised hypothesis
backed by evidence that they found during
the webquest.
Students refine their model using the
information from the webquest .
The model should now show the cycling of
carbon and temperature during the year,
(increase in summer decrease in winter.)
with an overall positive increase. It should
also have correct values for the axes.
Students write one difference between
their initial and revised model and turn it in
as their exit-slip at the end of the class.
Day 3 (Explain and Elaborate)
Students do a quickwrite about What new
fact(s) about climate change did you
discover during the webquest yesterday?
Students share what they wrote and
participate in a class discussion about new
knowledge discovered about climate
change.
Students participate in a gallery walk
where there are different types of fuel
sources for engines posted around the
 sources for car engines posted around the room, (Biofuels; hydrogen fuel cells;
room, (Biofuels; hydrogen fuel cells; gasoline; electric car batteries).
gasoline; electric car batteries). Students fill in a graphic organizer where
The teacher provides students with a they write the fuel type, the byproducts of
graphic organizer where they write the fuel the fuel and the advantages and
type, the byproducts of the fuel and the disadvantages of the fuel source.
advantages and disadvantages of the fuel Students share their results with their
source. group.
Once the galley walk is done, the teacher Students are re-introduced to the
gives students 5 minutes to share their anchoring activity
results with their group. Students read through the rubric for the
Then the teacher reintroduces students to presentation and notice they need to
the anchoring activity You are a chemical consider how their fuel source fits with the
engineer. You have been tasked to choose carbon cycle made in previous lessons and
an appropriate fuel for an innovative new either comparing it with gasoline or
engine. To make your decision you must justifying why they chose gasoline.
take into consideration the efficiency of the Students choose their fuel source and
fuels, abundance of the fuel, accessibility to begin brainstorming ideas of how they will
the fuel, price of the fuel and the affect the create their presentation.
Students turn in a group exit slip with the
fuel will have on the environment. You will
fuel source their group chose.
create a model of the carbon cycle that
includes the chemical breakdown of the fuel
and use independent research to justify the
selection of this fuel source.
The teacher informs students that in their
groups they will be presenting the fuel
source that they have chosen, in a 5 minute
presentation. The teacher provides students
with a rubric showing that they will be
evaluated in showing how their fuel source
fits with the carbon cycle made in previous
lessons and either comparing it with
gasoline or justifying why they chose
gasoline.
The teacher clarifies that today they will
choose their fuel source but the students
will be given time tomorrow in class to finish Day 4 (Elaborate and Evaluate)
their presentation.
The exit slip that students will turn in is the
Students use the prompt As an engineer
fuel source that they chose. the fuel source I would use for an
Day 4 (Elaborate and Evaluate) innovative new engine would be _______
due to ______________ to do a quick write
The teacher begins the class with a quick Students share the fuel source and their
write using this prompt As an engineer the reasoning behind their choice.
Students begin working on their
 fuel source I would use for an innovative
new engine would be _______ due to
______________
The teacher then asks students to share the
fuel source and their reasoning behind that
choice by calling on random students in the
class, using class cards.
The teacher provides students with some
resources and assigns roles for their
presentation but gives students the
flexibility of how they create their
presentation, it can be in google slides,
prezi, or any other web based application.
While students are working on their
presentation the teacher moves from group
to group listening to what students are
discussing and then asking pertinent follow-
up questions.
The teacher does not give students an exit-
slip for this day and allows them to work
until the bell to practice presenting.
Lesson Closure
Time Teacher Does
1x45 Day 5 (Evaluate)
Teacher gives students an into writing
activity to write a paragraph answering:
why do we use gasoline for energy?
referring to the work from previous lessons
in the unit. (10 minutes)
The teacher provides the students a tic tac
toe graphic organizer to fill in during the
presentations. Teacher calls on groups to do
their presentation and grades them using
the rubric while they present.
Once all the groups have presented the
teacher leads a discussion about the
information students have in their tic-tac
toe graphic organizer. Making sure that the
questions Why do we use gasoline for
energy? and Are there viable alternatives
to gasoline? In the forefront of the
discussion.
Answers are written on the board
Teacher collects students journals from the
unit in order to evaluate students
presentation with their group using some
resources provided by the teacher as well
as their carbon cycle model and climate
change model. Students use roles to divide
up work, project coordinator, 2 researchers,
and a compiler who puts the information in
their chosen web based application
Students answer follow up questions asked
by the teacher
Students work on their presentation until
the bell, using the last 10 minutes to
practice the presentation.
Day 5 (Evaluate)
Students answer the writing: why do we
use gasoline for energy? in their journal.
Using resources they gained from previous
activities in the unit.
Students are given time to give their
presentations. Students who are watching
the presentations fill in a tic tac toe graphic
organizer using information from the
presentations.
Once all the groups have presented the
students participate in a discussion about
the information students have in their tic-
tac toe graphic organizer. During the
discussion students answer the
questionsWhy do we use gasoline for
energy? and Are there viable alternatives
to gasoline? In the forefront of the
discussion.
Answers are written on the board
Students turn in their journals from the unit
in order to be evaluated.
 quickwrites, initial models and other
information from the unit.

