TE843- Reading, Writing and Reasoning in Secondary School Subjects
Below is a lesson plan I've designed as a critical literacy lesson. I hope this lesson to be engaging and meaningful for students as they explore critical literacy and critical world issues. Enjoy, and thanks for reading!
Caitlin Hanly
TE843 Lesson Unit
Overview:
The unit that I am developing is a unit to encourage students to build the bridge between current world events and science lessons. The United States and the world are experiencing a growing energy crisis and the students I teach on a daily basis are the future for preventing a worsening problem. Providing my students the background knowledge to begin to develop opinions and investigations to make responsible decisions regarding energy will benefit our world in years to come. This is both an important topic to me personally as well as part of the county’s required curriculum that I am eager to teach.
I intend to teach a non biased lesson specifically on the 6 different energy forms, providing some background for each. During this initial knowledge building phase, the energy crisis will not be addressed, as I intend to keep this portion of the lesson sequence factual. After studying the differences between the 6 energy forms, students will work through a lab investigation to perform the scientific inquiry based attempt at understanding. The lab will be based on how wind turbines, solar panel and other generators work as compared to current energy sources. The culminating days and assignments will be focused around students individually developing stances on energy sources, research on the topic and the primary critical literacy incorporated into the unit. The lesson will be a combination of scientific inquiry, teaching for understanding and critical literacy coming together to best inform students of their role of their future in the world.
State Defined Lesson Objectives:
PS.5b: The student will investigate and understand process that release nuclear energy.
PS.6b: The student will investigate and understand the major forms of energy.
PS.11b: The student will demonstrate an understanding of magnetic fields and electromagnets
PS.11c: The student will demonstrate an understanding of motors and generators and their uses.
Required materials and texts:
Textbook: The text I’ve chosen to use is the text required by the county. While their may be a better fit somewhere, I use this book with the intentions of realistically incorporating a critical literacy unit into the required curriculum. Using the required text allows me to follow closely with defined standards while using outside resources as supplemental reading.
Bogford, Christie et. Al. (2005), Holt science and technology: Physical science. Austin, TX: Holt, Rinehart and Winston.
Lab manual: Again, the lab manual that I will use (specifically for 2 days’ assignments) is that of the county in which I teach. The labs provide excellent inquiry based learning while allowing for a quick hands on activity and time for supplemental activities as well.
Investigating energy and its transformations (2007 edition). (2006). Fairfax, VA: Fairfax County Public Schools Instructional Services Department.
News sources of the students’ choosing
Timeline and activity overviews:
Daily agenda overview:
Below, you will find the main activities of each day. They will be the focus of the daily lesson, however of course, other “mini lessons” will be taking place throughout the weeks. Because this is our SOL preparation time, each day will start with a “warm up questions” as well as an “exit ticket” based primarily on review of other topics. The class session schedule will be as follows:
0:00-10:00 Warm up activity, take attendance, warm up corrections/discussions
10:00-40:00 Main activity
40:00-45:00 Class discussion to be based on the main activity of the day (more time if necessary, for activities like vocabulary)
45:00-50:00 Exit ticket activity- generally a written reflection on the class session to be included in the students’ class notebook
Day 1: Defining energy
For this class lesson, students will be introduced to the 6 different forms of energy using two different literacy strategies. First, students will use the textbook Holt Physical Science to define the 6 forms of energy. In addition to definitions, students will be asked to draw a picture that helps remind them of the energy form and to write a sentence using that particular energy form. While this activity may be challenging as an introduction, it will be one which students return to at a later point in the lesson sequence. See attachment #1 for details.
Day 2: Discussing energy transformations/energy chains
After doing the small amount of reading necessary for defining the vocabulary, students will know that energy is capable of changing forms, though energy cannot be created or destroyed. In today’s lesson, students will have the chance to explore energy chains and gain familiarity with more examples of each energy form. Students will practice tracing energy with an additional handout. See attachment #2.
