Name : Tanya Doyle

Lesson Plan

Date : Lesson 10

SUBJECT: Science GRADE: 10 DURATION: 70 minutes Topic/Theme/Big Idea - Brief description of Lesson
Climate change and the geopolitical arena: Many scientists believe that human activities are causing an increase in Earths average global temperature resulting in global warming. Global warming may affect natural systems, economies and society. Media and persuasive argument affect societys acceptance or rejection of the theory of global warming.

Prescribed Learning Outcomes (PLOs) from the IRP

D3 - to evaluate possible causes of climate change and its impact on natural systems

Specific Learning Objectives (SLOs) describe what the students will be able to do
Students will be able to evaluate the evidence supporting and refuting the effects of climate change. Students will be able to describe the role of media in the publics perception of climate change.

Materials and Resources what does the teacher need and what do the students need
Climate change music videos: http://audio.tutsplus.com/articles/general/top-8-songs-about-climatechange/ Computers for students Persuasive argument handout

INTRODUCTION:

How will you start the lesson? How will you connect to the students prior knowledge?

I will ask students to share with the class the best commercial they have ever seen. I will ask students why they liked it and what made it a good commercial (anticipated responses: funny, startling, disconnected from what it was selling, had someone famous in it, appealed to teens, appealed to a sensory need at the time (e.g. hunger)). I will ask students what environmental commercials they have seen and what they liked/disliked about them. (5 minutes)

DEVELOPMENT: What will you do and what will the students do?

Remember to incorporate your Assessment FOR Learning within the development.

I will divide the class into groups of three or four. In groups, students will watch music videos supporting action against climate change. Students will be asked to assess the video and discuss the following questions as a group: What was the message of the video? What did you like/dislike about the video? What was effective/ineffective about the video? What would you change about the video if you could? I will be able to check student understanding by asking groups to share with the class the answers to the questions about their video. I will ask that all group members share at least one thought. (15 minutes) I will initiate a discussion on the role of media in the publics perception of climate change. I will ask students the following questions to guide our discussion: What do you think is the publics perception of climate change and global warming? Who influences their perceptions? Is the publics perception based on scientific evidence? What other factors affect public perception of climate change and global warming? Who should be influencing the public? What strategies could the scientific community use to influence the publics understanding of issues like climate change and global warming? I will first call on students that put up their hands, but I will also call on and encourage other students more reluctant to engage in the discussion to speak. (15 minutes)

I will distribute to students a persuasive argument handout to help guide the development of their persuasive assignment. Students will work on their persuasive assignment for the remainder of the class. I will return and speak with each student/student pair about the time budget for the assignment that they submitted last class to ensure they are on track to be ready for the gala. I will also address any issues that they identified on their sheet. (30 minutes)

CLOSURE:

How will you end the lesson in a meaningful way?

I will give students a scenario for an exit slip: You find yourself in an elevator with the Prime Minister of Canada. You want to convey a message to him about climate change and global warming that will convince him of your point of view. He is only going from the 1st to the 2nd floor, so you only have a chance to say one sentence to him. What do you say? (5 minutes)

ASSESSMENT: How will you know that the students met/learned/understood the SLOs? Assessment FOR Learning (What will you do throughout the lesson to check student understanding?)
I will be able to check student understanding by asking groups to share with the class the answers to the questions about their video. I will ask that all group members share at least one thought. I will check student understanding during the guided discussion by calling on students for answers to questions. I will check student understanding of the persuasive assignment by assessing their time budget sheet and speaking directly to students/student groups and addressing any issues they may have regarding the assignment.

Assessment OF Learning
judgment of their learning?)

(How students show you their understanding of the concept in order for you to make a final

Exit slip: Students are able to write one sentence designed to capture my attention about climate change and convince me of a certain point of view.

Analysis/Reflection of Lesson: What worked well? What didnt?

Did the students get it? Why or why not?