Instructional Materials, Equipment, and Multimedia

Projector, class set of chrome books, Graphic organizers, for webquest, gallery walk and tic-tac-toe, exit slips, Template
for quantitative model and paper, pencils
Co-Teaching Strategies
Much of the work in this lesson is individual work done by students alone or students working in groups. By co-teaching
this lesson it increases the ratio of teachers to students allowing students to get more meaningful feedback. Both
teachers will be monitoring and assisting students during individual and group work to ensure that students are
productive, and are using evidence from the class to make their models and arguments.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs

Think-Write-Pair Share
Graphic Organizers to help
Graphic Organizers to help
students organize the
Think-Write-Pair Share students organize the
Think-Write-Pair Share content information that
Graphic Organizers to help content information that
Graphic Organizers to help they are discovering.
students organize the they are discovering.
students organize the Templates for modeling to
content information that Sentence structures to help
content information that help guide student
they are discovering. aid in the writing process.
they are discovering. Heterogeneous grouping
Sentence structures to help Templates for modeling to
Sentence structures to help helps students better
aid in the writing process. help guide students
aid in the writing process. articulate their ideas to
Templates for modeling to Gallery Walk- allows
Templates for modeling to others in a manner that
help guide students. students to verbally discuss
help guide students they can understand. These
Heterogeneous grouping the information that they are
Heterogeneous grouping students can help scaffold
helps students better reading and therefore helps
helps students better other students in their
develop their reading and SSNs who may need
develop their english and group by providing other
writing skills. The small assistance when gaining
academic language skills. different scaffolding
groups also gives these content knowledge through
The small groups also gives support than the teacher.
students time to practice reading.
these students time to The diversity of the groups
their reading and Heterogeneous grouping
practice their english in a are also a strength for
vocabulary in a safe helps students better
safe environment. advanced students too
environment. develop their ideas because
Gallery Walk- allows because it allows them to
Gallery Walk- allows they can receive scaffolding
students to verbally discuss see science from diverse
students to verbally discuss from the students in their
the information that they perspectives as well.
the information that they group. By having diverse
are reading and therefore Gallery Walk- allows GATE
are reading and therefore groups students can see
helps ELs who may have students to go at their own
helps striving readers who problems from multiple
better BICS the CALPS and pace and if they finish the
may need assistance when perspectives. The small
who may need assistance gallery walk early give
gaining content knowledge groups also gives these
when reading English. them time for independent
through reading. students time to practice
research on different fuel
their science and vocabulary
types.
in a safe environment.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
In this lesson students create a mathematical model and learn more about climate change. The students participate in a
webquest and group presentation in which they implement the last two steps of the collaborative technology matrix,
infusion and transformation. Students have the option to choose tools in the webquest as they can use the website
provided or other websites they find and cite. They also have the option to fill in the graphic organizer in google docs or
on paper.Students transform technology while collaborating with their peers iand the outside esources they find to
create a presentation that would not be possible without technology.