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Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 2


Teacher Candidate Name: Andrew Stemen
Lesson Title/#: This Land Is Ours Part III (North Dakota Pipeline)
Grade Level: 8th Grade
Essential Question: How does conflict lead to change?

Lesson Foundations
Content Standards

Social Studies 8.10: Westward expansion contributed to economic and industrial development,
debates over sectional issues, war with Mexico and the displacement of American Indians.

*Science and SS should also


include common core for
reading/writing

Learning Objective(s)
Students will

ELA Speaking and Listening 8.4: Present claims and finding, emphasizing salient point in a
focus, coherent manner with relevant evidence, sound valid reason, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.
LO1 students will be able to identify the different perspectives about the North Dakota
Pipeline
LO2 Students will create an argument either for or against the North Dakota pipeline based on
the evidence presented to them

Prior Academic
Knowledge and Skills

Students understand how to present an argument


Students understand the history between Native Americans and European Americans

What have you or your


mentor taught previously that
will inform what students are
learning today?

Materials & Resources

Graphic Organizer 1 per student


Chrome Book 1 per student
Nearpod with access code
Padlet with articles for todays readings

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and

Description of assessment

Evaluation Criteria - What is the evidence (the answers) of student

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number of
Assessment
A1 Oral
Questioning

learning? Specifically list evidence of learning and learning objectives.


Using nearpod students
will read the article 5
Things to Know about the
Dakota Access Pipeline
When students have had
an adequate amount of
time to read the article,
bring students together,
and ask the following
questions to check for
comprehension:
-

A2 Graphic

LO1

The proposed Dakota Access Pipeline would transport crude oil


from North Dakota through South Dakota and Iowa and into
Illinois.

The pipeline would help the United States become less


dependent on importing energy from unstable regions of the
world. It says a pipeline is the safest, most cost-effective and
environmentally responsible way to move crude oil, removing
dependency on rails and trucks.

The Standing Rock Sioux Tribe filed a complaint in federal court


alleging that "the construction and operation of the pipeline ...
threatens the Tribe's environmental and economic well-being,
and would damage and destroy sites of great historic, religious,
and cultural significance to the Tribe.

The United States Army Corps of Engineers and the United


States Federal Government because the pipeline would bring an
estimated $156 million in sales and income taxes to state and
local governments as well as add 8,000 to 12,000 construction
jobs.

What topic does the


article cover?
(Understand)

According to the
article, why is the
pipeline being built?
(Understand)

Who is protesting
the pipeline, and
why? (Understand)

Who supports the


project and why?
(Understand)

As students read through

LO1

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Organizer

the articles presented to


them, they will fill out the
debate organizer provide
to them. Each student will
be required to make 3
argument for the pipeline
project, and 3 arguments
against the pipeline.
Students must Make sure
to include quotations and
note sources as part of
their evidence.

Argument 1 For: The pipeline would be an economic boost to the


United States. The pipeline would decrease the United states
dependency on foreign oil and would also free up railways to transport
crops and other commodities. -Energy Transfer Partners.
Argument 2 For: The developer of the pipeline states, The pipeline
would provide a safer, more environmentally friendly way of moving
crude oil compared to other modes of transportation, such as rail or
trucks Remember the 2013 disaster in Canada?
Argument 3 For: Building the pipeline is expected to create 8,000 to
12,000 new jobs and pump money into industries that manufacture
steel pipes and other related material and once the pipeline is
operational, North Dakota, South Dakota, Iowa, and Illinois may earn
$50 million annually in property taxes and $74 million in sales taxes.
The increased revenue would improve schools, roads, and emergency
services in those areas.
Argument 1 Against: Construction of the pipeline will destroy burial
sites, prayer sites, and culturally significant artifacts.
Argument 2 Against: The Dakota pipeline is too big of a risk. What
would happened if the pipeline, which would run under the Missouri
River, ruptured and contaminated the water supply?

