SINGLE

SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT
Last Revised: August 10, 2014

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

CRYSTAL HINMAN
SUBJECT:

GEOSCIENCE
COURSE TITLE, GRADE LEVEL(S):




GEOPHYSICAL SCIENCE; GRADE 9/10
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE):

THE WAVES UNIT COVERS THE DIFFERENT TYPES OF WAVES INCLUDING LONGITUDINAL, TRANSVERSE, ELERTICAL, AND
MECHANICAL, AND HOW THEY INFLUENCE WHAT WE CAN SEE, HEAR, FEEL, AND LIVE.
LESSON TITLE: ABSORPTION OF ELECTROMAGNETIC RADIATION
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: VIDEO ON ELECTROMAGNETIC RADIATION, ER ABSORPTION
ARGUMENT WORKSHEET, PRESENTATION RUBRIC
CLASS DESCRIPTION:

Section 3A contains 27 students including: 3 Fluent-English-Proficient, 1 Limited-English-Proficient, 4 Redesignated, and 2 Special Need Students.
The FEPs and Redesignated students within this section currently have not displayed any difficulties in understanding the content so far. The LEP
student tends to loose interest and focus during lecture instruction, however she works well with others in group discussion and group labs.
During lecture/PP sections of the class teacher must make note to check her guided notes throughout to assess understanding. The two special
needs students include 1 with ADHD/Anxiety and 1 with focus problems. The ADHD student participates in class and follows along successfully so
far. He is allowed to get up and have bathroom breaks whenever needed if he needs to remove him self from an anxious situation. The girl with
focus issues completes classwork, however struggles to complete guided notes appropriately and finish/turn in the homework on time.

Section 4A contains 30 students including: 4 FEP, 4 LEP, 5 Redesignated, and 1 Special Needs Students. Similar to the 4A section, the FEP and
Redesignated students appear to have no additional struggles with following along and understanding the content. The LEP students within this
class need to be monitored throughout each activity. They all appear to have difficulty with explaining concepts or thoughts on paper, however
they struggle less with verbal explanations. Assessments for these students should be primarily verbal and less emphasis on written assessments.
The special needs student within this section is a high functioning autistic. He completes his work, pays attention in class and fills out guided
notes well, however he is very secluded and does not voluntarily interact with peers or answer questions within class.

LESSON SUMMARY:
1) This lesson will span over of one class session and of another. End of 1 session and continue for whole session next
class.
2) Intro: Students will ENGAGE in the lesson by watching a video reviewing electromagnetic spectrum prior to the teacher
going over the argumentation project. After the video students will EXPLORE the question How does the absorption of
electromagnetic radiation have on humans health and can ER absorption in matter be used for positive applications?.
Students will be broken up into groups where they will research scientific evidence to support (half the group) or dispute
(other half of group) a specific claim in response to the question above. Students will EXPLAIN their claim to the class and
ELABORATE by presenting their arguments to support or dispute the claim. The class will EVALUATE each groups claims
and arguments and make a conclusion for each claim.
Evidence:

The evidence that students demonstrate mastery of the content or perform the expected skills will include the ability to support or dispute a claim of the effects of ER
absorption in matter with scientific evidence effectively to an audience of peers, resulting in peers reaching an educated conclusion of the particular claim.

COMMON CORE STATE STANDARDS

ENGLISH LANGUAGE ARTS AND LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION WITH
FEBRUARY 2014 CORRECTIONS

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS (ELD)

RST.9-10.8 ASSESS THE EXTENT

9-10.I.A.1. EXCHANGING

VALIDITY AND RELIABILITY OF

TO WHICH THE REASONING AND

INFORMATION AND IDEAS WITH

CLAIMS IN PUBLISHED MATERIALS

EVIDENCE IN A TEXT SUPPORT THE

OTHERS THROUGH ORAL

OF THE EFFECTS THAT DIFFERENT

FREQUENCIES OF

AUTHORS CLAIM OR A
RECOMMENDATION FOR SOLVING A

COLLABORATIVE DISCUSSIONS ON A
RANGE OF SOCIAL AND ACADEMIC

ELECTROMAGNETIC RADIATION

SCIENTIFIC OR TECHNICAL

TOPICS

HAVE WHEN ABSORBED BY

MATTER.

PROBLEM.

