ADVANCED ORGANIZER LESSON PLAN (Case Study Lesson Plan 13.1) Sub e!

t A"ea# Earth Science G"ade Le'el# High School S$e!%&%! Content# Geosphere and recycling Len(t) o& Lesson# 45-50 minutes

Inst"u!t%onal Ob e!t%'e(s)# The learner will use an advance organizer to explore the costs and ene!its o! recycling" State Content Standa"d * +en!),a"- * G"ade Le'el E.$e!tat%on# #ll students will evaluate the e!!ects o! technology on the earth$s sur!ace and resources" Lon(/0e", 1n%t Ob e!t%'e# The learner will evaluate alternative long-range plans !or resource use and y-product disposal in terms o! environmental impact" %ey concepts& 'nderstanding o! limitations o! (nowledge and technology) side e!!ects o! resource use" *eal-world contexts& +ndustries !or mining) energy production) manu!acturing) transportation) housing" *esources including !ossil !uels) metals) wood) water" ,ollution prevention and events) such as catalytic converters) -ove .anal) Super!und waste sites" 2este"day3s Lesson# 'nit test on how the earth$s !eatures change over time 0o,o""o43s Lesson# /irect +nstruction lesson on recycling natural resources and products that are made !rom them" P"e"e5u%s%te 6no4led(e o" +e)a'%o"s Needed# Skills: Concepts: #ctive listening) group discussion s(ills %nowledge o! the tundra region and the technology o! drilling !or oil in the #rctic 0ational 1ildli!e *e!uge" 2ther (ey concepts include recycling) supply and demand) human and animal healthrelated issues 0ot interrupting others in discussion

Behaviors:

7)y %s t)e Content o& 0oday3s Lesson Rele'ant &o" 2ou" Students8 Human choices can un alance ecosystems necessary !or the survival o! our species and many other species" 1e are also in danger o! ruining geographical regions on earth

when we ma(e short-sighted choices" Students must understand the relationships among the many varia les in world ecosystems" 9ate"%als# .opies o! the #dvance 2rganizers

Where are your materials to be kept until their use during the lesson? 3ront ta le When will your materials be passed out? 4eginning o! the lesson How will materials e passed out5 Teacher to give handouts to students 9odel o& 0ea!)%n(# Advance Organizers P"o!edu"es ist each procedure according to stages o! using Advance Organizers ,reparation .reate a hierarchy !or the su 6ect 7 in!ormation to e taught in the unit +denti!y unit concepts and details +mpact that recycling has on health) the economy) and the environment Supply) demand) conservation) natural resources) solid matter) economic impact Generate 8uestions .an the earth continue to supply and produce consuma le resources) or should alternatives e explored5 1hat are the costs and ene!its5 1rite passage to serve as organizer 9Ta le :;":< -esson .lass to read passage =+nitial reactions5>

.lass conversation =2ther thoughts5> .lass conversation ,review o! unit content Supply) demand) conservation) natural resources) solid matter) economic impact +mpact that recycling has on health) the economy) and the environment .lass to read text oo( passage a out plastic products) the roles o! resources) and recycling" .onsider =costs and ene!its> o! what you read a out" Closure: =1hat was the most thought-provo(ing !act you learned as a result o! the #dvance 2rganizer or your text oo( reading today5> ,review o! tomorrow$s lesson :o4 d%d you add"ess student lea"n%n( styles du"%n( t)%s lesson8 Des!"%be all t)at a$$ly. "isual: Auditory: #inesthetic: $actile: Handouts o! #dvance 2rganizer .lass discussion 07# 07# 07#

Other approaches: Assess,ent C"%te"%a#

What tangible evidence will demonstrate your students% learning today? reactions to the #dvance 2rganizers to e recorded

+nitial

What will be considered &uality work? +ndividual responses unnecessary

This is an in!ormal class assessment"

'o you need a rubric to structure your assessment? 07# Will students also sel!(assess using this rubric? 07#

Gende" o" !ultu"al !on!e"ns ,ay a&&e!t you" %nst"u!t%onal o" assess,ent !)o%!es %n t)%s lesson. I& a$$"o$"%ate; %dent%&y t)ese and des!"%be )o4 you 4%ll add"ess t)e,. Speci!ic gender or culture modi!ications are unnecessary !or this lesson" These considerations may come into play in other lessons later in the unit" Inst"u!t%onal 9od%&%!at%ons < Des!"%be a student %n you" !lass 4)o )as s$e!%al needs. Cons%de" )o4 you ,%()t ,od%&y you" %nst"u!t%on and * o" assess,ent &o" t)%s student du"%n( t)%s D%"e!t Inst"u!t%on lesson. 0"ad%t%onal $"%nt; Inte"net and NE0S "esou"!es !an ass%st you. 2ne student is visually impaired" #ll text oo( selections and handouts are printed in a large !ont so that he can read with everyone whenever in-class readings are assigned" His reading comprehension is solid) ut he needs this visual assist" 0e!)nolo(y < 7)at te!)nolo(y ,%()t en)an!e t)%s lesson o" t)%s un%t at so,e $o%nt8 0"ad%t%onal $"%nt; Inte"net and NE0S "esou"!es !an ass%st you. The #rctic 0ational 1ildli!e *e!uge we site has suita le pictures o! wildli!e and wild lands that will enhance the use o! the #dvance 2rganizer" http&77arctic"!ws"gov7 :o4 4%ll you $"o'%de $"a!t%!e &o" t)%s ob e!t%'e8 Students will continue to use #dvance 2rganizers in su se8uent units" # variety o! models o! teaching will e used throughout the unit to rein!orce the material"

ADVANCE ORGANIZER LESSON PLAN Su((ested Lesson Plan Sub)ect: *rade evel: +nstructional Ob)ective,s-: State Content Standard . Benchmark . *rade evel /0pectation: ong($erm 1nit Ob)ective: 2esterday%s esson: $omorrow%s esson: 3rere&uisite #nowledge or Behaviors 4eeded: Skills Speci!ic Content: ength o! esson:

Concepts

Behaviors Why is the Content o! $oday%s esson 5elevant !or 2our Students?

6aterials: Where are your materials to be kept until their use during the lesson? When will your materials be passed out? 7ow will materials be passed out?

6odel o! $eaching: 3rocedures ist each procedure according to stages o! 'irect +nstruction8 +nclude each &uestion you are planning to ask your students in the appropriate section o! your lesson plan ,i8e8 9What have we learned so !ar about mammals?: in the opening section-8 Closure: 7ow did you address student learning styles during this lesson? "isual

Auditory

#inesthetic

$actile

Other approaches:

Assessment Criteria: What tangible evidence will demonstrate your students% learning today? What will be considered &uality work? 'o you need a rubric to structure your assessment? Will students also sel!(assess using this rubric? *ender or cultural concerns may a!!ect your instructional or assessment choices in this lesson8 +! appropriate; identi!y these and describe how you will address them8

+nstructional 6odi!ications < 'escribe a student in your class who has special needs8 Consider how you might modi!y your instruction and . or assessment !or this student8 $raditional print; +nternet and 4/$S resources can assist you8

$echnology < What technology might enhance this lesson or this unit at some point? $raditional print; +nternet and 4/$S resources can assist you8

7ow will you provide !or mass and distributive practice !or this ob)ective?