A3 Debate

For this activity, students


will use the space
provided to them on the
back of their graphic
organizer that they
received in the beginning

Argument 3 Against: the land that the pipeline is being built on is still
the unceded and sovereign territory of the Oceti Sakowin (Sioux
Nation). As such, the Standing Rock Sioux should have been
consulted before the pipeline was approved.
LO2

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of class to write an
argument either for or
against the pipeline
project.
#1- For the Pipeline
#2- Against the Pipeline
Rules of the debate are as
follows:
Each individual
student will first
write their own
argument on their
notecard to be
turned in at the end
of class.
Students will meet
with their group to
discuss their debate
strategy, who will
speak, what are the
main points etc.
Each side will have
3 minutes to
present their
argument. One both
sides have
presented each side
will have 2 minutes
to refute the others
sides argument.
A4 3 Minute Pause Before students leave,
they will participate in a 3
minute pause. Individually
students will respond to
todays lesson. Students
can respond to todays

Debate For Pipeline: As we understand the Sioux Tribe and their


reasons for not wanting to have the pipeline built on their land there
is no denying the benefits that it would bring to community. If the
pipeline is approved, it will create between 8,000 to 10,000 new jobs
and not to mention it will bring in an annual revenue of 129 million.
Think about what that money can be used for, schools, roads, and
emergency services. Having the pipeline will also reduce the United
States dependency on foreign oil which will boost national security.
Debate Against Pipeline: The pipeline is a risk to our water supply. The
pipeline is not guaranteed to hold up because the pipeline was fast
tracked using the process called Nationwide permit no. 12 which
exempts it from environmental reviews, so what if it were happened
to break? A pipeline break would imperil the communities drinking
water. Also, we must take into consideration that the pipeline is being
built on sacred Sioux tribe soil. You cannot build a pipeline without
consulting the Sioux leaders first.

LO2

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lesson by doing stating


one of the following:
-

I changed my
attitude about
I became more
aware of
I was surprised
about
I felt
I related to
I empathized with

I changed my attitude about not having the pipeline. I think its


a risk, but one we must take because of the thousands of jobs it
will create.

I was surprised that the pipeline was rerouted and put on a fast
track to be built.

I feel sorry for the Sioux Tribe, because that is sacred land that
they want to run a pipeline through.

Students must use textual


evidence to support their
response.

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening
__________
-

Minutes

Hook?
Activate prior
knowledge?
Communicate LOs?

Teacher will

Student will

Include instructional practices, questions you will ask, checks


for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?


What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

Set Up: As students enter the room teacher


will have room set up for todays lesson. This
includes having all materials prepared such
as; Nearpod, and having graphic organizers
prepared. As students enter the room teacher
will greet them and hand them a graphic
organizer. Instruct students to grab a chrome
book and log into Nearpod using the access
code provided to them.
I chose not to group students into their for or
against group to leave them in the dark
about who they are working with. This allows
students to sit where they would like and it

As students enter the room they will receive a


graphic organizer. Students will grab a chrome
book from the cart, take a seat at their desk and
log into Nearpod using the access code provided
to them by the instructor.

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will stop students from switching papers.


Agenda and Vozme: Give an overview of
todays agenda. Tell students that we are
going to read a few articles about a current
event that involves Native Americans and
The Government? Play todays learning
objectives using Vozme.

Students will listen to Vozme, and take mental


notes of todays learning objectives. If any
questions arise students will have the opportunity
to ask questions, provide comments, etc about the
learning objectives.

Transition to Oral Questioning: Ask the


following questions to activate prior
knowledge:
-

Yes, its in North Dakota. Its a conflict


between the Sioux Tribe and the government

No, what is it?

Sioux Tribe, The Government.

The proposed Dakota Access Pipeline would


transport crude oil from North Dakota
through South Dakota and Iowa and into
Illinois.

