Alexa Knoderer ED 243 Lesson Plan Description: 11" grade students Controversial Topics in Science (As a resource teacher, this doesn’t have to be science this could be more broad) 11-12.LST.5.1 Write arguments focused on discipline-specific content 11-12.1ST.7.3 Draw evidence from informational texts to support analysis. I want the students to, © Understand the criteria of a credible source and be able to evaluate sources’ credibility © Understand how to analyze scientific news articles to extract information about a controversial topic © Be able to formulate an argument on a scientific issue © Support argument with evidence from texts. Overview: Students will get to pick a controversial science issue(water conservation, that is important to them. They will do research on all sides of the issue, and then will present their position on the issue with evidence from their research. The presentation may be in any format: speech, video, poster, letter, ect. Purpose: The purpose of this lesson is to encourage students to explore multiple sides of a controversial issue in science and to formulate their own opinion using evidence presented in the articles. This is important to student learning because ideally it would teach them the research process, how to evaluate a source, how to formulate an argument, and how to select, evidence to support that argument. This lesson overlaps a lot with argumentative and research essays that students will be exposed to in English class. Also, lots of standardized tests that students this age take require students to cite evidence in support of their answer. Throughout their lifespan, students will have to make informed decisions about politics, healthcare, and their own lives. This lesson should teach them how to look for credible information and sources and use those to make an educated decision. This skill is essential to being an informed citizen. Behavioral Objectives: Behavior Goals © Beable to appropriately use a computer/or other tool to conduct research © Be able to quietly read/research for a duration of time without being disruptive to others © Be able to articulate cohesively (in some form writing, speaking, ect) one’s opinion © Have a positive attitude and be willing to ask questions or engage with teacher when needed© Be able to give positive and constructive feedback to peers Initially this lesson was developed for 1 student at Shortridge High School who was very interested in technology and enjoys speaking instead of writing. | allowed him to talk to me about his perspective, but ideally I'd like students to organize their thoughts and be able either write or dictate an organized argument position rather than a conversation. | will have different types of graphic organizers available for students to use to help organize their thoughts. By allowing students to pick topics, | hope to alleviate many cultural or ideological issues. | think that this lesson gives students the opportunity to explore cultural and ideological differences if they choose to. Depending on the students in my class, | will help them locate sources in their primary language. Female identifying students may struggle to engage with this lesson as they may not see themselves as being “good at science”. These students may need extra support and guidance in order to enjoy and ‘engage in this activity. For students in this situation, | will help them find a topic of interest and authors of sources who may share a similar perspective, background, or identity. These behavioral goals reflect high expectations and are developmentally appropriate because ALL high schoolers are learning how to use technology appropriately, conduct research, and present their opinion in an informed an appropriate way without being rude or demeaning to others Materials: ‘© Materials needed: © Computer Different type of graphic organizers (promotes student choice) Research/library data base for researching Pencil Adaptive writing/reading technology that my students needs Creative materials if student chooses this product * Assistive Technology: This is a reading and writing activity, so there are lots of assistive technology that could be utilized depending the needs of the students. For some, it could be as simple as a pencil grip or allowing students to type instead of write. This would help students who have difficulty with the mechanics of writing. Students who have visual impairments or dyslexia could benefit from a computer program that reads texts aloud to them. 20000 Methods/Strategies For the final draft, | will outline how | will introduce students to this project and help ‘them begin to pick their topics. This will happen in a 45 minute class period. | will differentiate by product. Students are allowed to produce whatever they'd like in order to show their learning. This allows students to play to their strengths regardless of ability level. While designing this lesson, | was thinking that this would be given in the general science class, but then as the resource teacher | would support students in working through this activity. | think that students would be able to be fully immersed in thegeneral education class for this project work time, and then | would push in. However, if more scaffolding is needed for a specific part, then students struggling with that specific part could be taken out to receive that extra support. If this is a lesson that | gave in my special education class, | think these students would be in the classroom at least 75 percent of the time. Strategies-Student Active Engagement: * By providing students the opportunity to pick their own topic, | hope that they will be engaged and passionate. Middle school/high school students love to share and vocalize their opinions, and | think that if itis explained that this project