Expanded Collaboration Through Socratic Seminar

Standard: Explain environmental issues in Europe Objective: Students will rationalize their opinions about
environmental concerns using the Socratic Seminar Method.

Student Accommodations
Scaffoldin Scaffolding will be used to Collaboration Tree
g allow students to build on
the information that is 1. Students Collaborate as Individuals with Whole Class
Class
originally presented in the
Collaboration 2. Teacher Driven-Students Participate
initial lesson. Students will
then gradually build on this
material by forming their Group Forming and 1. Students Pair with peers who have similar hypotheses
own opinions and Collaboration-Socially 2. Students Collaborate within Group
challenging the opinions of Driven 3. Student Driven-Teacher Facilitates
others. This will be
structured in a safe and
respectful environment in Group Forming and Collaboration- 1. Students Pair based on content analysis
which all students can Content Driven 2. Students Collaborate as Group with whole class
present information and be 3. Student Driven-Teacher Facilitates
open to constructive
criticism.

Instructional Strategies
Modeling Strategy will be used to model assignments for students in an effective and research driven fashion.

Graphic Organizer Strategy used to aid students in organizing information with the intent of rationalizing their opinion.
Cooperative Learning Groups Students are placed into groups of their choice and are provided with a task in which they are required to
work together in order to achieve success.
Gallery Walk Classroom strategy in which students are placed into groups and provided the opportunity to take
responsibility for their mastery of a topic through cooperative learning.
Socratic Seminar Strategy in which students lead the discussion and are provided points as they bring up new points of view
and ideas. Teacher acts as the facilitator as students drive the discussion forward.
Artifacts
Graphic Organizer Students will use a graphic organizer that will teach them how to analyze the pros and cons of Fossil Fuels
and their effect on the environment. This will act as a collaborative experience between the teacher and the
students that will ultimately occur via a class discussion on the issues.
Personalized Learning Rubric – A rubric that allows students freedom of choice and learner agency as they will demonstrate mastery of the
Socratic Seminar content in whatever median the student feels is necessary.
Data Records Multiple Data records will be provided that the teacher keeps up with as the lesson occurs. This will be
provided to record for stakeholder including the teacher, students and administration. The teacher will use
these data records to improve the lesson in the future. The goal of this lesson is to provide students with a
clear representation of fossil fuels and environmental issues while eliminating as much bias as possible. If
data is widely skewed then it can be assumed that bias has taken place within the lesson. The purpose of the
lesson is to allow students to collaborate and form their own opinions, NOT to reinforce the opinions of the
teacher or other stakeholders.
 Lesson Overview
This lesson is designed with Expanded Collaboration in mind. This Expanded Collaboration is used to introduce students to meaningful
conversation with mastery being included in the culminating assignment at the end of the lesson. That culminating assignment will be a Socratic
seminar that allows students to use argument construction, document analysis and collaboration skills that are built in the earlier parts of the lesson.
This lesson utilizes different stake holders as parents, students and teachers are working together to help students rationalize their positions on
climate change and environmental issues while providing them with non-biased documentation of the facts. As students and staff engage in this
activity, the students are the drivers of the dialogue while the teacher simply facilitates. The element of personalized learning is embedded into the
lesson as students are provided with the opportunity to demonstrate mastery and use different opinions, documentation and logic to support their
own ideas while still addressing the content that is described in the standard. Scaffolding is used throughout the lesson to provide students with the
skills of executive function to meet students where they are and provide them with an opportunity to for success. The teacher will aid students
every step of the way. First the teacher will direct the whole class and model how successful collaboration should look. Secondly, the teacher will
facilitate groups and work his/her way around the room to provide support for students and place an emphasis on the student relationships that are
essential to a successfully collaborative classroom. Third, the teacher will take a step back and only provide students with the information to drive
the conversation forward. This will be done in a caring manner that supports the students and keeps the environment respectful and engaging.

Warm-Up Activity
Activity Description/Rationale
Students will be provided be provided with a five day warmup based on the  This activity will be used to successfully teach students how to
following prompt: form an argument. This is a necessary skill that will be used
throughout the entirety of the lesson. By using this seemingly
“Who would win in a fight, a shark-dog or a cheetah-bear?” meaningless argument and allowing student to have freedom
over the argument, students can get creative while also
developing a clear and concise point of view that will benefit
them when the Socratic Seminar begins later in the lesson.

