SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name CWID Subject Area

Nic Carlson, Amy Rudenburg Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Climate Change and Fuel Chemical
Chemistry 10, 11 5 x 45 minutes
sources Reactions
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
HS-ESS3-5. Analyze geoscience data and the
results from global climate models to make an CCSS-SL2 Integrate and evaluate
evidence-based forecast of the current rate of information presented in diverse media and
global or regional climate change and formats, including visually, quantitatively,
associated future impacts to Earth systems. and orally

HS-ESS3-6. Use a computational CCSS-SL5 Make strategic use of digital

representation to illustrate the relationships media and visual displays of data to express
among Earth systems and how those information and enhance understanding of
relationships are being modified due to human presentations.
activity.
Lesson Objective(s) Evidence
Students create an initial and refined -A mathematical model that shows the
quantitative model that shows the relationship
relationship between carbon dioxide in
between carbon dioxide concentration and
the environment and global temperature.
global temperature.
-A group presentation about which
fuel type they would select for a new car
Students use their refined models and
after considering the efficiency of the
independent research to compose a digital
fuels, abundance of the fuel, accessibility
media presentation where they justify the fuel
to the fuel, price of the fuel and the affect
source they would use in a new engine as per
the fuel will have on the environment
the anchoring activity.
-
STUDENT ASSESSMENT
Purpose/Focus
Type Implementation Feedback Strategy How Informs Teaching
of Assessment
EL 1.Informal 1. Teacher shows 1.Feedback is 1.The responses
formative students the video, immediate and given students give informs
activity making asks them to write verbally. Students the teacher about
observations down 5 observations, receive verbal students ability to
from the share those feedback from their make connections
Mythbusters observations with a peers. in their group and see patterns and
video to assess partner and then and from the other possible
students ability facilitates a class groups. The teacher misconceptions of the
to make discussion about the can give feedback relationship between
connections students observations. while listening to carbon dioxide
from the video. 2. Teacher provides students share their concentration and
2. Informal students with the observations with a temperature. This
formative warm-up question partner and they also allows the teacher to
warm-up How does excess give feedback when adjust their plans to
activity, to carbon dioxide get the students shares either cover any
evaluate released into the out. missing content or to
students environment?. The 2.Feedback is continue with the
learning from students do a quick- immediate and given lesson as planned.
previous write then compare verbally. During the 2. Students
lessons in the and contrast their pair part of the Think- predictions will inform
unit, answers in a think-pair- Pair-Share. students the teachers of
specifically the share. receive verbal students
carbon cycle. 3. Quickwrite: What feedback from their understanding the
3. Informal new fact(s) about peers. The teacher types of chemical
formative climate change did you can give feedback bonds and the
quick write discover during the while observing classes of elements
warm-up webquest yesterday? students in the pair they occur between.
activity, to STudents share out part and they also The teacher uses this
evaluate their answers when give feedback when information to inform
students called on b y the the students shares the type of
learning from teacher. out. elaboration activities
the previous 4. Teacher uses this 3. Feedback is that the students will
lesson. sentence frame As an immediate and given perform in order to
4. Informal engineer the fuel verbally when clarify their
formative source I would use for students share out understanding.
quick write an innovative new their answers. 3. This helps inform
warm-up engine would be 4. Feedback is the teacher about
activity, to _______ due to immediate and given what fact and
evaluate ______________ to verbally when information the
students engage students in a students sharee out students obtained in
learning from warm-up and their answers. the lesson before.
the previous discussion about fuel 5. The feedback will 4. This helps inform
lesson. sources based on be given the next the teacher about
5. Formal previous information week once the what fact and
formative from the lesson. journal's from the unit information the
writing activity, have been returned. students obtained in
to evaluate 5. Teacher gives the lesson before.
students ability students an into writing 5.This informs
to answer the activity to write a teacher of students
driving paragraph answering: ability to answer the
question using why do we use driving questions and
prior gasoline for energy? connect information
knowledge referring to the work across the unit. It also
from the unit. from previous lessons informs the teacher
in the unit. (10 of students ability to
minutes). At the end of use academic
the lesson the teacher language. The
collects the journals. teacher can use this
information to edit
 the following unit or
this unit for the
following year.