is leading us to a debate, they will have a higher level of engagement. ©. Strategy adapted from APA on providing developmentally appropriate choices: https://www.apa.org/education/k12/learners.asox * Iwill brainstorm different topics with the whole class, and | will model how to use a search engine to get appropriate sources. | will find a source (that we have chosen together), and | will read this source aloud. As | am reading, | will show students evidence that | would use to construct an argument. While doing this, Ill ask students prompting questions such as: Why do you think this fact is important? If you are explaining why you believe something, how might this fact or statistic help you convince someone who doesn’t agree with you? When we get to the organizing our thought stage, | will go back to the sources that we picked and fill out a graphic organizer for this type of writing as a class. (©. Strategy adapted from: http://www.evidencebasedteaching.org.au/the-i-do-we- do-you-do-model-explained/ Guided and Independent Practice: * Iwill brainstorm different topics with the whole class, and | will model how to use a search engine to get appropriate sources. | will find a source (that we have chosen together), and | will read this source aloud. As | am reading, | will show students evidence that | would use to construct an argument. While doing this, Ill ask students prompting questions such as: Why do you think this fact is important? If you are explaining why you believe something, how might this fact or statistic help you convince someone who doesn't agree with you? When we get to the organizing our thought stage, | will go back to the sources that we picked and fil out a graphic organizer for this type of writing as a class. * Individual Feedback © Iwill provide individual feedback based on exit slips that students will complete at the end of each day. For the first day, students will write a one sentence summary of how their used their day. They will write 3 topics they are thinking about choosing, Lastly, they will write 2 questions they have about the project or anything so far. | will respond to each student by the next time | see them, and will have discussions with students that | have concerns. Throughout the project, have periodical 1 minute meetings with individuals or teams to update me on their progress and for me to provide feedback. ¢ Multiple Activities for independence(© There will be mini lessons to start each day, and to recap where the students should be. There will be multiple days for each step of the process, so that students will have opportunities to grow and develop in their learning. At the end of each class, students will give a 2 sentence summary of how they used their time. They will also be required to ask 1 question on their exit slip. Multiple activities to maintain learning ‘© From this activity, we will choose a topic to have a formal debate over as a class. This will help students work together and create a case for their scientific argument. Generalize into lives ©. Asstudents learn about credible sources, we will investigate why itis important that we know if a source is credible. Through this conversation and class instruction, students will learn how to evaluate sources to make informed decisions which is an important life skill. Strategies for integration into life and school ©. This lesson overlaps a lot with argumentative and research essays that students will be exposed to in English class. Also, lots of standardized tests that students this age take require students to cite evidence in support of their answer. Throughout their lifespan, students will have to make informed decisions about politics, healthcare, and their own lives. This lesson should teach them how to ook for credible information and sources and use those to make an educated decision, This skill is essential to being an informed citizen. Stakeholders (© Other stakeholders in this might be the student's English teacher. She would want to know the reading and writing skills we are working on in science, and could help adapt and support those in her class. If the student is overwhelmed with more than one argumentative essay, maybe the student could double dip and use the topic for science also in his English writing assignments. Assessment: Students will be assessed by a rubric on their overall product creation. There will be mini-lessons and exit tickets which will provide informal ways to assess students. This will ensure that students are learning the parts of an argument, understanding how to tackle scientific texts, and evaluate a source. Self Reflectio I think that | need more engagement strategies, but | hope that providing students with choices will help to alleviate some disengagement. | am also worried about tackling the potentially sticky arguments that could arise from this project. | would like to gain more experience and skills in this area. | will model what | want students to do by basically doing the project with them. On the first day, | will show them how to pick a topic and skim sources to see if this is something of interest. When students are ready to move on, | will show them how to read and annotate a scientific text. This text will be about the topic we chose as a class on the first day. Students will then be given a different scientific text about the class topic, They will be expected to read andannotate it, and | will be able to support them. Lastly, as part of their final product, they must read and annotate 2 scientific articles and 3 other sources about their topic. All components of the lesson will follow the basic outline of mini-lesson teaching the skill, practicing the skill individually with provided materials and teacher floating, presenting evidence of the skill in final project materials.