Aquarius Lesson Plan
Focus
Grade Level
Focus Question
Developing an argument and argumentative essays.
9th/10th
Should Aquarius continue to receive funding or should the program
be disbanded in favor of more resourceful options?
Learning Objectives:
NC State Objective and Goal Being Addressed:
(NCSCOS- Common Core/Essential standards it meets and why.
http://www.learnnc.org/scos/)
9-10 W.1. Write arguments to support claims in an analysis of substantive
topics or texts using valid reasoning and relevant sufficient evidence.
9-10 W.2. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
Materials
Projector; Computer;
Audio/Visual Materials
Flip chart with markers
Teaching Time
Seat Arrangement
90 minutes
There will be desks on both sides of the room. Students will be split
into two teams.
30
Debate; Argumentative essay; Real World Conflict;
Maximum Number of Students
Key Words
Background Information (Prior
Knowledge)
Links on Aquarius:
http://www.youtube.com/watch?v=WyKAuuwOppY&feature=relmfu
http://oneworldoneocean.org/expeditions/aquarius
On a previous class day we will spend time in the library/computer
lab researching what Aquarius is and how it works. We will also
discuss the state budget and the reasoning behind why Aquarius
may be too expensive to keep running.
Opening Activity
How will you get the students engaged and involved in today’s lesson right
away? Explain why you chose to implement this activity.
I will start class off by asking for volunteers to help summarize what we
have learned so far about Aquarius. I will ask if they have any questions and
then I will tell them to take ten minutes to write down any thoughts that
they have about the program in their daily journals. I believe that a daily
journal is important because students can get out any frustrations they
have or possibly develop thought processes on paper before they bring
them before the class. There are many other reasons to keep a journal but
those are two of my personal favorites. This is also a place where I can see
their participation because a lot of students are too shy to speak up in class.
(15 minutes)
Learning Procedure ( Activity)
I will split the class into two teams. One team (Team Aquarius) will
be assigned the task of arguing in favor of keeping Aquarius funded
and open for experiments while the other team (Team Senate) will
be assigned the task of arguing against keeping Aquarius in the
budget and providing it with funding. There will be one speaker or
representative elected from each side to argue in front of the class.
Each team will be given ten minutes to develop their argument. They
will then elect a speaker to represent their views. The elected rep.
Aquarius Lesson Plan
Connections to Other Subjects
Closing Activity and Assignment
Assessment
Other Links and Resources
will then debate with the other representative. (15 minutes) During
the debate I will write down the points that each speaker makes.
From these points, I will determine a winner. We will then switch.
Whichever team defended Aquarius before will now attack it and
vice versa. They must come up with completely different answers
than the other team did on the first go around. They must elect new
speakers as well. (10 minutes) Another debate will ensue. (15
minutes) I will declare a winner. We will then return to our seats as
normal for a final group discussion. (Total time: 50 minutes)
Concepts of Biology are studied at Aquarius and students can bring
their background science knowledge in to their debates. They can
emphasize the importance of science in their arguments. A marginal
knowledge of civics will help students understand the legislative
process and how the state budget works. The concept of electing
someone to speak on their behalf to a group will help students
understand how Congress plays a role in daily life.
How will you wrap up your lesson? What is the timeframe for closing
activity/assignment? How will you review the material presented? How will
you keep all students actively involved until the end of class?
We will come together as a group and have a warm down. Students can add
anything they feel was not addressed during the debate and we can also
take a poll of how the students feel about what should happen to Aquarius.
During this time I will assign the argumentative essay. Students are to
complete a 4 page argumentative essay on what they think should happen
to Aquarius. They are allowed to site sources from the class discussion but
they must do so properly using MLA format. Students must also site two
professional sources. These sources can be ones that they found during
their initial research on Aquarius and if need be they will have time to go
back and do more research in the computer lab.
How will you verify that students have accomplished your objectives and
met the standards (your assessment)? Attach assessments and rubrics to be
used in this lesson. Also attach a sample of student work that is available to
scan or photograph. I can verify that students have accomplished the
objectives through their successful completion of the argumentative essay.
Their essay must be strong and clearly written. They must show an
understanding of the topic as well as development beyond what was
discussed in class. (I will attach the essay in the submission so you can see
it in full view)
MLA Help:
https://owl.english.purdue.edu/owl/resource/747/01/