The pipeline would help the United States


become less dependent on importing energy
from unstable regions of the world. It says a

Does anyone know whos involved in


the conflict? (Understand)

Oral Questioning (LO1, A1): Using


nearpod students will read the article 5
Things to Know about the Dakota Access
Pipeline When students have had an
adequate amount of time to read the article,
bring students together, and ask the
following questions to check for
comprehension:
-

Has anyone heard of Dakota Access


Pipeline? (Understand)

What topic does the article cover?


(Understand)

According to the article, why is the

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pipeline being built? (Understand)

pipeline is the safest, most cost-effective


and environmentally responsible way to
move crude oil, removing dependency on
rails and trucks.
-

Instruction
__________ Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

Who is protesting the pipeline, and


why? (Understand)

Who supports the project and why?


(Understand)

Transition into Graphic Organizer: Turn to


the next slide on Nearpod. This will provide
students a link to the articles they will read
for todays lesson. Tell students that they will
need their graphic organizer handed out for
the next part of this activity.
Graphic Organizer (LO1, A2): As students
read through the articles presented to them,
they will fill out the debate organizer provide
to them. Each student will be required to
make 3 argument for the pipeline project,
and 3 arguments against the pipeline.
Students must Make sure to include
quotations and note sources as part of their
evidence.

The Standing Rock Sioux Tribe filed a


complaint in federal court alleging that "the
construction and operation of the pipeline ...
threatens the Tribe's environmental and
economic well-being, and would damage and
destroy sites of great historic, religious, and
cultural significance to the Tribe.

The United States Army Corps of Engineers


and the United States Federal Government
because the pipeline would bring an
estimated $156 million in sales and income
taxes to state and local governments as well
as add 8,000 to 12,000 construction jobs.
Students will click on the link provided in the
Nearpod, students will read each article provided
on the padlet and fill out their graphic organizer as
they go. Students will only fill out the 6 boxes
provided to them. 3 arguments for the pipeline
and 3 arguments against the pipeline.
Argument 1 For: The pipeline would be an
economic boost to the United States. The pipeline
would decrease the United states dependency on
foreign oil and would also free up railways to
transport crops and other commodities. -Energy
Transfer Partners.
Argument 2 For: The developer of the pipeline
states, The pipeline would provide a safer, more

Middle Childhood Education

Having students fill their own organizer will


provide them with their own voice for the
debate. It also checks their comprehension of
the articles. Having your own graphic organic
also allows students to work at their own
pace.

environmentally friendly way of moving crude oil


compared to other modes of transportation, such
as rail or trucks Remember the 2013 disaster in
Canada?
Argument 3 For: Building the pipeline is expected
to create 8,000 to 12,000 new jobs and pump
money into industries that manufacture steel pipes
and other related material and once the pipeline is
operational, North Dakota, South Dakota, Iowa,
and Illinois may earn $50 million annually in
property taxes and $74 million in sales taxes. The
increased revenue would improve schools, roads,
and emergency services in those areas.
Argument 1 Against: Construction of the pipeline
will destroy burial sites, prayer sites, and culturally
significant artifacts.
Argument 2 Against: The Dakota pipeline is too big
of a risk. What would happen if the pipeline, which
would run under the Missouri River, ruptured and
contaminated the water supply?
Argument 3 Against: the land that the pipeline is
being built on is still the unceded and sovereign
territory of the Oceti Sakowin (Sioux Nation). As
such, the Standing Rock Sioux should have been
consulted before the pipeline was approved.

Transition into Debate: After students,


have had adequate amount of time to
complete their graphic organizer turn their
attention to the top right hand corner of their
worksheet.
#1- For Pipeline will move to the left side of
the room
#2- Against Pipeline will move to the right

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side of the room


Have students move to their respective
areas.

Closure
__________
-

Assess?