PM 1. Informal 1. The teacher then 1. Feedback is given 1. The hypotheses

formative asks the students to by the teacher and initial models
activity to create a hypothesis or individually and students create
access verbally when informs the teacher
claim using a graphic
students where students are creating about students
students organizer, then share their hypothesis and knowledge and
demonstrate out their hypotheses in initial model. The possible
their current a class discussion. teacher can provide misconceptions about
knowledge in Teacher provides feedback/notes on the the relationship
order to create students with template initial model by between global
a hypothesis to demonstrate the providing students carbon dioxide
and an initial questions to think concentration and
relationship of carbon
model about. During the temperature change.
2. Webquest - dioxide and discussion. This also shows
Informal temperature over time. 2.Feedback is given students ability to
formative 2. Teacher introduces verbally by peers and create a quantitative
assessment of students to the the teacher during the model. This allows
students ability Webquest activity. In group work. And when the teacher to adjust
to find patterns groups students collect students r share their their plans to either
from data data about global revised models and cover any missing
obtained climate change and hypothesis. content or to
during a record it in a graphic 3. The teacher will continue with the
webquest. organizer or in google provide written lesson as planned
doc. This information is feedback on their 2. The webquest is
3. Formative used to create a graphic organizer the used in order for the
informal revised hypothesis and following day teacher to evaluate
assessment to model. 4. Verbal feedback students ability to to
see what 3. The teacher leads from the teacher is find patterns in the
knowledge students in a gallery received about the periodic table and
students walk where there are students answers to use this information
gained from different types of fuel the probing questions. to better understand
the gallery sources for car engines 5. The teacher will the chemical bonds
walk. posted around the provide written that occur between
4. Informal room, (Biofuels; feedback when they the different groups
formative hydrogen fuel cells; return students of the periodic table..
assessment gasoline; electric car journals next week This informs the
done verbally batteries). Students after evaluating the teacher of students
through use a graphic organizer units content. acquisition of the skill
probing where they write the and any
questions. fuel type, the misconceptions. The
5. Informal byproducts of the fuel teacher can use this
formative and the advantages to adjust instruction.
assessment to and disadvantages of 3. This tells the
see what the fuel source. teacher what
knowledge 4. While students are knowledge students
students working on their gained about
 different fuel types
and the information
they gained during
the gallery walk
4. This informs the
teacher so that the
teacher of students
understanding of the
presentation the
anchoring activity
teacher moves from
and allows the
group to group listening
teacher to help guide
to what students are
students toward the
discussing and then
right information they
asking pertinent follow-
need to finish their
up questions
presentation.
5.The teacher provides
gained from 5. The tic-tac-toe
the students a tic tac
other students diagram shows,
toe graphic organizer
presentations. questions and new
to fill in during the
information that
presentations. Teacher
students gained from
calls on groups to do
other group
their presentation and
presentations. It
grades them using the
allows the teacher to
rubric while they
see another
present.
representation of the
content students
gained from the unit
and revise the unit
for any
misconceptions or
partial
understandings
represented.
S Formal Students create a Immediate feedback This summative
summative group presentation will be given verbally assessment shows
group using some resources after the presentation the concepts gained
presentation in the form of follow- from the students
provided by the
used to up questions and throughout the unit.
evaluate the teacher, independant comments from both The teacher can use
content that research, as well as the teacher and the this to see what
students are their carbon cycle students. Feedback partial understanding
now familiar model and climate will be given from or misconceptions
after going change model. group members when the students are left
through the Students presentation they evaluate the with and therefore
unit. different members in edit the unit or
addresses the
their group. Feedback activities within the
anchoring activity You is given in writing unit for the next year.
are a chemical using the rubric to
engineer. You have show students where
been tasked to choose they gained and lost
 an appropriate fuel for
an innovative new
engine. To make your
decision you must take
into consideration the
efficiency of the fuels,
abundance of the fuel,
accessibility to the fuel,
price of the fuel and points. A number
the affect the fuel will grade is assigned to
have on the students based on the
environment. You will rubric a classmate
create a model of the evaluation forms.
carbon cycle that
includes the chemical
breakdown of the fuel
and use independent
research to justify the
selection of this fuel
source.

FOCUS OF INSTRUCTION
Instructional Strategies
Problem of the Day - Students answer a warm-up question to activate prior knowledge.
Think-Write-Pair Share - Allows students time to express their ideas in words, and to listen to other
students ideas and reformulate their own thoughts.
Vocabulary worksheet - Teacher models how to fill out the notes and student does the last two
vocabulary words on their own.
Producing and refining a quantitative model - Student produce a quantitative model then they
refine it after doing research.