RST.11-12.1 CITE SPECIFIC

9-10.I.A.3. OFFERING AND

JUSTIFYING OPINIONS,

TEXTUAL EVIDENCE TO SUPPORT

NEGOTIATING WITH AND

ANALYSIS OF SCIENCE AND

TECHNICAL TEXTS, ATTENDING TO

PERSUADING OTHERS IN
COMMUNICATIVE EXCHANGES

IMPORTANT DISTINCTIONS THE

ACCOUNT.

9-10.I.B.5. LISTENING ACTIVELY

TO SPOKEN ENGLISH IN A RANGE OF
SOCIAL AND ACADEMIC CONTEXTS
9-10.I.B.7. EVALUATING HOW

RST.11-12.7 INTEGRATE AND

WELL WRITERS AND SPEAKERS USE

EVALUATE MULTIPLE SOURCES OF

INFORMATION PRESENTED IN

LANGUAGE TO SUPPORT IDEAS AND

ARGUMENTS WITH DETAILS OR

DIVERSE FORMATS AND MEDIA

EVIDENCE DEPENDING ON

(E.G., QUANTITATIVE DATA, VIDEO,

MULTIMEDIA) IN ORDER TO

MODALITY, TEXT TYPE, PURPOSE,

AUDIENCE, TOPIC, AND CONTENT

ADDRESS A QUESTION OR SOLVE A

AREA

PROBLEM.

9-10.I.C.9. EXPRESSING

CONTENT STANDARD
(S)IF APPLICABLE




HS-PS4-4. EVALUATE THE

AUTHOR MAKES AND TO ANY GAPS

OR INCONSISTENCIES IN THE

RST.11-12.8 EVALUATE THE

HYPOTHESES, DATA, ANALYSIS, AND
CONCLUSIONS IN A SCIENCE OR
TECHNICAL TEXT, VERIFYING THE
DATA WHEN POSSIBLE AND
CORROBORATING OR CHALLENGING
CONCLUSIONS WITH OTHER
SOURCES OF INFORMATION.

WHST.11-12.8 GATHER
RELEVANT INFORMATION FROM
MULTIPLE AUTHORITATIVE PRINT
AND DIGITAL SOURCES, USING
ADVANCED SEARCHES EFFECTIVELY;
ASSESS THE STRENGTHS AND
LIMITATIONS OF EACH SOURCE IN
TERMS OF THE SPECIFIC TASK,
PURPOSE, AND AUDIENCE;
INTEGRATE INFORMATION INTO
THE TEXT SELECTIVELY TO
MAINTAIN THE FLOW OF IDEAS,
AVOIDING PLAGIARISM AND
OVERRELIANCE ON ANY ONE
SOURCE AND FOLLOWING A
STANDARD FORMAT FOR CITATION.

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE TO.)

INFORMATION AND IDEAS IN

FORMAL ORAL PRESENTATIONS ON
ACADEMIC TOPICS

-Students will be able to summarize and record evidence
from the oral presentations of their classmates to derive at
a conclusion for each claim.
-Students will be able to analyze and cite multiple sources of
evidence, and develop an effective and logical argument for
a particular side of their claim.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

TYPE
PURPOSE
IMPLEMENTATION
FEEDBACK STRATEGY
HOW WILL THE



(TO THE STUDENTS)
ASSESSMENT INFORM YOUR

TEACHING

Informal
PM


Formal
PM

-Monitor students progress

in supporting or disputing
their claim

-Responses directed
questions to each group

-Students understanding of
the effects of the absorption
of electromagnetic radiation
in matter

-Group presentation

-Prompting, queuing, and

questioning

-Student understanding at
particular points in research

-Feedback will be provided to

individuals using a rubric

-If majority of students have

common misunderstanding
of light have the capabilities
of a wave and a particle then
further review and
explanation will be provided
the following class session

LESSON INTRODUCTION/ANTICIPATORY SET (LESSON WILL OCCUR OVER 2 CLASS SESSIONS)

TIME
LENGTH
(MINUTES)

10

TEACHER(S)
DESCRIPTION:

DAY 1:

TEACHER WILL PLAY A 5 MINUTE VIDEO TO REVIEW THE

CONCEPTS OF ELECTROMAGNETIC RADIATION AROUND US.