This warmup will allow students time to prepare and see how
an effective argument is constructed as well as allowing them to
take the initial steps to expanded collaboration. This element of
preparation keeps students from look like a deer in the
headlights as they will utilize this method prior to actually
participating in the Socratic seminar. When using this expanded
collaboration method, you need students to feel safe and
comfortable if it is ever going to work. Baldwin (2017) explains
“In the end the best discussions are when students feel
confident, and allowing them to prepare is key.” This is a key
 proponent of this lesson style as in this lesson plan students will
be given multiple opportunities to prepare through the various
activities with this warmup acting as the building block.

Activity Segment 1
Activity Description/Rationale:
Direct instruction lesson. Student will analyze the Pros and
Students will be provided with a graphic organizer that allows them to identify Cons using a graphic organizer. The teacher will lead the
the pros and cons of fossil fuels. Students will then participate as individuals in a discussion by presenting the facts about fossil fuels. Students
class discussion that has students identifying potential advantages as well as will then be allowed to begin forming an opinion on the
disadvantages to fossil fuels. Teacher will allows and facilitate discourse from usefulness and safety of fossil fuels. The teacher will outline
any students that wish to participate in the discussion. This will act as an why they are a staple to the economy of many different nations
opportunity for the teacher to model and correct behaviors that are not conducive and possible alternatives that may act as replacements in the
to a Socratic seminar. This Graphic Organizer will also outline key vocabulary future. Students will fill out the graphic organizer as the teacher
for the lesson as well as possible solutions to the problems being addressed. provides both sides. The teacher will then outline the
Environmental issues that are occurring in Europe and what
solutions the governments of the United Kingdom and
Germany are taking to diminish the effects of pollution in their
respective countries.

Burns (2016) explains that “collaborative groups can’t be

assigned—they have to be built and nurtured. Students often
need to learn how to work effectively with others and as part of
a team. We have to help students understand the what, why, and
how of collaboration.” This is embedded in this activity as the
students are practicing the skills of collaboration and social
interaction as a class. This will aid them in the future parts of
the lesson and allow them to successfully collaborate with their
peers in activities two and three. This modeling is a staple of
the collaboration as student must be taught how to collaborate
as it is more than simply talking. It requires students to bring
something to the conversation that is meaningful and drives the
discussion forward.
 Activity Segment 2
Activity: Description/Rationale:

Students will participate in a gallery walk activity This Gallery Walk is used to allow students to collaborate nd
research the information with one another. This collaboration
allows students to rely on one another and have meaningful
Seating Arrangement discussion using the guiding questions provided for each
website. Generally speaking, this activity would be completed
with students moving from one station to another. This can be
Station 1 Station 3 done using break out rooms or simply having students be timed
at their stations but still sitting in their seat. This flexibility
Station 5 makes expanded collaboration accessible through a variety of
Station 2 Station 4 medians.

Katemba & Buli (2018) state in the conclusion of their study

that “The Gallery Walk is an effective method for improving
students’ speaking skills” they also suggest that “students in the
study were motivated to share ideas and responded to each
gallery while completing their activities as part of the learning
process. Similar results were found by Francek (2006), who
stated that the gallery walk is a discussion technique that gets
students out of their chairs and into active engagement.” This
provides a clear picture of why a “gallery walk” is a perfect
stepping stone to lead students into a meaningful dialogue using
the Socratic method. In Socratic Seminar: Making Meaningful
Dialogue Heather Clayton (2013) “One of a teacher’s greatest
responsibilities is to choose the text or texts that will anchor the
students’ conversation. The selected text should inspire thought
provoking conversation, while also being at the appropriate
intellectual and social developmental level for students.” This
activity is designed for this purpose. This provides students
with texts and documents that they can use to make their
discussion more meaningful and engaging.