Day 3 (BLOCK): Lab activity: Motors, generators, solar cells, wind turbines
On day 3, students will complete the county required lab activity. Because the school in which I teach follows a very strict curriculum, I am required to incorporate the lab into any lessons, even when critical literacy is the focal point of the unit. See attachment #3 (separate .pdf file).
Day 4: Lab analysis activities. Answering questions from the lab and clarifying main ideas.
After completing the lab, it is important students have an understanding of the major ideas and concepts covered through the inquiry based lesson. As a part of the push for science teachers, teaching for understanding requires I guide students through questions as opposed to give them materials or access to specific answers. The questions following the lab will be completed in class today as well as a discussion to clarify any remaining misconceptions. See attachment #3 (separate .pdf file- used on day 3 as well).
Day 5: Student discussion/debate of benefits and drawbacks of ways to produce electrical energy
To begin the student’s thinking on their stance on energy production, they will choose (or be assigned) a standpoint for a classroom debate regarding different technologies we have. During the debate, students will have the ability to form their own opinions and come up with their own curiosities that they will further investigate in the final activity. No teacher input on benefits or downfalls will be given in order to maximize curiosity and student engagement. See attachment #4.
Day 6 (BLOCK): Current events reading (students engage in finding articles of interest)
During class, students will be given the availability of using laptop computers to access internet news sources or the library to access print sources. On this day, students will be investigating their energy source of choice and further developing their stance. See attachment #5 (students must have at least 3 articles/sources cited including 2 “for” and one “against”)
Day 7: Current events summary writing/editing
Students will have completed a draft of their current event reading/persuasive essay and should bring 3 copies to class (or send an electronic copy to the teacher to be printed). During today’s class, students will be peer editing at least 2 other classmates essays and also providing a paragraph of feedback regarding the other student’s “stance”. See attachment #5.
Day 8 (Assessment): Presentation/student feedback
This day is built in to allow for some flexibility in case of extreme engagement and length of lesson, or the desire to continue the debate with student presentations of their work. While presentation is not necessary, some students will be urged to do so by their increased awareness of environmental factors they learned of during this unit. See attachment #5.
(Attachment #1- 6 energy forms vocabulary)
Name________________________________________ Date___________________ Class Period______
NOTES: ENERGY IS EVERYWHERE!
Directions: Using the text, please answer the following questions, ensuring you fill in at least 2 out of the 3 columns for each energy form. We will have a whole class discussion to check your answers. (TE843- Please see powerpoint attachment for “class discussion” basis).
1. What is energy?
2. In the table below, fill in the different columns about each of the 6 energy forms:
Energy Form Definition Sentence Image
Mechanical
Chemical
Electrical
Radiant
Thermal
Nuclear
(Attachment #2)- energy chain practice
Name________________________________________ Date___________________ Class Period______
Energy Chain Practice
Why are energy chains useful?
What are the parts of an energy chain?
Draw an energy chain for riding a bicycle in the space below.
Draw an energy chain for how a cell phone works in the space below.
Draw and energy chain for how a computer works in the space below.
What happens to the energy that sometimes seems to get “lost” in an energy chain?
(Attachment #4)
Name________________________________________ Date___________________ Class Period______
Class Debate: Forming Opinions on Alternative Energies
Instructions: During class today, we will be participating in a debate about many different forms of energy, which is the best and which you, as the future of the world, would like to pursue. This debate will be based on what you already know, as there will not be “research time” beforehand. You may either choose one form of energy that you feel strongly about or be assigned to a team. Keep in mind that if you are assigned to a group, you will need to defend that kind- that is you will look for the positives even if you know the downfalls. The groups you will be able to choose from are: nuclear energy, solar energy generators, wind turbines (wind mills), geothermal wells as well as a group that wishes to change nothing about our energy production. Please use the spaces below to make notes during the debate on the pros and cons of each type of energy production. You will later use these notes as you are writing a persuasive essay.
