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Johnson
SW UNIT
K.
1.0 Lesson Plan Details: Oil Experts, Day 9 (Part of Days 8-11), Author: Emily
Fuguet, Grade Level: 4
During the first week of the SW Unit, students will brainstorm about the learning project they choose
related to the expert group stations and show their thought process with a thought map graphic organizer.
Students will compare and cite four sources of information, including one digital sources during the
creation of their learning project.
Students will construct a learning project that answers the research question of their expert group.
Students may do this individually or in groups.
Students will create three written elements to support their learning project: a creative piece, an
informational piece and a digital piece.
Students will analyze how people and government resolve conflicts over scarce resources through the
required elements in their projects.
PA Standards
EconomicsScarcity and Choice, 6.1.4.C: Illustrate what individuals or organizations give up when
making a choice.
Scarcity and Choice, 6.1.4.D: Explain what influences the choices people make
HistoryUnited States History, 8.3.4.B: Locate historical documents, artifacts, and places to
United States history.
Students will be aware of the upcoming Expert Group project, discussed in lesson one of the unit plan
with reminders throughout of the groups to choose from as well as the rubric for the project. Students may
work individually or in groups. Some expert groups may decide to work as a large team. This is entirely up
to teacher discretion.
1.4 Procedures
View Point Determination:
Now that we have a well-organized list of pros and cons for the oil pipeline installation in Northern Part of
Texas and Oklahoma, I would like you to choose which position you will be taking. Are you going to help
convince your classmates that this pipeline is a good idea, or not a good idea. Remember, in politics there
is not a clear yes/no answer, but a decision with consequences. Think over the consequences you want
to happen from this choice
Give students 2 minutes (timed) to think quietly about their choice, this is an important moment of
deliberation for them.
Students when you are ready, please signal with your thumb up if you are pro-pipeline, and thumb down
if you are against.
Skill/Note-Taking:
Once you have chosen your side, I would like you to pick one item out of the resources bin- your favorite
resource item that you are familiar with. You are now going to pick resources that help you argue your
point of view. If students pick the same resource, consider creating a group with them- regardless of
their pro/con vote. *Consider using this opportunity to discreetly pair ELLs and gifted students with various
individuals in their expert group.
Proceed to do a model of note-taking using sticky notes. Provide students with different colored packs.
Since the resource bin is communal, they will need to mark up the materials in a non-permanent way.
Sticky notes are useful to record limited but important information- limiting information down to the main
idea, especially with online resources.)
Students please choose a colored sticky note, that will be your color for the remainder of the project, you
should not need more than what is in your packet. Consider what notes you want to take carefully, be
thoughtful about what a resource means to your decision and how you want to present it. Remember to
refer back to those thought maps!
Demonstrate to students the resource you chose, how it relates to support your vote (*it is ok to share
your stance with students now because they have already chosen theirs). Write the main idea down on
the sticky note and place the note on your resource and back in the bin for others to use. Demonstrate
what to do if the resource is online, ie-the movie or charts. Record the Title and Medium and the main
idea and how it relates to your vote.
Skill/Discussion:
Oil Experts, now that you have an idea of how to link the resources in this bin to the pros and cons chart,
I would like you to take notes, just like I reviewed with you, with 3 more resources from this bin. Pick your
favorite four and make sure you link them to an idea on the pros/cons chart. Try to leave your note stuck
to the resource as other group members use it. I would like you to talk with members in your expert
group- even if they are on a different side! Policy makers often talk with individuals that think differently
than them, this helps make their argument stronger! Feel free to trade notes from your resources- but if
you trade notes, make sure you write down their name so you do not take credit for their ideas. At the end
of class I would like to see your notes as an exit ticket.
1.5 Differentiation
Learning Process: Students struggling to connect the sources to the points of issue should be given notes
from classmates to help encourage their ability to create an argument for their thesis. Considering pairing
these students with other students in the group.
Materials: All students in the oil group should receive a research kit including: colored pencils, sticky notes
and graphic organizers: KWL chart, Pro/Con chart, a bibliography list
Products: Students with IEPs can chose to modify their projects to include one written element, with more
emphasis placed on developing the ideas within the limited written pieces.
Products: Students requiring enrichment should be encouraged to locate and utilize their own source of
information not found in the resource bin.
1.6 Closure
Students will share one sticky note to their expert group for closure activity.
Students will submit a graphic organizer (Thought Map) that illustrates or explains their thought process
of how they used the creative process to brainstorm their project idea.
Students will demonstrate their understanding of the research question by drafting notes from information
sources in defense of their response.
Students will compare and cite four sources of information (goal of two by the end of Day 2), including
one digital sources during the creation of their learning project.
Students will show evidence of a draft using the Thought Map for the three written elements to support
their learning project: a creative piece, an informational piece and a digital piece.
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
Thought Map
Expert Project Rubric
The following online reading articles will be printed for easier access by students.
