LESSON PLAN Your Name: Shirley Gutierrez Title of Lesson: Diversity in Population Grade: 8th grade STANDARDS NOTE:

Please list at least two complete standards your lesson plan covers. [Common Core State Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)]. CCSS.ELA-LITERACY.WHST.6-8.1.A Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically MS-LS2. 5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability connection/lens associated with this lesson plan you are creating. Values thinking is a allowing our values influence our decisions. Our values are often influences on what we believe to be ethical. The debate of population is often carried by ethics and human rights to procreate. There are many solutions offered to prevent overpopulation but unless it is a unified effort the effect will only be small. It is important for everyone to see the importance of maintaining a steady flow in population or else our resources will become extinct. For this lesson students will read the petition Prevent Human Overpopulation and add at least 10 annotations. On the annotations they should look for things that shock them, they agree or disagree with, or thinks they like but think it could be better. The chairs will be moved to form a small circle of four and a large circle around it. Through the article solutions such as technology, education, birth control, and family number limits. Four volunteers will be asked to the inside circle and the discussion will begin. Only the people in the inside circle can debate and when someone form the outside circle wants to say something they tap on someone from the inside circles shoulder and take their place. After five minutes of debate the topic will switch until all solutions have been discussed. At the end of the debate students will write a short paragraph on which solution they would definitely not vote for and why supporting their claims by using their values thinking. OBJECTIVES Describe what you want students to know/be able to do as a result of the lesson. For example, Students will be able to Students will be able to use values thinking to create a debate in classroom on options to reduce and prevent overpopulation. ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives? Students will be assessed by creating a paragraph on a solution they would not support based on values thinking as their support. PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? Before completing the lesson student will have already explored population rates and demographics as well as problems created from overpopulation, and several solutions to the problem. I will access their prior knowledge by reviewing in class what we have so far covered in the last two days of class. MATERIALS List of required materials. Paper Pencils Chairs Skittles Small Plates

VOCABULARY/KEY WORDS List of key vocabulary terms. Poverty: The state of being extremely poor Diversity: being diverse, different Population: all inhabitants of a particular area Limit: Having control, a set amount TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): 1. Review Students have a clear understanding of poverty by now after reviewing the rates of poverty and causes of poverty in the first two days of the lesson. Teacher Will: Ask students to summarize what they have learned so far .Four students will be asked to go to the board and write the definition poverty, diversity, population, and limit. The teacher will read the definition out loud and clarify if needed. The review should take approximately 10 minutes. 2. Introduction Teacher Will: Pass out skittles and small plates Teacher Will: Create groups of 4 and assign roles. Assign roles: 1 Recorder/1 illustrator/ 1 Presenter/ 1 monitor of time Teacher will: Ask students to place one skittle at a time on each plate. One group will have too many skittles to put on their plate, another group will have just the right amount of skittles, and the last group will have enough skittles to fill up half of the plate. 3. Debate/Discussion Teacher Will: Ask to students by raising of hands what the plate represents (the world) and what the skittles represent (people).Teacher will explain how the table with too many skittles represent what our problem will be in the future if population continues to increase, the table with just enough skittles represents now, and the table with skittles that cover half of the page represents the past and the future goal. Teacher will: Ask students to place their desks to the back of the room, position four chairs in a small circle, and the rest of the chairs in a larger circle surrounding the small circle. Teacher Will: Review safe practices of a debate such as only the people in the small circle can talk, only one person can talk at a time, only talk if its related to the topic, support your view based on values thinking, every student must participate at least twice (depending on class size), and if the back circle wants to speak they tap the should of a student in the inner circle and take their place. Students Will: listen to peers, give appropriate responses, and use values thinking during debate Teacher Will: Pick the first four students to start the debate the first topic will be population limit which will be discussed for five minutes. Teacher will give prompts for teachers to debate that are possible solution. Such as: population limit, more education, and less poverty each that will be discussed for five minutes. If students struggle with a topic teacher will give ideas such as Population Limits. The debate should last approximately 20 -25 minutes. 4. Assessment Teacher will: Instruct students to get the classroom back to normal and to take out a piece of paper. In the next 10 minutes students will write a short response of which of the solutions discussed in the debate they liked the least. They well explain why they liked it the least and how their values thinking affected their response. RESOURCES List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA format. Values Thinking (n.d.). Retrieved from http://sustainabilityscienceeducation.asu.edu/course/sustainability-competencies/valuesthinking/ WAYS OF THINKING CONNECTION Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan. This lesson focuses mainly on values thinking because they have to consider what they are willing to sacrifice to reach a common goal. According to the ASU sustainability for science teachers values thinking is being able to examine the effects our values have on our decisions (Values). Values thinking is often connected with beliefs, respect, and understanding. Using this definition and connecting words student will have to consider how their values affect poverty. Students will be asked continuously during debate how their values affected their decisions to support an option to reduce population such as birth control.