Pros Cons
Nuclear Reactions
Solar Panels
Wind Turbines
Geothermal wells
Change nothing
(Attachment #5)
Name________________________________________ Date___________________ Class Period______
Directions:
For this assignment, you will be reading current news articles related to the energy production source you have chosen and writing a persuasive essay as to why your energy source is the best for the future of the world. To start, you’ll need to find at least 3 news articles; 2 which are “pro”, or for, your energy source, and one which shows the “cons”, or against your source. You will need to read and take notes on the news articles. You will also need to cite your sources.
Your persuasive essay should be about 2 pages in length, double spaced, using 12 point font. Please be sure that you are using academic language and grammar, and remember that this paper is not being text messaged to your friends!
Some guiding questions that you may answer are:
What did you learn from your news articles that you did not already know about your energy sources? How does this energy source work? Does it use magnetism, like we explored in our lab or another way to transfer electrons?
What makes your energy source unique? How is it different from what we are using/working with now? How is it different from other alternative energy sources?
Provide as much support as you can about why future energy customers would benefit from using your energy sources. Remember that you will want to mention a drawback or two, but the focus of your paper should be on the benefits.
Peer editing:
You will be editing each others’ papers for both content and grammatical errors for part of this assignment. Please use the same guiding questions as you are peer editing and ask some of your own as well. You will be writing your comments directly on your classmates’ paper, which will be turned in, so please remember to be thoughtful, helpful and respectful. Simply writing “Great job” at the end is not considered helpful for your classmates and will not be considered peer editing. If you truly believe nothing in the paper is to be changed, please make 3 specific comments throughout the paper where the classmate has brought up a good point, written very professionally or done something else well. Your comments must still be specific. Please take this portion of the assignment seriously, as you would hope your classmates do for you.
The unit that I am developing is a unit to encourage students to build the bridge between current world events and science lessons. The United States and the world are experiencing a growing energy crisis and the students I teach on a daily basis are the future for preventing a worsening problem. Providing my students the background knowledge to begin to develop opinions and investigations to make responsible decisions regarding energy will benefit our world in years to come. This is both an important topic to me personally as well as part of the county’s required curriculum that I am eager to teach.
I intend to teach a non biased lesson specifically on the 6 different energy forms, providing some background for each. During this initial knowledge building phase, the energy crisis will not be addressed, as I intend to keep this portion of the lesson sequence factual. After studying the differences between the 6 energy forms, students will work through a lab investigation to perform the scientific inquiry based attempt at understanding. The lab will be based on how wind turbines, solar panel and other generators work as compared to current energy sources. The culminating days and assignments will be focused around students individually developing stances on energy sources, research on the topic and the primary critical literacy incorporated into the unit. The lesson will be a combination of scientific inquiry, teaching for understanding and critical literacy coming together to best inform students of their role of their future in the world.
State Defined Lesson Objectives:
PS.5b: The student will investigate and understand process that release nuclear energy.
- Describe in spimple terms, the process that release nuclear energy
- Recognize that a small amount of matter produces a large amount of energy
- Understanding that nuclear energy is released by joining atoms’ nuclei together (fusion) or splitting atoms’ nuclei (fission).
PS.6b: The student will investigate and understand the major forms of energy.
- Define energy as the ability to do work
- Identify and give examples of the major forms of energy: radiant, thermal, chemical, electrical, mechanical and nuclear.
- Understand that energy can be transformed from one form to another.
- Recognize examples of the Law of Conservation of Mass (Matter) and Energy.
PS.11b: The student will demonstrate an understanding of magnetic fields and electromagnets
PS.11c: The student will demonstrate an understanding of motors and generators and their uses.
- Apply the principles of electricity and magnetism to compare and contrast how generators and motors function
- Explain the relationship between a magnetic field and an electrocurrent
- Identify situations in everyday life where motors and generators are in use.
