LESSON PLAN -Hydraulic Fracturing: Introduction and Stakeholders

TEACHER NAME: Ms. Fletcher, Ms. Brooks, Ms. Smith

LESSON SUBJECT: Integrated English Language Arts Unit Plan: Fracking
LESSON TITLE: Introduction to Fracking and Stakeholders
GRADE: 9
LESSON DATE: November 20th 2017

RATIONALE
This unit plan is to introduce students to an integrated/interdisciplinary look at hydraulic fracturing or fracking in Canada.
The unit will aim to present to the students the theme of fracking in an ELA format with the introduction to math, social
studies, and science. It is important for students to have an overarching understanding of content in their classes; by
introducing a subject with many facets students are broadening their understanding of particular topics and also, in an
overarching sense, broadening the way that they learn.

CURRICULUM CONNECTIONS
Big Ideas:
The physical environment influences the nature of political, social, and economic change.
Disparities in power alter the balance of relationships between individuals and between societies.
ELA Connection: Questioning what we hear, read, and view contributes to our ability to be educated and engaged
citizens.
Curricular Competency:
Compare and contrast continuities and changes for different groups at the same time period
ELA Connection: apply strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
including questioning and speculating, acquiring new ideas and analyzing and evaluating ideas, developing
explanations, considering alternative points of view, summarizing, synthesizing, and problem solving
Content:
Discriminatory policies, attitudes, and historical wrongs.
Political, social, economic, and technological revolutions.
advances in science
technology
industrialization
ELA Connection: Forms, functions, and genres of text

LEARNING INTENTIONS
By the end of this lesson students will be able to understand what fracking is, why it is used, affects on the environment,
and who the stakeholders are.

PRE-REQUISITE CONCEPTS AND SKILLS

Students will have the ability to discuss social issues from previous classes.
The ability to discern and discuss valuable information will be important as they read through the text.
Students will have knowledge regarding online research and how to find pertinent, valuable, resources.

MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS LESSON

PowerPoint Slides:
Background information slides
Video slide
Discussion format slide
Discussion Worksheet (1 per student):
Outlining the stakeholders with spaces for students to record key points for each from the debate, as well as room
to jot down any questions they may like to ask)
Slips to divide students into stakeholder groups (6 groups, 5 people per group, 5 slips x6=30 slips)
Tent cards identifying table groups by Stakeholder (1 per table)
Dossier folders for each stakeholder table (1 set per designated stakeholder table):
Primary and secondary documents for each stakeholder
Pictures, quotes etc.
Chromebooks for further research (may need to be booked ahead of time if the class does not already have set
available

DIFFERENTIATED INSTRUCTION (ACCOMMODATIONS)

Documents will be available in the online classroom for students who may prefer to read that way, or they can fill out the
worksheet by typing rather than writing.
Students who may not be comfortable speaking during the debate may be asked to write a reflection piece instead,
perhaps based on what they would have liked to say or questions they might ask.

ASSESSMENT AND EVALUATION

Students will be assessed on their ability to work within their groups to examine primary and secondary sources as well as
build on information, discussion, and questions from their dossier.

Students will be assessed on their participation in all aspects of the discussion:

In forming and articulating key points/arguments, as well ask asking informed questions about different stakeholders and
responding effectively to questions asked of them. Students will be assessed based on their ability to complete the
handout which will be submitted at the end of class.

Students will also be assessed on their reflection at the end of the discussion.

LESSON ACTIVITIES
 TEACHER ACTIVITIES STUDENT ACTIVITIES CLASS MANAGEMENT PACING
CONSIDERATIONS

INTRODUCTION Students will be listening and Make sure that nothing is on the 15 mins
Open with introductory questions watching the videos. Students will desks for the later group work.
(examples): participate in discussion about the
Has anyone heard of hydraulic unit.
fracturing?
Do we know another name for it?
Where is fracking done?

The teacher will present a

PowerPoint to introduce Hydraulic
Fracturing (fracking) to the
students.
There will be a short film to
view with the PowerPoint.

The teacher will also briefly

discuss interdisciplinary subjects
within the unit

Have students get into small
groups around each other (2-3) to
discuss some key points they
learn and come up with some
questions they want answered.
(pair and share)
Students will get into groups and
discuss information and questions
they may have.
There will be noise due to 10 mins
discussion but keeping noise
levels to minimum by getting
groups attention and interjecting
further questions can help

Teacher will take questions

regarding the information covered.
BODY
Quick bum break:
The teacher will introduce the
stakeholders and group students
into their stakeholders groups by
randomly selecting.
Students will line up and come to
the front of the class and pick a
stakeholder group out of a bag
and take a worksheet.
They will then sit in the pre-
assigned area directed on the
board.
Students will line up one aisle and
leave down another aisle of chairs 5 mins
to their seats.They will follow the
preassigned area directed to them
on the board.

Once everyone is seated the

teacher will hand out the dossiers Students will read the information
to each table group. in their dossier and glean pertinent
information from their stakeholder
standpoint.

A respectful environment is the

The teacher will explain the format
of the discussion to students (have
outline of debate format on
PowerPoint slide for reference).
Begin debate, set a timer on the
board (2 mins for each group to
present their key points.)
Re-set timer, then allow each
group to take 3 questions from the
audience.
The teacher will facilitate and
answer questions that students
cannot answer themselves.
(the goal is to generate
discussions and questions)
only one tolerated during the
Groups take turns presenting their
key points to the class (audience discussion. Students will be 35 mins
reminded to listen, ask questions,
is to take notes on the provided
worksheet that outline each and be attentive to each group.
groups key points, as well as any
questions they may wish to ask).
Groups take turns asking
questions about each stakeholder
group.
CLOSURE

Conclude discussion. Students will write their reflection If discussion is cut off make sure
Have students write a brief with the knowledge that it will be that students write down further
reflection of the discussion: ask handed in for teacher review. questions and observations in 15 mins
them to list one thing they liked, their reflection.
one thing they didnt like, and one
thing they would change. Make
sure students know that this will
be handed in at the end of class