Gallery Walk- Allows students to walk around evaluate and discuss different fuel sources with
classmates then wirte down information in a graphic organizer.
Global Climate change Webquest - Gives students a place to stat when researching climate change
but also the flexibility to find their own tools.
Exit Slip - Teacher uses it to measure progress of student learning and to see if students need
additional practice..
Rubric- Rubric provided so students understand the expectations for the closing group presentation
activity.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
45 min Day 1 (Engagement) Day 1 (Engagement)
Teacher engages students prior Students watch the video with
knowledge in a mythbusters video nothing on their desk to distract
about how carbon dioxide causes the them.
greenhouse effect. https://www.youtube.com/watch?
https://www.youtube.com/watch? v=pPRd5GT0v0I
v=pPRd5GT0v0I
Students write down 5 or
Teacher introduces the idea, more observations from the video
 Lets think about the video, how can
we make sense of it?
Teacher asks students to write
down 5 observations from the video
as their Warm-up for the day.
The teacher gives students
time to compare their observations
with a neighbor.
Teacher calls on students to
give their observations and uses the
observations students made to make
connections with prior lessons in the
unit. For example if the students
point out that greenhouse with
carbon dioxide in it melted the ice
sculpture quicker than the control,
the teacher would link this to
atmospheric carbon from the carbon
cycle.
Explore (Prediction and initial model)
The teacher then asks the
students to create a hypothesis or
claim using a graphic organizer. The
prompt for the hypothesis is as
follows. If an increase in
temperature is observed in the
isolated greenhouse containing
carbon dioxide, then how does
carbon dioxide contribute to climate
change and its affects?
The teacher facilitates a
discussion about the hypotheses
created and records unique
hypotheses on a poster.
While students
offer their hypotheses the
teacher asks if anyone has
something similar. They also
see who agrees and disagrees
with the hypothesis.
Teacher provides students with
template to demonstrate the
relationship of carbon dioxide and
temperature over time. The template
independently.
Students compare their
observations with a neighbor.
Students share out their
observations when called on by the
teacher and make connections to
prior knowledge while the teacher
leads the discussion .
Explore (Prediction and initial model)
In groups students create a
hypothesis using a graphic organizer.
The prompt for the hypothesis is as
follows. If an increase in
temperature is observed in the
isolated greenhouse containing
carbon dioxide, then how does
carbon dioxide contribute to climate
change and its affects?
In groups students draw an
initial quantitative model that shows
the relationship of carbon dioxide
and temperature over time. A 3 axes
graph is provided with the X axis for
time, the Y axis on the left carbon
dioxide concentration and the Y axis
on the right temperature in degrees
celsius.
The type of
model expected is a linear
representation of carbon
dioxide and temperature
increasing over time with
possibly some attempt of the
axis numbers being filled in.
Students share their models
and how it relates to the claim or
hypothesis they chose to use to
create their initial model.
Students write a sentence
about the relationship between
global temperature and carbon
dioxide concentration over time and
turn it in as their exit slip.
 is a 3 axes graph with the X axis for
time, the Y axis on the is left carbon
dioxide concentration in ppm and the
Y axis on the right temperature in
degrees celsius.
Teacher gives students time to
create an initial collaborative group
model and ends the period by asking
each group to share their models and
how it relates to their hypothesis.
Teacher asks students to turn
in an exit slip where students write a
sentence about the relationship
between global temperature and
carbon dioxide concentration over
time.
Lesson Body
Time Teacher Does
Day 2 (Explore: Data Collection)
3x45mi
n The teacher begins the lesson
with the warm-up question How
does excess carbon dioxide get
released into the environment?
The Teacher facilitates a think-
pair-share about the warm-up so
students relate climate change back
to the carbon cycle model they had
been working on.
The teacher introduces
students to a guided webquest about
climate change.
The teacher provides students
with a graphic organizer (which can
also be filled in on a chromebook if
preferred) and instructs students to
work with a partner in order to finish
filling in the organizer starting with
this website https://climate.nasa.gov/
and then selecting citing different
sources that they find.
The teacher ends the class
facilitating a discussion about the
hypotheses created and asks
students to create a revised
hypothesis backed by evidence that
Student Does
Day 2 (Explore Data Collection)
Students write the warm-up
questionHow does excess carbon
dioxide get released into the
environment? in their journals and
answer the question
Students share their answer
with a neighbour and then discuss
their answers in a whole class
discussion.
Students take notes on the a
graphic organizer while the teacher
explains it.