This time will be used by the teacher to build relationships with

students and take a personal interest in the ideas and thoughts
that students provide. In order to foster collaboration it is

Activity Segment 3
Activity:
Students will be given time to research their own personal view point and
acquire new information to support their ideas. Following the research portion of
the activity, students will be asked to create a sign that indicates their own
personal view points. The students who agree with one another will be seated
next to each other in a circle. Following this, students will be asked to participate
in a Socratic seminar. During this time the teacher will facilitate and provide
input only where it is needed to drive the conversation forward. Students will be
scored using the attached rubric. Students will be required to score 15 points in
order to receive a passing grade.
Seating Arrangement
important for students to feel accepted and safe. This will be the
role of the teacher as he observes and facilitates the
conversations occurring. The teacher will engage with students
to better the relationships between students and with the
teacher.
Description/Rationale:
The Socratic seminar portion of the lesson provides students
with an opportunity to demonstrate mastery while providing
them with a voice to express their own opinions and ideas. This
culminating assignment is how students will be assessed for
mastery and allowing them to successfully practice framing
arguments and develop new opinions with new and interesting
information. This Seminar is completed in the face to face
platform as The Socratic Seminar in the Age of the Common
Core: A Search for Text-Dependent Discourse explains that
even in the age of technology, the majority of students chose
the face to face option over the digital options for a Socratic
Seminar (Walsh-Norman, 2016).
This is a form of expanded collaboration that allows for
students, teachers and other stakeholders to take an active role
in the children’s education. By allowing students to speak
freely with much defined guidelines, students are enabled to
speak their own opinion and receive grade for it. For many
students, they feel that their opinions are insignificant because
they are often dismissed. By allowing students to collaborate
through the median of content, the discussion is made
meaningful and engaging. The teacher will use this time to
score students and to watch students analyze different opinions
and keep the conversations civil.
 Teacher

Conclusion
Activity: Description/ Rationale:
This will be used to foster an element of collaboration for future
Students will be asked to write a five to eight sentence reflection about their class assignments. Students will be asked to write about what
experience within the lesson. they enjoyed, what they did not enjoy and how the lesson can
be improved. Students will also be asked to write about what
they learned and how it applies to their every day life. “Can you
see the other individuals argument?”, “ Why do you feel the
way that you feel?”
 Resources
Beth Walsh-Moorman. (2016). The Socratic Seminar in the Age of the Common Core: A Search
for Text-Dependent Discourse. The English Journal, 105(6), 72.

Katie, Erin, Heather, Alejandra, Baldwin, M., Noelle, & Socratic Seminars – My Block 3 Journey
says:. (2017, January 10). 5 Steps to a Successful Socratic Seminar. Retrieved October 31,
2020, from https://minds-in-bloom.com/5-steps-to-successful-socratic-seminar_29/

Katemba, C. V., & Buli, R. (2018). Improving Speaking Skills Using the Gallery Walk Technique.
Catalyst, 17, 98–102.

Burns, M. (2016, November 22). 5 Strategies to Deepen Student Collaboration. Retrieved

November 02, 2020, from https://www.edutopia.org/article/5-strategies-deepen-student-
collaboration-mary-burns

Clayton, H. (n.d.). Socratic Seminars: Making Meaningful Dialogue. Retrieved November 02,
2020, from https://justaskpublications.com/just-ask-resource-center/e-
newsletters/msca/socratic-seminars-making-meaningful-dialogue/
 Warm-Up Assignment
Directions: As you work through your CATS this week, keep in mind the following
question 

“Who would win in a fight, A shark-dog or a cheetah-bear?”

You will be provided a number of facts about the scenario above every day this week.
On Friday you will be expected to construct your argument.

Monday
Steps to construct an argument:
1. Make a claim
2. Provide reasoning to support the claim
3. Provide evidence to support the claim

Directions: Copy the steps above in the blank section below.

Steps to _________________________________________________
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________

Tuesday
The Shark-Dog
1. Head of a Great White Shark (Shark)
2. Body of a PitBull (Dog)
3. Is very skilled at swimming-CAN breathe underwater
4. Is very strong and physical on land (SLOW)
5. Has extremely sharp teeth 

Directions: Using the information above, draw a Shark-Dog

Wednesday
The Cheetah-Bear
6. Head of a Black Bear (Bear)
6. Body of a Cheetah (Cheetah)
6. Is NOT skilled at swimming-Scared of water
6. Is very fast and agile (EXTREMELY FAST)
6. Has extremely sharp teeth

Directions: Using the information above, draw a Cheetah-Bear

 Thursday.
Terrain
1. Half Land/ Half Ocean
2. Tall Grass On Land
3. No Trees
4. Salt Water Ocean

Directions: Draw the terrain below. 