Required materials and texts:
Textbook: The text I’ve chosen to use is the text required by the county. While their may be a better fit somewhere, I use this book with the intentions of realistically incorporating a critical literacy unit into the required curriculum. Using the required text allows me to follow closely with defined standards while using outside resources as supplemental reading.
Bogford, Christie et. Al. (2005), Holt science and technology: Physical science. Austin, TX: Holt, Rinehart and Winston.
Lab manual: Again, the lab manual that I will use (specifically for 2 days’ assignments) is that of the county in which I teach. The labs provide excellent inquiry based learning while allowing for a quick hands on activity and time for supplemental activities as well.
Investigating energy and its transformations (2007 edition). (2006). Fairfax, VA: Fairfax County Public Schools Instructional Services Department.
News sources of the students’ choosing
Timeline and activity overviews:
Daily agenda overview:
Below, you will find the main activities of each day. They will be the focus of the daily lesson, however of course, other “mini lessons” will be taking place throughout the weeks. Because this is our SOL preparation time, each day will start with a “warm up questions” as well as an “exit ticket” based primarily on review of other topics. The class session schedule will be as follows:
0:00-10:00 Warm up activity, take attendance, warm up corrections/discussions
10:00-40:00 Main activity
40:00-45:00 Class discussion to be based on the main activity of the day (more time if necessary, for activities like vocabulary)
45:00-50:00 Exit ticket activity- generally a written reflection on the class session to be included in the students’ class notebook
Day 1: Defining energy
For this class lesson, students will be introduced to the 6 different forms of energy using two different literacy strategies. First, students will use the textbook Holt Physical Science to define the 6 forms of energy. In addition to definitions, students will be asked to draw a picture that helps remind them of the energy form and to write a sentence using that particular energy form. While this activity may be challenging as an introduction, it will be one which students return to at a later point in the lesson sequence. See attachment #1 for details.
Day 2: Discussing energy transformations/energy chains
After doing the small amount of reading necessary for defining the vocabulary, students will know that energy is capable of changing forms, though energy cannot be created or destroyed. In today’s lesson, students will have the chance to explore energy chains and gain familiarity with more examples of each energy form. Students will practice tracing energy with an additional handout. See attachment #2.
Day 3 (BLOCK): Lab activity: Motors, generators, solar cells, wind turbines
On day 3, students will complete the county required lab activity. Because the school in which I teach follows a very strict curriculum, I am required to incorporate the lab into any lessons, even when critical literacy is the focal point of the unit. See attachment #3 (separate .pdf file).
Day 4: Lab analysis activities. Answering questions from the lab and clarifying main ideas.
After completing the lab, it is important students have an understanding of the major ideas and concepts covered through the inquiry based lesson. As a part of the push for science teachers, teaching for understanding requires I guide students through questions as opposed to give them materials or access to specific answers. The questions following the lab will be completed in class today as well as a discussion to clarify any remaining misconceptions. See attachment #3 (separate .pdf file- used on day 3 as well).
Day 5: Student discussion/debate of benefits and drawbacks of ways to produce electrical energy
To begin the student’s thinking on their stance on energy production, they will choose (or be assigned) a standpoint for a classroom debate regarding different technologies we have. During the debate, students will have the ability to form their own opinions and come up with their own curiosities that they will further investigate in the final activity. No teacher input on benefits or downfalls will be given in order to maximize curiosity and student engagement. See attachment #4.
Day 6 (BLOCK): Current events reading (students engage in finding articles of interest)
During class, students will be given the availability of using laptop computers to access internet news sources or the library to access print sources. On this day, students will be investigating their energy source of choice and further developing their stance. See attachment #5 (students must have at least 3 articles/sources cited including 2 “for” and one “against”)
Day 7: Current events summary writing/editing
Students will have completed a draft of their current event reading/persuasive essay and should bring 3 copies to class (or send an electronic copy to the teacher to be printed). During today’s class, students will be peer editing at least 2 other classmates essays and also providing a paragraph of feedback regarding the other student’s “stance”. See attachment #5.