*Paperless Students will also have the option of accessing the material online.
http://education.nationalgeographic.org/thisday/feb19/first-oil-pipeline-completed
Statistics and Mathematical Information- USA Today, 10 Most Oil Rich States
http://www.usatoday.com/story/money/business/2013/08/03/the-most-oil-rich-states/2613497/
Photo Gallery, Government Strategic Petroleum Reserve,
http://energy.gov/fe/photos/strategic-petroleum-reserve
Article- U.S Domestic Oil Production Exceeds Imports for First Time in 18 Years
http://energy.gov/articles/us-domestic-oil-production-exceeds-imports-first-time-18-years
Chart- U.S. Dependence on Foreign Oil; http://energy.gov/articles/our-dependence-foreign-oil-declining
Interactive: How Much Do You Spend; http://energy.gov/articles/how-much-do-you-spend
Article: Oil Spill from California Pipeline Burst; http://www.timeforkids.com/news/oil-spill-california/243386
Article: Student Reactions to Pipeline in Minnesota;
http://www.mndaily.com/news/campus/2015/11/03/students-protest-oil-pipeline
Advanced Article: TransCanada Touts Oil Pipeline from Okla to Texas;
https://www.studentnewsdaily.com/daily-news-article/transcanada-touts-oil-pipeline-from-okla-totexas/
Advanced Article: Dangers Aside, Railways Reshape the Crude Market;
http://www.studentnewsdaily.com/other/dangers-aside-railways-reshape-crude-market/
Advanced Article: Vast Network of Pipelines Already in Place in U.S.;
https://www.studentnewsdaily.com/daily-news-article/vast-network-of-pipelines-already-in-placein-u-s/
Advanced Article: Alaskas Lessons for Pipeline;
https://www.studentnewsdaily.com/editorials-for-students/alaskas-lessons-for-the-keystone-xlpipeline/
C. Resources Chart
Use
Sources
Topic
SI/M
I
Reliabilit Teacher
y for SI
Accessibi
lity
Teacher
Energy.gov
SI
governme
nt site
**
**
**
Student
Background
Knowledge
Energy/Oil
SI
governme
nt site
Student
Movie- 1950s
Texas Oil Refinery
Background
Knowledge/Histor
y
MI
Student
Day in History,
First Oil Pipeline
Pipeline
Info/Example/Hist
ory
MI
Student
Article: USA
Today- The 10
Most Oil-Rich
States
U.S. Oil
MI
Student
Photo Gallery:
Strategic
Petroleum
Reserve
U.S. Oil
MI
Student
Article: U.S.
Domestic Oil
Production
Exceeds Imports
for First Time in
18 Years
MI
Student
Chart: US
Dependence on
Foreign Oil
Math
Statistics/Global
MI
Student
Interactive: How
Much Do You
Spend
Individual
Development and
Identity/Compare
Contrast
MI
Student
open
access
Student
Accessibilit
y
open access
from California
Pipeline Burst
Student
Article: Student
Reactions to
Pipeline in
Minnesota
distracting
advertisemen
ts
Advanced
or Group
Advanced Article:
TransCanada
Touts Oil Pipeline
from Okla. to
Texas
MI
Advanced
or Group
Advanced Article:
Dangers Aside,
Railways
Reshape the
Crude Market
MI
Advanced
or Group
Advanced Article:
Vast Network of
Pipelines already
in Place in U.S.
MI
Advanced
or Group
Advanced Article:
Alaskas Lessons
for Pipeline
1.9 Technology
Students have the option of pre-approving with the teacher a Paperless Project.
Student must demonstrate high proficiency with technology, consider consulting
with the Technology Teacher to provide an additional lesson to the student in
relevant platforms for this project (ie- sticky notes application, highlighter
application, word processor, graphic creation).
2.1 Reflection on Planning
This lesson plan is very driven by the need for student independence and
self-selection. Students will be reaching the end of the year when this Unit is taught,
they will have the opportunity to showcase their skills and confidence while creating
a project that answers the research question. I created the research question to
guide the expert groups and provide some purpose. The research questions also
help students determine which expert group they want to be a part of for the next
four days. Students can be encouraged to work in different groupings, depending on
the project they pick. I think the most interesting part of this lesson will be how their
research will dictate their conclusions. Since their research will be focused on preapproved sites, I want to make sure they research well in a topic that inspires them.
I want students to reach a conclusion based on their research and defend that
conclusion. I hope to stretch the creativity of the class, especially in 4th grade
where standards quickly take the place of authentic learning. I am concerned about
the potential trials the class may face if they are unable to brainstorm. I think their
projects will lack conviction, so I want to utilize the art of anticipation throughout
the unit to boost their excitement about their final project. I think the Unit Plan has
a great strength in giving students the background they need in order to pick a
topic with more of a political agenda. I would love to improve this lesson plan by
incorporating a paper-free classroom, where for the expert project duration the
students are working on computers and utilizing classroom iPads, or any kind of
technology they can.