DURING THEVIDEO THE TEACHER WILL STOP TO CLARIFY AND

POINT OUT PARTICULAR PARTS OF THE VIDEO THAT WILL BE
PERTINANT DURING THE ARGUMENTATION LESSON. (TYPES OF

ER, ABSORPTION OF ER IN MATTER)

STUDENTS
DESCRIPTION:

DAY 1:
STUDENTS WILL WATCH A VIDEO REVIEW ON ELECTROMAGNETIC RADIATION

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
LENGTH
(MINUTES)


30
(DAY 1)






























55

TEACHER(S)
DESCRIPTION:

STUDENTS

DAY 1:
TEACHER WILL BEGIN A DISCUSSION ASKING STUDENTS TO NAME

DAY 1:
STUDENTS WILL CONTRIBUTE SCENARIOS WHERE THEY THINK ELECTROMAGNETIC RADIATION AFFECTS
HUMAN HEALTH OR CAN BE USED PRODUCTIVELY.






STUDENTS WILL LISTEN TO THE TEACHER EXPLAIN THEIR ARGUMENTATION PROJECT AND WILL ASK
CLARIFYING QUESTIONS WHEN NEEDED.





STUDENTS WILL BREAK UP INTO 3 GROUPS OF 8 STUDENTS. AFTER EACH GROUP IS ASSIGNED THEIR

SCENARIOS THAT THEY HAVE HEARD ABOUT WHERE

ELECTROMAGNETIC RADIATION MAY AFFECT HUMAN HEALTH OR
USED PRODUCTIVLY. TEACHER WILL PROVIDE THE EXAMPLE OF THE
NEGATIVE EFFECTS OF ER WAVES ON HUMAN HEALTH WITH
PROLONGED EXSPOSURE TO ABOVE GROUND
ELECTRICAL/TELEPHONE WIRES. TEACHER WILL RECORD STUDENT
RESPONSES ON THE WHITE BOARD.
AFTER COMPILING A LIST OF RESPONSES THE TEACHER WILL
EXPLAIN HOW THE ELECTRICAL WIRE EXAMPLE GIVEN HAS
SUPPORTERS OF THE CLAIM AND DISPUTERS. IT IS THE
RESPONSIBILITY OF THE INDIVIDUAL TO RESEARCH A PARTICULAR
CLAIM FOR SCIENTIFIC EVIDENCE TO REACH AN EDUCATED
CONCLUSION. THE TEACHER WILL THEN EXPLAIN THE STUDENTS

ELECTROMAGNETIC RADIATION ARGUMENTATION PROJECT.

TEACHER WILL DIVIDE STUDENTS UP INTO 3 GROUPS OF 8

DESCRIPTION:

STUDENTS AND THEN DESIGNATE EACH GROUP A CLAIM THAT WAS

PARTICUALR CLAIM THE STUDENTS WILL SPLIT UP THEIR OWN GROUPS IN HALF AND DECIDE WHICH

PROVIDED BY STUDENTS EARLIER. AFTER THE GROUPS RECEIVE

THEIR CLAIM THEY MUST DECIDE WHICH HALF OF THEIR SPECIFIC
GROUP WILL BE IN SUPPORT OF THE CLAIM AND WHICH HALF OF
THE GROUP WILL DISPUTE THE CLAIM.
TEACHER WILL EXPLAIN WHAT STUDENTS WILL TO BE PREPARED
FOR THE NEXT CLASS SESSION: STUDENTS WILL NEED TO RESEARCH
CONDUCT RESEARCH OVER THE WEEKEND FOR SCIENTIFIC
EVIDENCE TO SUPPORT OR DISPUTE THEIR CLAIM. THEY WILL NEED
TO BRING THAT RESEARCH TO CLASS IN ORDER TO COLLABORATE
WITH GROUP MEMBERS TO PRESENT THEIR ARGUMENT IN FRONT
OF THE CLASS THE FOLLOWING CLASS SESSION.


DAY 2:
TEACHER WILL BEGIN THE CLASS BY INSTRUCTING STUDENTS TO
MEET UP IN THEIR GROUPS AND SHARE THE RESEARCH THEY HAVE
ACQUIRED OVER THE WEEKEND. THE TEACHER WILL PASSOUT AN
ARGUMENTATION EVIDENCE WORKSHEET FOR STUDENTS TO FILL
OUT WHILE THEY REVIEW THEIR RESEARCH.
AFTER 30 MINUTES THE TEACHER WILL SELECT EACH GROUP TO
PRESENT THEIR EVIDENCE TO BACK UP THEIR SIDE OF THE CLAIM.
THE TEACHER WILL GRADE EACH GROUPS PRESENTATION
UTILIZING A RUBRIC. AFTER EACH CLAIM HAS BOTH SIDES

STUDENTS WILL SUPPORT THE CLAIM AND WHICH WILL DISPUTE THE CLAIM.