Friday
Directions: Answer the following question by constructing an argument

“Who would win in a fight, a shark-dog or a cheetah-bear?”

Claim:____________________________________________________________________
______________

Reasoning:________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________

Evidence:_________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________

Conclusion:_______________________________________________________________
______________
Activity One-Direct Instruction Activity
Term Definition Example
Fossil Fuel A natural fuel formed in the geological past from the Gas, Coal and Oil
remains of living organisms.
Environmental Issues Problems with the planet's systems (air, water, Smog and Acid Rain
soil, etc.) that have developed as a result of
human interference or mistreatment of the
planet.

Fossil Fuels
Pros Cons
1. A Cheap Source of Energy. 1. Fossil Fuels are Non-
Renewable
2. Reliability. Fossil fuels are
dependable – at the moment 2. Dangerous to Produce

3. Useful By-Products 3. Increasing severity of

Environmental Issues.

Geography
Location Environmental Issue Solutions
United Kingdom Smog 1. Encouragement of public transit

2. Stricter emissions requirements.

3. Incentives for factories to use

cleaner burning fuels.
Germany Acid Rain 1. Hydroelectric power and other
alternative energy sources
Activity Two-Gallery Walk Activity
Directions: In your groups, analyze the information from the following websites. Use the
included questions to guide your group discussion.
Station 1
Website https://www.inspirecleanenergy.com/blog/clean-energy-
101/advantages-disadvantages-fossil-fuels

Guiding Questions 1. Do the benefits of fossil fuels outweigh the risks?

2. Which side do you agree with the most? Why?

Station 2
Website https://www.anthropocenemagazine.org/2019/01/phasing-out-
fossil-fuels-could-halt-climate-change/
Guiding Questions 1. How would life look differently if we did not use Fossil
Fuels?
2. Since much of the damage already caused is Irreversible, is it
worth it to switch to renewable energy sources?

Station 3
Website https://stopfossilfuels.org/
Guiding Questions 1. What is the worst case scenario for climate change?
2. What does the author want to see change in this article?
Why?

Station 4
Website https://www.nationalgeographic.com/environment/global-
warming/acid-rain/
Guiding Questions 1. How is pollution effecting Germany?
2. What are the effects of Acid Rain?

Station 5
Website http://www.history.com/news/the-killer-fog-that-blanketed-london-
60-years-ago
Guiding Questions 1. How did smog effect London in 1952?
2. What health effects did people endure as a result?

Culminating Question: What is one common conclusion discussed in all of the articles?
 9)
8)
7)
6)
5)
4)
3)
2)
1)

18)
17)
16)
15)
14)
13)
12)
11)
10)
NAME
USE EVIDENCE +5

Opinion Data-Data Score Sheet

REBUTTLE TO
CLASSMATE +5

BUILD ON CLASSMATESS
ARGUEMEMT +5
Activity Three-Socratic Seminar Score Sheet.

VIEW +5 IINTRODUCE AN
UNEXPLORED POINT OF

INTRODUCE SUPPORTING
EVIDENCE +5

COMBINE DOCUMENTS +5
TOTAL
 Student Initial Opinion Final Opinion Participation
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Legend

U-Undecided

F-Pro Fossil Fuels

C-Pro Clean Energy

S-Satisfactory Participation

UN-Unsatisfactory Participation

Opinion Data-Score Sheet-Example

 Student Initial Opinion Final Opinion Participation
1 U F UN
2 F F S
3 U C S
4 C C S
5 F F S
6 C C S
7 F C S
8 F C S
9 C F S
10 C C S
11 U U UN
12 U C S
13 U C S
14 C C S
15 C U S
16 F F S
17 F C S
18 C C S
19 C F S
20 U U UN

Legend

U-Undecided

F-Pro Fossil Fuels

C-Pro Clean Energy

S-Satisfactory Participation

U-Unsatisfactory Participation