Lesson Plan

Teacher:
Date:
Grade Level: 9-10
Subject Area: Honors Biology
Lesson Title: Critical Information Literacy: The
Lesson Length: 3 - 80 minute Class periods
Debate on Global Climate Change
Lesson Overview: This is a partially flipped lesson in which student will learn how to properly evaluate information
found on the internet in order to participate in a debate about a biological issue.
THE TEACHING PROCESS
Unit Indicators:
ISTE Indicators:
Research and information fluency
o Students apply digital tools to gather, evaluate, and use information.
Plan strategies to guide inquiry
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
Process data and report results
Baltimore County Science Standards
Expectation: The student will investigate a biological issue and develop an action plan.
o Indicators of Learning
The student will investigate a biological issue and be able to defend their position on topics such as
animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering, bioethics,
biodiversity, population growth, global sustainability, or origin of life.
Lesson Objective: Students will be able to properly access and evaluate internet resources in order to participate in a
debate about Global climate Change

Materials: Lesson Website - http://et630cilp.weebly.com/

INSTRUCTIONAL SEQUENCE
Engage
Activity:
Intro question Describe how you determine if something you read on the internet is true.
Video clip French Model Commercial
(These parts of the assignment will be done at home prior to the first class day of the lesson.)
Whats the teacher doing?

What are the students doing?

Intro Question & Video clip

Teacher will review student responses to the
google form on the lesson website

Intro Question
Students will answer the intro question in the google form on
the lesson website
Video Clip
Students will watch the brief video clip and answer the
questions in the google form on the website

Explain
Activity:
Intro to the CRAAP method of website evaluation (completed prior to the first class session)
Whats the teacher doing?
Teacher will review student responses to the
google form on the lesson website

What are the students doing?

Students will watch 2 videos that explain the CRAAP
method of website evaluation.
Students will examine two examples of CRAAP website
evaluation tools
Students will answer questions about the CRAAP method in
a google form embedded in the lesson website.

Explore
Activity: Website Evaluation Practice
Whats the teacher doing?
Reviewing the CRAAP method of website
Evaluation
Guiding Students as they evaluate websites
using the CRAAP method

What are the students doing?

Students will work in groups to evaluate the website
www.dhmo.org, a fake website, using the CRAAP
evaluation tool.
Students will individually evaluate a website about Stem
cell research using the same tool and answer a set of
going further questions in a google form embedded in
the lesson website.

Extend
Activity: Debate Preparation
Whats the teacher doing?
Assigning students into groups.
Guiding students as they work in groups
to evaluate websites about climate change
and prepare for a climate change debate.

What are the students doing?

Students will research climate change websites provided to
them with their subcommittee groups using the CRAAP
evaluation tool.
Students will prepare for the climate change debate by
answering questions about an assigned subtopic.

Evaluate
Activity: Climate Change Debate
Whats the teacher doing?
Moderating the debate.
Evaluating student performance.

What are the students doing?

Participating in the Climate Change debate.