Students work with a partner
in order to finish filling in the
organizer either onl a chromebook
or on paper. They start with the
website https://climate.nasa.gov/
and then select different sources and
cite them.
In their groups from the day
before students create a revised
hypothesis backed by evidence that
they found during the webquest.
Students refine their model
using the information from the
webquest .
 they found during the webquest.
The exit slip is for students to
write one difference between their
initial and revised model.
Day 3 (Explain and Elaborate)
Teacher starts class by giving
the students the quickwrite, What
new fact(s) about climate change did
you discover during the webquest
yesterday?
The teacher calls on students
to share what they wrote and starts a
class discussion about what the
students new knowledge discovered
about climate change.
The teacher leads students in a
gallery walk where there are different
types of fuel sources for car engines
posted around the room, (Biofuels;
hydrogen fuel cells; gasoline; electric
car batteries).
The teacher
provides students with a
graphic organizer where they
write the fuel type, the
byproducts of the fuel and the
advantages and disadvantages
of the fuel source.
Once the galley walk is done,
the teacher gives students 5 minutes
to share their results with their group.
Then the teacher reintroduces
students to the anchoring activity
You are a chemical engineer. You
have been tasked to choose an
appropriate fuel for an innovative
new engine. To make your decision
you must take into consideration the
efficiency of the fuels, abundance of
the fuel, accessibility to the fuel,
The model
should now show the cycling
of carbon and temperature
during the year, (increase in
summer decrease in winter.)
with an overall positive
increase. It should also have
correct values for the axes.
Students write one difference
between their initial and revised
model and turn it in as their exit-slip
at the end of the class.
Day 3 (Explain and Elaborate)
Students do a quickwrite
about What new fact(s) about
climate change did you discover
during the webquest yesterday?
Students share what they
wrote and participate in a class
discussion about new knowledge
discovered about climate change.
Students participate in a
gallery walk where there are
different types of fuel sources for
engines posted around the room,
(Biofuels; hydrogen fuel cells;
gasoline; electric car batteries).
Students fill in a
graphic organizer where they
write the fuel type, the
byproducts of the fuel and the
advantages and
disadvantages of the fuel
source.
Students share their results
with their group.
Students are re-introduced to
the anchoring activity
Students read through the
rubric for the presentation and
notice they need to consider how
their fuel source fits with the carbon
cycle made in previous lessons and
 price of the fuel and the affect the
fuel will have on the environment.
You will create a model of the carbon
cycle that includes the chemical
breakdown of the fuel and use
independent research to justify the
selection of this fuel source.
The teacher informs students
that in their groups they will be
presenting the fuel source that they
have chosen, in a 5 minute
presentation. The teacher provides
students with a rubric showing that
they will be evaluated in showing how
their fuel source fits with the carbon
cycle made in previous lessons and
either comparing it with gasoline or
justifying why they chose gasoline.
The teacher clarifies that today
they will choose their fuel source but
the students will be given time
tomorrow in class to finish their
presentation.
The exit slip that students will
turn in is the fuel source that they
chose.
Day 4 (Elaborate and Evaluate)
The teacher begins the class
with a quick write using this prompt
As an engineer the fuel source I
would use for an innovative new
engine would be _______ due to
______________
The teacher then asks students
to share the fuel source and their
reasoning behind that choice by
calling on random students in the
class, using class cards.
The teacher provides students
with some resources and assigns
roles for their presentation but gives
students the flexibility of how they
create their presentation, it can be in
either comparing it with gasoline or
justifying why they chose gasoline.
Students choose their fuel
source and begin brainstorming
ideas of how they will create their
presentation.
Students turn in a group exit
slip with the fuel source their group
chose.
Day 4 (Elaborate and Evaluate)
Students use the prompt As
an engineer the fuel source I would
use for an innovative new engine
would be _______ due to
______________ to do a quick write
Students share the fuel
source and their reasoning behind
their choice.
Students begin working on
their presentation with their group
using some resources provided by
the teacher as well as their carbon
cycle model and climate change
model. Students use roles to divide
up work, project coordinator, 2
researchers, and a compiler who
puts the information in their chosen
web based application
 google slides, prezi, or any other web
based application.
While students are working on
their presentation the teacher moves
from group to group listening to what
students are discussing and then
asking pertinent follow-up questions.
The teacher does not give
students an exit-slip for this day and
allows them to work until the bell to
practice presenting.
