Lesson Plan

Name: Julian Springer School: Big Picture High School

Grade Level: 9/10 (high school, no requirements) Number of Students: 7

Unit: “Sedimentary, my dear Watson: the adventure Lesson Duration: 55 minutes

of the Ancestral-Puebloans, a geo-archeological
history-mystery in the Southwest”

Date: 10:00am-10:55am, December 3rd, 2018

Colorado Academic Standards:

Science 5.B:

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that
cause changes to other Earth systems.

Proficient: I can analyze geoscience data to make the claim that one change to Earth’s surface can
create feedbacks that cause changes to other Earth systems.

Exemplary: I can develop and use a model that demonstrates a change to Earth’s surface which can
create a feedback mechanism for change.

Science 5.C:

Use models to describe how variations in the flow of energy into and out of Earth’s systems result in changes
in climate.

Proficient: I can use models to describe how variations in the flow of energy into and out of Earth’s
systems result in changes in climate.

Exemplary: I can compare and evaluate models that predict changes in climate result from variations in
the flow of energy into and out of Earth’s systems.

(these are Durango 9-R PIs, the metric for learning that Big Picture has adopted)

Objectives:
By the end of the lesson, students will be able to demonstrate their understanding of the oxygen and carbon
cycles by giving a 5 minute presentation that meets the criteria outlined in the handout, and answering
questions from the educator and the class.

Learning Targets:

I understand the oxygen and carbon cycles, and can demonstrate that humans are affecting these cycles and
therefore Earth systems

Assessments:
Earth System Cycles Presentation - summative

See Think Wonder - formative

Materials:
• Projector

• White board/expo

• See Think Wonder image: https://npca.s3.amazonaws.com/images/11346/9e785bc1-fd6c-4a59-b5ad-

db3a7eb40324-banner.jpg?1503087768

• Mesa Verde field trip:

• itinerary

• packing list

• permission slips
Essential Questions/Big Picture Statement:
Earth system cycles are ongoing and well balanced. Human activity alters these cycles and can lead to
climate change.
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Introduction/Anticipatory Set:
Now we are really starting to look at some big, important, relevant scientific concepts. The Earths systems are
finely tuned, well balanced processes that have been going on for millions, even billions of years. Obviously
inputs and outputs change over time, which is what leads to climate change. However, human activity since
the industrial revolution has had a huge impact on the inputs to many of these systems, specifically the
oxygen and carbon cycles, but many other cycles that we will look at over the coming weeks. Unfortunately,
our impact on these cycles is leading to climate change. We are throwing the systems out of balance, out of
wack, and we are beginning to see the impacts of these changes in our every day lives.

Lesson Process:

I. Check-in and presentation prep (15)

A. How is everyone doing? Are we feeling ready to think about earth system cycles today?

B. I know that we had homework time to prepare for our presentations, but I am offering you a
few minutes here to get back in your groups, and finalize your presentations on the oxygen and
carbon cycles. See if anyone needs time (they probably all will)

C. Let’s take about 10 minutes here, and finish up our presentations. Remember, we are
explaining how the cycle itself works, and then each group member needs to be able to
introduce one impact that human activity has had on the cycle, and explain that impact and its
repercussions in regards to the stability and continuation of the cycle. Go!

D. Several students were not present last class. For them, we will be using this time to review
what we covered last class, and to prep an assignment that will count as make up for the
presentation, and demonstrate understanding of science P.I.s 5.B and 5.C

II. Presentations (20)

A. Give a 3 minute and 1 minute warning before the presentations are due to start

1. ask if anyone needs powerpoint, projector, board space, etc.

2. arrange students so they can see and participate

B. rock-paper-scissors who goes first (winner gets to go first!)

C. 7 minutes for each presentation, applause for each group, and several minutes for questions,
clarifications, and discussion following each presentation

D. Once students have presented, clarify any misunderstandings, which might include:

1. the differences between plant and animal respirations

2. human impacts

3. the role of the ocean

4. the three spheres: bio, litho, atmo

E. Discuss other human impacts on these two cycles:

1. sequestration of CO2

2. oil, mining, pollution

3. factory farming

4. deforestation

III. See Think Wonder (15)

A. We will be doing an activity called See Think Wonder, for two reasons

1. First, I want to get you all to start thinking like Ancestral Puebloans as a warm up for our
field trip on FriYAY, how they lived, what they ate, what were their joys and hardships

2. Second, I want you all to start thinking in an inquisitive manner about the issues that the
Ancestral Pueblo people might have faced, especially the issues that arose that may have
forced them to leave the Mesa Verde area, as this will be a part of our final project for this
class

B. Put image on projector: https://npca.s3.amazonaws.com/images/11346/9e785bc1-fd6c-4a59-

b5ad-db3a7eb40324-banner.jpg?1503087768

C. See:

1. what is it that you SEE in this image, we are looking for physical, tangible, unarguable
statements of fact about what you see

2. as students call out what they see write their observations on the board

 Lesson Plan
3. try to guide them towards what the people in the image are doing to survive, but allow
space for creativity, curiosity, originality

D. Think:

1. now, what do you THINK the people are doing in the image, we are now looking for
conjecture about things that we can not necessarily see on the image, or things that are
ambiguous

2. write student thoughts on board in a new space

3. try to draw out, again, the human activity, but also looking at the environment, hardships,
happiness, ways of life, food, shelter, warmth, animals, pets, etc.

E. Wonder:

1. finally, what do you WONDER about, what are questions that you now have about these
people and their way of life?

2. write student wonders/questions on board in a new space

3. trying to guide towards questions regarding hardships, lifestyles, social structures, activities

F. Good job everyone! Hopefully that tickled your brains and we are curious and excited to visit
Mesa Verde, see this exact site in person, answer some of our questions, and formulate new
ones!

IV. Close (5)

A. Good job today everybody, thank you for your hard work on the presentations, and your
genuine thoughts and analysis of our Mesa Verde warmup photo

B. Two last things before you go

1. do NOT FORGET your permission slips, if you do not have them by Friday morning, you will
not get to go on the field trip

2. here is a packing list, I can not stress enough to bring lots of warm clothes, extra socks, a
water bottle, sunglasses, and something to write with

C. we will be departing school on Friday at 8:00 am, to be there, or be an object with four sides of
equal length, and all 90° angles!

V. Have a great rest of your day!

Reflections:

Again, I think that the language used for PIs is a little convoluted and confusing. It could be
made more accessible by students, and that is probably my job to clarify what EXACTLY students are
expected to know and demonstrate knowledge of for credit in this class.

The presentations were excellent, but even though I was very firm about having them ready for
class, students did not show, groups were missing members and materials, etc. It was good that I
planned for this. Obviously, if they had all been prepared I could have skipped the ten minutes of prep
time and had more time to front load our field trip, but it worked out alright, and I was still able to get
enough information on board that I am comfortable and excited about our field trip.

I think the SEE THINK WONDER routine went very smoothly. I would like to find a way to get
students “juiced up” more quickly, as this process seems to take a long time to get going, but maybe
that comes with more familiarity with the thinking practice. I also think I did maybe a little TOO MUCH
leading with my prompts, giving the students an idea of what I was looking for in their observations
and questions. However, there was still an impressive amount of creativity from them, and some
original ideas that I would not have thought of.

Finally, I still need to improve my calling on students, and forcing participation. One boy in
particular I know is smart and understands the subject matter, but does not participate. He often times
puts his head on his arms and zones out. I need to call him out in a respectful manner and force his
participation as I think what he has to say would be valuable to the group, and might help him to
improve his social and collaboration skills.

There is never enough time!