ED 345 Calvin College Lesson Planning Form

Teacher: Evan Kroon Date: 3-21-17 Subject/ Topic: Science/Debate Day 1

I. Objectives
What is the main focus of this lesson?
This lesson is a student driven debate over two controversial science topics.
How does this lesson tie in to a unit plan? (If applicable.)
Students have been learning about and researching their topic for two weeks. This is a culminating lesson of
our unit. This lesson allows students to show what they have learned and how well they can disagree
respectfully.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable
national or state standards. If an objective applies to only certain students write the name(s) of the student(s)
to whom it applies.

Learning Target (LT): Communicate your perspective respectfully and listen to the perspective of others.
(MS-ESS3-4)- Construct an oral and written argument supported by empirical evidence and scientific
reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

II. Before you start

-Students have done extensive research on both sides of their issue
Prerequisite knowledge and
-Students have seen examples of debates and are very familiar with the debate
skills.
format we will be using.

Formative:
- Follow up questions after debate
Assessment
- Debate points/conversation
(formative and summative)
Summative:
- Debate Presentation Rubric
- End of unit assessment
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation (Action)
Options for Perception Options for action/interaction Options for recruiting interest
- - -Students are debating issues that
they chose.
-Students will wear Fancy cloths
and moderator will be wearing a
suit to increases authenticity.
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
-Students will present their Persistence
research on the issues how they -Students will work in teams to
choose. debate their topic.
- -Students in the audience will
comment and share information
that they learned from the debate.

Options for Comprehension Options for Executive Function Options for Self Regulation
-Students have prior knowledge of -Students will follow debate - Write Learning target on
issues. template. board for students
-Students will know what is on the
grading rubric before they debate
Materials-what materials Student Journal
(books, handouts, etc) do Projector
you need for this lesson and Timer
do you have them?
Do you need to set up your Two tables set in front of classroom with white tablecloths on them.
classroom in any special way
for this lesson? If so,
describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities
Parts
and student activities
5 Motivation -Today we have two debates Nuclear Energy and Fossil Fuel. A reminder of how the
(Opening/ debate format works. One team from Warners room will debate the team from
Introduction/ Drenths classroom.
Engagement)
-Write format and timing on white board.
Pro opening statements- 1 min
Con opening statements-1 min
Pro points- 1 min
Con counterpoint- 1 min
Con points- 1min
Pro counterpoints- 1 min
(Maybe?) Pro point - 1 min
(Maybe?) Con counterpoint - 1 min
Pro closing arguments- 1 minute
Con closing arguments-1 minute

-We will flip a coin to decide which team is the pro team and which team is the con
team.
-Guest team gets to call coin. Once teams know which side they will defend they have
three minutes to confer with their team before the debate.
-Remind all students what the learning objective is and that one of our goals to learn
how to dialogue respectfully with someone you disagree with.
Development
 -Moderator introduces the issue (Fossil Fuel) and the two teams. Reminds the
audience that good listeners do not talk, has good posture, takes notes in journal, and
is respectful.

-Moderator allows Pro team to make their opening statement. Stop team after 1
minute
-Allow Con team to make opening statement. Stop after 1 minute.
10 -Pro team makes first point. Stop after one minute.
min -Con team counterpoint. Stop after one minute
-Con points. Stop after 1min
-Pro counterpoints. Stop after 1 min
-Pro point. Stop after 1 min
-Con counterpoint. Stop after 1 min
-Pro closing arguments. Stop after 1 minute
-Con closing arguments. Stop after 1 minute

-After the debate allow for some time for applause and then open the floor for
questions and discussions. To get the discussion going ask students if one point really
stuck out to them? Why? Can you see validity to both sides? What do you notice
about how the teams debated?

Repeat the whole process again but with the issue of Nuclear Energy
Remind students that no issue is black and white. As Christians we have to be willing
Closure
to live in that gray area and keep learning from Jesus about how we should respond to
these issues.
Your reflection on the lesson including ideas for improvement for next time: