CEP Lesson Plan Form

Teacher: Mr. Wollert

10/19/16
School:
Grade

Montrose High School

Content Area: Social Studies

Date:
Grade Level: 10th-12th

Title: Fossil Fuels and the Industrial Revolution

Lesson #:_4_ of __

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

Content Area: Social Studies

Grade Level Expectations: High School
Standard: 1.C

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How have scientific and technological developments affected societies?

Questions to ask are, how will this not only impact people, but the environment as well?
Will there be any long-term affects from the massive use of fossil fuels?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

3. The significance of ideas as powerful forces throughout history.

Be able to read and interpret different pieces of writing to better grasp the overall impact
of fossil fuels during the industrialization period.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)
I can: Provide students with the necessary information that they need to be

able to correctly identify the main types of fossil fuels used during the

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CEP Lesson Plan Form

industrial revolution, as well as how this impacted human/environment

interaction.

This means: That I as a teacher must make my learning target clear, and

also make sure that I hit all of the main points that I intend to, so that
students understand and can take part in the in class activities.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)

I will assess the lesson objectives by having students fill out their venn-diagrams, in
which they are seeing which angle each reading is taking.

Also, I will assess students by having them create a brochure advertising all of the
beneficial uses of fossil fuels, as well as creating a warning for how they may impact the
environment negatively.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Approx. Time

Anticipatory
Set

Fossil Fuels and the Industrial Revolution

I expect for this lesson to last approximately one hour and twenty minutes. Students may need some extra time
to finish their brochures next class period.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

My hook for this lesson is relatively simple, as well as relating to today.

I will first have students grab a sticky not in which they will write on.
Next, I will ask students to think of as many things possible that run on fossil fuels, and have them write
them on their sticky note.
Once they have done this, as a class we will go over some of the ideas that they came up with.
After our class discussion, I will have the students put their sticky notes on the board, which will allow
them to see just how many objects rely on fossil fuels.

Class Layout
1 Hour 22 Minutes
Classes 1,3,4
LT: Students will be able to identify main fossil fuels used during the Industrial Revolution, as well as their
human and environment impact.
Greet students outside of my classroom as they are walking in once the bell has rang. Make sure that
each student sees the daily learning target. (5 min).
Once the bell has rang, I will enter the classroom and begin to tell students what they will need to do for
the hook activity to begin class.
Students will then be given a sticky note and be asked to write down as many objects as they can that
run on fossil fuels. (2 min)
Once students have had enough time to write down their thoughts, we will then discuss what they wrote
down on their sticky notes. After the class discussion, I will have the students post the notes onto the
board just to give the students a better perspective of how many objects require the use of fossil fuels.
(10 min)

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CEP Lesson Plan Form

Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)

Closure

This will then lead into the lecture portion of the lesson, in which I talk about the origins of
industrialization, as well as Samuel Slater and where he and his ideas came from. Mention that the
entire idea of American Industrialization comes from him and all that he brought over. Leads to the fact
that fossil fuels get used more and more during this time period. Mention the main three types during
this timecoal, oil, steel. Mention how there are both positive and negative effects to fossil fuels, which
will lead to the readings for the day. (15 min).
The students will now move towards the two readings for the day. I will have them start by reading a
few pages in the actual textbook and have them talk to the text and decide which angle the article takes.
Once they are finished with this article, students will click on a link provided on Google Classroom in
which talks about fossil fuels as well. Once again they are to talk to the text as well as decide which
angle the article is taking. After finishing both of these articles, students will complete the venn diagram
handout in which they will compare the two articles. (20 min).
After completing the readings and handout, I will create a venn diagram on the board and have students
use the answers that they came up with to fill out the board diagram. Once the diagram is complete, I
can then ask what their initial thoughts are on the entire fossil fuels situation. Good or bad? (10 min).
Lastly, students will be working on a fossil fuels brochure for the remainder of the class period. This
brochure will consist of the three main fossil fuels, and students will be asked to create a brochure
advertising the types of fossil fuels and their benefits, as well as the side effects. (20 min).

An opportunity for each student to demonstrate grasp of new learning by working through an
activity or exercise under the teachers supervision. The teacher moves around the room to
determine level of mastery and to provide individual remediation as need. (Praise, Prompt, and
Leave)

So that students are engaged throughout the lesson and are also retaining the information being taught, I
will consistently check up with students as they are reading, and make sure to answer any questions that
they may have. Also, by talking to the text, students will be able to participate in later class discussion.

To close out class, I will walk around and monitor just how far the students have gotten on their brochures. This

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CEP Lesson Plan Form

is a must because if they have not finished, then they will need time to do so on Friday. Also, this will be a good
time to ask if anyone has any questions about the lesson, and take this time to answer them if they do.

Materials

Materials that I will need include:

Sticky Notes
Venn-Diagram Worksheet
Classroom Textbook
Ipads
Colored Pencils
Blank Printer Paper

Accommodatio
ns
&
Modifications

If the activity is too difficult for a student, I will continually check up on their progress, and if issues arise, I
will help that student while others are doing work asked of them.
If the activity is too easy for a student, I can also ask them to help me with the students who are struggling. By
doing this, not only is every student being helped, but we are saving time as well.

Assessment

I feel as though my ways of assessing students during this lesson are very beneficial to not just me as the
teacher, but also my students. The first way that I plan on assessing the students is by having them compare the
two readings by having them fill out the venn diagram. This creates thinking both positively and negatively,
while also showing me that they grasp material from each article.
My other method for assessing my students during this lesson will be by having them create brochures
advertising both the positives and negatives of fossil fuels, and what we stand to gain by using them. This is a
good way of assessing because I make sure to know that they are getting the material, as well as involving a
deeper type of thinking.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
After teaching the lesson, I feel as though most of my objectives were achieved. By
comparing fossil fuels during the Industrial Revolution and today, it seemed like the
students ere more involved and engaged throughout the lesson. Also, after looking at the
venn diagrams in which students did, I could tell that they were paying attention, and
really grasped the concept of fossil fuels during the industrial revolution. Brochures as
well were a very good idea because it allowed students time to do some more individual
research, while allowing creativity. I really enjoyed the work that students did and
enjoyed what information they put down. Overall I was very pleased at the objectives that
were achieved.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Changes that I would make for this class would be to allow the students more time to do
their brochures. It seemed as though some of the students were rushed while making
them, instead of just focusing on the important details in which they should be putting
down. Another change I would make would be to have the students get into small groups
to fill out their venn diagrams. For some reason, most of the students seem to thrive when
they are able to collaborate with one another to come up with ideas and facts. I like this
change because I can be more involved with students by walking around and discussing,
as well as allowing the students an opportunity to learn the way that they do best.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For my next lesson, I envision teaching about inventions created during the Industrial
Revolution. I want to move on to this because it is very much related to the fossil fuels
unit in the sense that most inventions needed fossil fuels during this time period. For the
lesson itself, I am planning on making QR codes of inventions, along with a worksheet
for students to fill out. I like this idea because it will allow the students to get up and
move around, so that they are not just sitting for an hour and a half. I am very excited
about this next lesson!

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

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Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
Page 8

Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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