STUDENTS WILL COMPLETE THEIR HOMEWORK BY RESEARCHING THEIR SIDE OF THE PARTICULAR
CLAIM AND BRING THE ACQUIRED RESEARCH WITH THEM TO THE NEXT CLASS SESSION.







DAY 2:
STUDENTS WILL MEET IN THEIR GROUPS AND SHARE WITH THEIR PEERS THE RESEARCH THEY HAVE
FOUND OVER THE WEEKEND FOR HOMEWORK. THEY WILL RECORD THE EVIDENCE THEY WILL USE FOR
THEIR PRESENTATION ON THE PROVIDED WORKSHEET.
STUDENTS WILL PRESENT THEIR SIDE OF EACH CLAIM TO THE CLASS AND ANSWER FOLLOW UP
QUESTIONS THAT MAY ARISE FROM THEIR FELLOW CLASSMATES AFTER THEIR PRESENTATION. WHILE
OTHER GROUPS ARE PRESENTING EACH, STUDENT WILL FILL OUT A SUMMARY SHEET ALLOWING
STUDENTS TO RECORD EACH GROUPS CLAIM AND IMPORTANT POINTS PRESENTED DURING THE
PRESENTATION.

PRESENTED THE TEACHER WILL PROVIDE AN OPPORTUNITY TO

ALLOW STUDENTS (AUDIENCE) TO ASK ANY QUESTIONS TO THE
GROUP. (EACH GROUP WILL HAVE 10 MIN [5 PER SIDE] TO
PRESENT THEIR EVIDENCE AND 5 MIN FOR DISCUSSION AFTER
EACH COMPLETE CLAIM IS PRESENTED)

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING,
INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTES)

DESCRIPTION:
DAY 2:
TEACHER WILL LEAD A CLASS DISCUSSION OF ASKING STUDENTS TO

DESCRIPTION:
DAY 2:
STUDENTS WILL CONTRIBUTE THEIR WHY THEY FELT ONE SIDE OF A CLAIM WAS MORE CONVINCING
THEN ANOTHER.

15

VOTE ON WHICH SIDE OF EACH CLAIM PRESENTED THE MOST

CONVINCING ARGUMENT AND WHY.

CO-TEACHING STRATEGIES PLANNED

ONE TEACH, ONE ASSIST

ONE TEACH, ONE OBSERVE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS)
FOR THE LESSON.
ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH IDENTIFIED

ADVANCED STUDENTS

SPECIAL NEEDS

EL students will have an

adaptation on their
presentation rubric. This
adaptation will not decrease
the students presentation
grade due to improper
verbal sentence structure

RATIONALE SECTION:

Using a video to access

and review prior
knowledge of the
absorption of waves
allows SRs to receive a
visual representation of
the material instead of
more reading.

Breaking up the research

into specific sides will help
students have a more
focused and direct point to
research

These students will be

utilized as facilitators to
help assist other students
struggling in groups

THIS LESSON IS BASED ON THE EPISTEMIC PRACTICE OF ARGUMENTATION. STUDENTS WILL ACCESS PRIOR KNOWLEDGE OF THE ABSORPTION OF ELECTROMAGNETIC
WAVES BY WATCHING A SHORT VIDEO. AFTER THE VIDEO STUDENTS WILL BREAK UP INTO GROUPS TO COMPLETE THEIR ELECTOMAGNETIC RADIATION ABSORPTION
ARUGUMENTATION PROJECT. EACH GROUP WILL BE SLIP UP IN HALF TO ALLOW BOTH SIDES OF AN ER ABSORPTION CLAIM TO BE PRESENTED. STUDENTS WILL NEED
TO CONDUCT RESEARCH FOR THEIR PARTICULAR SIDE OF A CLAIM AND PRESENT THEIR ARGUMENT TO THE CLASS. STUDENTS WILL THEN HAVE AN OPPORTUNITY TO
ANALYZE EACH GROUPS ARGUMENTS TO DETERMINE WICH SIDE OF WHICH CLAIM PRESENTED THE BEST ARGUMENT.
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