Minutes

Students will move to their respective areas based


on if they are for or against the pipeline. Students
will first use the back of the graphic organizer to
Debate (LO2, A3): For this activity, students write an argumentative paragraph that supports
will use the space provided to them on the
their sides argument. When completed students
back of their graphic organizer that they
will work together as a group to combine their
received in the beginning of class to write an thoughts into a scripted argument that they will
argument either for or against the pipeline
present to the class.
project.
#1- For the Pipeline
Debate For Pipeline: As we understand the Sioux
#2- Against the Pipeline
Tribe and their reasons for not wanting to have the
Rules of the debate are as follows:
pipeline built on their land there is no denying the
benefits that it would bring to community. If the
Each individual student will first write
pipeline is approved, it will create between 8,000
their own argument on their notecard
to 10,000 new jobs and not to mention it will bring
to be turned in at the end of class.
in an annual revenue of 129 million. Think about
Students will meet with their group to
what that money can be used for, schools, roads,
discuss their debate strategy, who will
and emergency services. Having the pipeline will
speak, what are the main points etc.
also reduce the United States dependency on
Each side will have 3 minutes to
present their argument. One both sides foreign oil which will boost national security.
have presented each side will have 2
Debate Against Pipeline: The pipeline is a risk to
minutes to refute the others sides
our water supply. The pipeline is not guaranteed to
argument.
hold up because the pipeline was fast tracked
using the process called Nationwide permit no. 12
which exempts it from environmental reviews, so
what if it were happened to break? A pipeline
break would imperil the communities drinking
water. Also, we must take into consideration that
the pipeline is being built on sacred Sioux tribe
soil. You cannot build a pipeline without consulting
the Sioux leaders first.
Debrief Wrap-up: Ater the debate return
students to their seats, and debrief todays
activity. Ask the following questions:

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-

Wrap up?
Set-up?

Why did I choose a debate for this


activity? (Understand)

To present both perspectives of the


argument about the pipeline.

How does todays lesson connect to the


previous two days lessons? (Analyze)

Even today we are still disputing land with


the Native Americans.

Did anything from todays activity


surprise you? (Analyze)

We are still having land disputes. Did not


know the government rerouted the pipeline.
The amount of jobs that the pipeline could
bring to the community. The dangers of
having a pipeline in your community.

I changed my attitude about not having the


pipeline. I think its a risk, but one we must
take because of the thousands of jobs it will
create.

I was surprised that the pipeline was


rerouted and put on a fast track to be built.

3 Minute Pause (LO2, A4): Before students


leave, they will participate in a 3-minute
pause. Individually students will respond to
todays lesson. Students can respond to
todays lesson by doing stating one of the
following:
-

I
I
I
I
I
I

changed my attitude about


became more aware of
was surprised about
felt
related to
empathized with

Students must use textual evidence to


support their response.
Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to

I feel sorry for the Sioux Tribe, because that


is sacred land that they want to run a
pipeline through.
IEP Students: Students will have opportunity to present opportunity both verbally and written.
Work in groups. Graphic organizer will help gather thoughts
504 Plans: Plans and instructions will be posted in multiple places and given verbally. Students will
be placed in small groups to work with others. Graphic organizer will help gather thoughts for
debate.

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learning?

ELL Students: Vozme can be translated into 6 languages.


Gifted/Talented: Nearpod will allow students to work at their own pace.
Struggling Students: Students can have one-on-one instruction with teacher. Can be paired up
with another individual to help read and use graphic organizer

Academic
Language

Identify
Language Function: Identify

Planned Supports
Language Function: Graphic Organizer, Debate

Vocabulary: Perspectives, Pipeline, Pro, Con,


Argument

Vocabulary: Padlet Articles, Graphic Organizer,


Debate

Syntax or Discourse? Discourse

Syntax or Discourse? The students will practice


identifying while reading and analyzing text, along
with filling out their graphic organizer. Students
will then debate and refute their arguments using
their organizer.

What language function


do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?