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Bell ringer /Engage
to provide reinforcement of previously taught skills 		No school for 10-12 grades Find seat
Pick up syllabus 		Turn in syllabi
Start Ecological Footprint calculator 		Join AP Classroom and create your own definition of Tragedy of the Commons
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Introduction (Explain, Explore)
-Introduce or review the essential question.
-Introduce important vocabulary using the word wall as an interactive learning tool.
Frame TOC in terms of overall class and sustainability Yesterday we talked about TOC, today we are going to look at how we use resources individually Lets review the Specifics of Tragedy of the Commons Essential Standards and Outcomes
What will you expect your students to master?		Form relationships
CED Topic: 5.1 Tragedy of the Commons
5.11 Ecological Footprint 		Learning Objectives
What will your students be able to learn? 		When left to their own devices, how do humans use resoures?
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Modeling: “I Do” (Explain, Explore)
-Explicitly model exactly what students are expected to do during shared practice, guided practice, and eventually during independent work
-Conduct a think-aloud while modeling the steps to completing an activity or solving a problem.
-		Assessment
(Begin With the End in Mind)
How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Did you check the “strength of the match” between your assessment and the standard that you are teaching?
Tragedy of the Commons FRQ - see assignment on Tuesday Essential Question
This is a higher-order question that is directly derived from the standard, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught.
When humans use natural resources, they alter natural systems.
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Guided Practice: “We Do” (Explain, Elaborate)
Provide students support while they try doing what was modeled for them.
-Perform checks for understanding. List the questions that you will ask to check for understanding.
-Use questioning techniques such as redirecting, wait time, and prompting.
-Encourage student-accountable talk during discussion 		Complete the Ecological Footprint Calculator on your own device TOC Frayer Model Higher-Order Questions (Three to Five)
What questions will be answered to provoke higher-order thinking and include moderate to high depth of knowledge (DOK) complexity levels? What would the ideal student response be for each question? What type of collaborative structure will you use so all students are engaged?
Is the TOC solution proposed by the Lobser Gangs ethical?
Describe the events that might occur if Air Pollution or water pollution was unregulated?		Vocabulary
Include the essential vocabulary that should be introduced or reviewed.
Tragedy of the Commons
Ecological Footprint
Privitization
Sustainability
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Collaborative Practice: “They Do” (Explain, Elaborate)
Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the shared portion of the lesson.
-Incorporate the use of a collaborative strategy in small groups and check for understanding. (KAGAN)
-Circulate throughout the room, checking for understanding and providing guidance to each group as needed. 		Tragedy of the commons Make a claim about your footprint using this handout. Provide evidence (that is the number of earth's), and reasoning (what things did you answer that make your number of earth's so high or low?)Evaluate TOC peer review
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Independent Practice: “You Do” (Explain, Elaborate, Extend)
Allow students the opportunity to independently practice what was learned throughout the lesson.
Differentiate your instruction to reach the diversity of learners in your classroom:
-Pull small groups or individuals for more intensive support.
-Assign students independent work that is directly aligned with the “I do” and “We do” portions of the lesson.
-Provide above-level students with extended practice through the use of higher-level activities.
In your group of 4: Complete this data analysis about your group's Ecological Footprint
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Small Group
1. Students who need extra support will . . .
2. Students who are working on level and independently will . . .
3. Students who need to be challenged or finish early will . . .
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Closure
Wrap up the lesson and help students organize the information they learned into a meaningful context.
-Have students answer the essential question in writing.
-Help students connect today’s learning to their bigger goal in the course.
- Reflection
Say goodbye to each student by name Review homework - FRQ of Tragedy of the Commons
HW: Read Module 29 or Watch 5.1 Tragedy of the Commons 		HW: Work on Tragedy of Commons LabHW: Watch 5.11 Ecological Footprint
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