LESSON PLAN
Author's
Name: Sara Hawkins
TEKS:
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and services;
(C) evaluate
the impact of research on scientific thought, society, and the environment;
Students will be able to:
Develop persuasive arguments and policy suggestions based on evidence gathered in projects.
List characteristics of a good debate and a good argument.
Prepare arguments from different points of view on the same issue.
Five-E Template
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Engage: Teacher Does Set the stage for the framework of the debate- Students will play the role of a policy maker, a scientist who says disasters are on the rise, or a scientist who says they are not. They will play each role at some point during the debate. Students will brainstorm for 5 minutes on arguments they might use when they are playing each role. Time: ______minutes
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Probing Questions What sort of evidence did you collect while doing your projects? What did you find persuasive when you were doing
research?
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Student responses/ Misconceptions |
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Explore: Teacher
Does In pairs, have students pick three ÒforÓ arguments and three ÒagainstÓ arguments [for= natural disasters are increasing]. They will then list 2 pieces of evidence they could use to support each of these arguments. Students will then write down 2 policy recommendations (to prevent disasters/damage from disasters) that they would like to see implemented. Time: ______minutes |
Probing Questions
Are there different ways for you to interpret the facts you collected? As a policymaker, what do you have to consider aside from the scientific evidence? What might be convincing to someone who knows nothing
about the topic? |
Student responses/ Misconceptions |
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Explain: Teacher Does Work with students to come up with rules for the debates, characteristics of a good debater, and a grading rubric. Time: ______minutes |
Probing Questions What kinds of rules do we want for our debate? What are some characteristics of a good argument and a
good debater? How should we grade this assignment? What do you think is important? |
Student responses/ Misconceptions DonÕt talk over people, donÕt yell, no personal insults, etc. Well thought out, organized, speaking clearly, etc. Using evidence from projects, being convincing,
participation, etc. |
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Extend / Elaborate: Teacher Does Assist students in re-evaluating and elaborating upon their arguments to be consistent with the rules and rubric they have come up with. Pairs will join up and present arguments to each other and give constructive criticism. Time: ______minutes |
Probing Questions How could your organize these thoughts to make them
clear? Can you think of a way to apply what you learned from your
project? What kind of responses would you expect someone to make to
this? |
Student responses/ Misconceptions |
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Evaluate:
Teacher Does For homework, students will prepare a paragraph argument for a policy, a paragraph for ÒforÓ and a paragraph for Òagainst,Ó using evidence gathered during their projects. Time: ______minutes |
Probing Questions Consider what we worked on in class- how can you make your
arguments fit the different roles you will play in the debate? |
Student responses |