LESSON TITLE

To use this HyperDoc template, make a copy, then follow the lesson design notes to add content, links, and
instructions. A completed lesson template is meant for students to use. HyperDoc templates are easy to revise and
customize to the structure of the lesson you are creating, just follow the instructions below. Have Fun!

Engage
To engage students at the beginning of a lesson, insert video, image,
quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose
questions that students will begin to answer in “Explore”

https://youtu.be/JI2R1cY-PZ0

(Watch the first 1:05 minutes and then stop the video)
(South Phoenix)

(Scottsdale)

© HyperDocs
What are your thoughts after viewing the video and pie charts?

How do these visual representations make you feel?

Example: Why are there more minorities living within the phoenix
superfund site?
- Why is there a difference in demographics and progress of cleanup?

Explore
Curate a collection of resources (articles, videos, infographics, text
excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas, looking for
patterns, making conjectures, and developing further questions and
problem solving considerations with the use of the information/activity
provided

Provide students with a compilation of documents providing general

information on both the North Indian Bend Superfund Site in Scottsdale and
the Motorola 52nd Street Superfund site in South Phoenix. These documents
will be basic in information, such as short paragraphs, info charts, graphs and
videos. I want the information to be simulating and interesting.

This activity will be completed in groups of five so that students may

discuss with one another as they view the information provided. The
students are encouraged to share their feelings and ideas with their
group mates.

Explain
Use this section to allow students to explain their thinking and move
towards demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or data
collected in a collaborative large group environment.

After the students have started to formulate some questions on the

material presented to them, the students will begin to discuss their
questions with small groups. As the students have discussions with one
another in their groups, I plan on walking around the classroom and
asking the groups questions. I would like to try and see what the groups
are discussing and where their trains of thought are heading. Once I
have given the students some time to discuss with each other and write
their feelings down, I would then like to briefly go over the
information I provided to the students. I will explain the superfund
sites briefly, the demographics of the superfund sites and the reason as
to why the site is deemed hazardous.

© HyperDocs
 Apply/Elaborate
Use this section for students to apply information from the previous
sections to new circumstances or elaborate on a particular aspect at a
deeper level usually coming in the form of “What if” questions.
The Goal: Allowing students the opportunity to discuss how their
thinking has changed or been solidified.

After the students have had some time viewing the documents and have
received additional explanations from me, they will then be asked to answer
in small groups a number of questions. This activity is meant more for
creating and sharing ideas. The questions that will be asked to the students
include:

- How does the difference in demographics between the two sites make
you feel?
- How does the difference in progress between the two sites make you
feel?
- Which site do you believe is more in danger?
What do you think the term “environmental racism” mean?

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to guide
students along their learning progression, evaluating progress and
setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and reflect
on ideas, goals and beliefs concerning their progress.

The students will continue to work in small groups discussing these ideas
and questions. After some time, I will ask each group to reflect on what they
discussed and main points that stood out to the during their conversation. As
each group shares their small reflection, I will create a shared document that
I will project on the screen. As the students reflect, I will copy their answers
onto the document. After class has ended, everyone will have this document
shared to them so they may reference it in the future.

© HyperDocs