Day 8 (Assessment): Presentation/student feedback
This day is built in to allow for some flexibility in case of extreme engagement and length of lesson, or the desire to continue the debate with student presentations of their work. While presentation is not necessary, some students will be urged to do so by their increased awareness of environmental factors they learned of during this unit. See attachment #5.
(Attachment #1- 6 energy forms vocabulary)
Name________________________________________ Date___________________ Class Period______
NOTES: ENERGY IS EVERYWHERE!
Directions: Using the text, please answer the following questions, ensuring you fill in at least 2 out of the 3 columns for each energy form. We will have a whole class discussion to check your answers. (TE843- Please see powerpoint attachment for “class discussion” basis).
1. What is energy?
2. In the table below, fill in the different columns about each of the 6 energy forms:
Energy Form Definition Sentence Image
Mechanical
Chemical
Electrical
Radiant
Thermal
Nuclear
(Attachment #2)- energy chain practice
Name________________________________________ Date___________________ Class Period______
Energy Chain Practice
Why are energy chains useful?
What are the parts of an energy chain?
- ______________________________
- ______________________________
Draw an energy chain for riding a bicycle in the space below.
Draw an energy chain for how a cell phone works in the space below.
Draw and energy chain for how a computer works in the space below.
What happens to the energy that sometimes seems to get “lost” in an energy chain?
(Attachment #4)
Name________________________________________ Date___________________ Class Period______
Class Debate: Forming Opinions on Alternative Energies
Instructions: During class today, we will be participating in a debate about many different forms of energy, which is the best and which you, as the future of the world, would like to pursue. This debate will be based on what you already know, as there will not be “research time” beforehand. You may either choose one form of energy that you feel strongly about or be assigned to a team. Keep in mind that if you are assigned to a group, you will need to defend that kind- that is you will look for the positives even if you know the downfalls. The groups you will be able to choose from are: nuclear energy, solar energy generators, wind turbines (wind mills), geothermal wells as well as a group that wishes to change nothing about our energy production. Please use the spaces below to make notes during the debate on the pros and cons of each type of energy production. You will later use these notes as you are writing a persuasive essay.
Pros Cons
Nuclear Reactions
Solar Panels
Wind Turbines
Geothermal wells
Change nothing
(Attachment #5)
Name________________________________________ Date___________________ Class Period______
Directions:
For this assignment, you will be reading current news articles related to the energy production source you have chosen and writing a persuasive essay as to why your energy source is the best for the future of the world. To start, you’ll need to find at least 3 news articles; 2 which are “pro”, or for, your energy source, and one which shows the “cons”, or against your source. You will need to read and take notes on the news articles. You will also need to cite your sources.
Your persuasive essay should be about 2 pages in length, double spaced, using 12 point font. Please be sure that you are using academic language and grammar, and remember that this paper is not being text messaged to your friends!
Some guiding questions that you may answer are:
What did you learn from your news articles that you did not already know about your energy sources? How does this energy source work? Does it use magnetism, like we explored in our lab or another way to transfer electrons?
What makes your energy source unique? How is it different from what we are using/working with now? How is it different from other alternative energy sources?
Provide as much support as you can about why future energy customers would benefit from using your energy sources. Remember that you will want to mention a drawback or two, but the focus of your paper should be on the benefits.
Peer editing:
You will be editing each others’ papers for both content and grammatical errors for part of this assignment. Please use the same guiding questions as you are peer editing and ask some of your own as well. You will be writing your comments directly on your classmates’ paper, which will be turned in, so please remember to be thoughtful, helpful and respectful. Simply writing “Great job” at the end is not considered helpful for your classmates and will not be considered peer editing. If you truly believe nothing in the paper is to be changed, please make 3 specific comments throughout the paper where the classmate has brought up a good point, written very professionally or done something else well. Your comments must still be specific. Please take this portion of the assignment seriously, as you would hope your classmates do for you.