Lesson Closure
Time Teacher Does
Day 5 (Evaluate)
Teacher gives students an into
writing activity to write a paragraph
answering: why do we use gasoline
for energy? referring to the work
from previous lessons in the unit. (10
minutes)
The teacher provides the
students a tic tac toe graphic
organizer to fill in during the
presentations. Teacher calls on
groups to do their presentation and
grades them using the rubric while
they present.
Once all the groups have
1x45 presented the teacher leads a
discussion about the information
students have in their tic-tac toe
graphic organizer. Making sure that
the questions Why do we use
gasoline for energy? and Are there
viable alternatives to gasoline? In
the forefront of the discussion.
Answers are
written on the board
Teacher collects students
journals from the unit in order to
evaluate students quickwrites, initial
models and other information from
the unit.
Instructional Materials, Equipment, and Multimedia
Students answer follow up
questions asked by the teacher
Students work on their
presentation until the bell, using the
last 10 minutes to practice the
presentation.
Day 5 (Evaluate)
Students answer the writing:
why do we use gasoline for
energy? in their journal. Using
resources they gained from previous
activities in the unit.
Students are given time to
give their presentations. Students
who are watching the presentations
fill in a tic tac toe graphic organizer
using information from the
presentations.
Once all the groups have
presented the students participate in
a discussion about the information
students have in their tic-tac toe
graphic organizer. During the
discussion students answer the
questionsWhy do we use gasoline
for energy? and Are there viable
alternatives to gasoline? In the
forefront of the discussion.
Answers are
written on the board
Students turn in their journals
from the unit in order to be
evaluated.
Projector, class set of chrome books, Graphic organizers, for webquest, gallery walk and tic-tac-toe, exit slips, Template
for quantitative model and paper, pencils
Co-Teaching Strategies
Much of the work in this lesson is individual work done by students alone or students working in groups. By co-teaching
this lesson it increases the ratio of teachers to students allowing students to get more meaningful feedback. Both
teachers will be monitoring and assisting students during individual and group work to ensure that students are
productive, and are using evidence from the class to make their models and arguments.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs

Think-Write-
Graphic
Pair Share
Think-Write- Organizers to help
Think- Graphic
Pair Share students organize
Write-Pair Share Organizers to help
Graphic the content
Graphic students organize
Organizers to help information that
Organizers to help the content
students organize they are
students organize information that
the content discovering.
the content they are discovering.
information that Templates
information that Sentence
they are for modeling to help
they are structures to help
discovering. guide student
discovering. aid in the writing
Sentence Heterogene
Sentence process.
structures to help ous grouping helps
structures to help Templates
aid in the writing students better
aid in the writing for modeling to help
process. articulate their
process. guide students
Templates ideas to others in a
Templates Gallery Walk-
for modeling to manner that they
for modeling to allows students to
help guide can understand.
help guide students verbally discuss the
students. These students can
Heterogene information that
Heterogene help scaffold other
ous grouping helps they are reading and
ous grouping helps students in their
students better therefore helps
students better group by providing
develop their SSNs who may need
develop their other different
english and assistance when
reading and writing scaffolding support
academic language gaining content
skills. The small than the teacher.
skills. The small knowledge through
groups also gives The diversity of the
groups also gives reading.
these students time groups are also a
these students Heterogeneo
to practice their strength for
time to practice us grouping helps
reading and advanced students
their english in a students better
vocabulary in a safe too because it
safe environment. develop their ideas
environment. allows them to see
Gallery because they can
Gallery science from
Walk- allows receive scaffolding
Walk- allows diverse
students to verbally from the students in
students to verbally perspectives as
discuss the their group. By
discuss the well.
information that having diverse
information that Gallery
they are reading groups students can
they are reading Walk- allows GATE
and therefore helps see problems from
and therefore helps students to go at
ELs who may have multiple
striving readers their own pace and
better BICS the perspectives. The
who may need if they finish the
CALPS and who small groups also
assistance when gallery walk early
may need gives these students
gaining content give them time for
assistance when time to practice their
knowledge through independent
reading English. science and
reading. research on
vocabulary in a safe
different fuel types.
environment.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
In this lesson students create a mathematical model and learn more about climate change. The students participate in a
webquest and group presentation in which they implement the last two steps of the collaborative technology matrix,
infusion and transformation. Students have the option to choose tools in the webquest as they can use the website
provided or other websites they find and cite. They also have the option to fill in the graphic organizer in google docs or
on paper.Students transform technology while collaborating with their peers iand the outside esources they find to
create a presentation that would not be possible without technology.