The document outlines a two-day lesson plan about a zoning debate related to population growth and habitat destruction. Students will take on roles representing different stakeholders and research their positions to prepare arguments for a debate about a proposed zoning change that would result in 80-100% habitat destruction. They will present their initial arguments, rebuttals, and closing statements. After the debate, students will write a journal entry selecting a side and explaining their reasoning. The lesson aims to have students evaluate arguments around issues stemming from population increases and potential solutions.
The document outlines a two-day lesson plan about a zoning debate related to population growth and habitat destruction. Students will take on roles representing different stakeholders and research their positions to prepare arguments for a debate about a proposed zoning change that would result in 80-100% habitat destruction. They will present their initial arguments, rebuttals, and closing statements. After the debate, students will write a journal entry selecting a side and explaining their reasoning. The lesson aims to have students evaluate arguments around issues stemming from population increases and potential solutions.
The document outlines a two-day lesson plan about a zoning debate related to population growth and habitat destruction. Students will take on roles representing different stakeholders and research their positions to prepare arguments for a debate about a proposed zoning change that would result in 80-100% habitat destruction. They will present their initial arguments, rebuttals, and closing statements. After the debate, students will write a journal entry selecting a side and explaining their reasoning. The lesson aims to have students evaluate arguments around issues stemming from population increases and potential solutions.
The document outlines a two-day lesson plan about a zoning debate related to population growth and habitat destruction. Students will take on roles representing different stakeholders and research their positions to prepare arguments for a debate about a proposed zoning change that would result in 80-100% habitat destruction. They will present their initial arguments, rebuttals, and closing statements. After the debate, students will write a journal entry selecting a side and explaining their reasoning. The lesson aims to have students evaluate arguments around issues stemming from population increases and potential solutions.
Standard Strand 4- Concept 3- PO 4. Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species) and the possible solutions. Objective Explicit: SW evaluate arguments relating to a population growth (zoning issue) resulting in 80-100% in the Zoning Debate Student Friendly: I will evaluate arguments in the zoning debate Sub Objectives SW identify trends relating to population growth SW prepare arguments relating to a population zoning issue Key Vocabulary: Habitat: The place where an organism lives and obtains its resources Habitat Destruction: The process in which natural habitat is rendered unable to support the species present Exponential: Becoming more and more rapid Materials Laptops Gapminder.org Smart Board Character Cards (See Below) Scenario Sheet (See Below) Journals Pencils Engage Teacher will show how population has grown over the last century using Gapminder.org (Indicators should be time and population total). Teacher will pose the questions What problems do you think occur when population grows this rapidly? What resources are we going to need more of? Where are these resources going to come from? Explore Teacher will explain the debate activityAssign each student a role: Business Associate, Environmental Advocates, and Board Members. Pass out a role card to each studentany student that does not receive a card will be a Board Member. The students will be researching to prepare their arguments for the debate. They will research the area, their characters interests, in addition to completing other
research. The teacher should facilitate this process.
Explain Students should have finished their research and are now in their role groups. They should be sharing findings and finalizing arguments for the debate. They should prepare their initial argument, rebuttal, and closing argument. Elaborate The students are going to perform their debate for the board. There will be a coin flip to decide who will start the arguments. Each team will have their initial point, respond to the other group, and then remind the board why their argument is more valid. The board will then make a decision as to which side wins the debate. Evaluate All students will write a journal entry selecting a side of the debate. They need to decide which team won and why they support that team. It does not matter which team they pick as long as they provide a reason for their selection. Closing Teacher will point out that either outcome is reasonable. Boards vote to destroy land for human gain, and sometimes it is vetoed.
Agenda: 2 Day Lesson
Engage: 10 Min Explore: 25 Min Explain: 15 Min Elaborate: 15 Min Evaluate: 10 Min
