Extension - Lesson Plan

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Extension Example	Artificial Sweeteners Article	This article hits all concepts of the Scientific Method, which students need to comprehend the components of. This article also enhances students’ scientific vocabulary with terms related to carbohydrates, microbiology, and the digestive and immune system. This selection provides a debatable topic on the pros/cons of artificial sweeteners which can spark healthy discussion arguments and debates.	Concept/ definition  Vocabulary/ definition Point of View/  Debates	Discussion    Web (McLaughlin    Book)

 

The strategy I am utilizing in this lesson plan is known as the “discussion web.” This tactic is used to provide students with a structure to discuss and evaluate given texts. In completing the web, students must investigate both sides of an issue and be able to use critical thinking skills in reviewing a topic with varying points of view. The discussion web begins with a debatable research question and ends when the students come to a majority consensus about the issue. This technique has been shown to spark discussion and debate in all content areas.

 

The initial portion of my lesson plan is aimed to review the Scientific Method. In order to activate prior knowledge on the Scientific Method, a class discussion is held and the students are asked to tell me what they know or recall about the Scientific Method from previous lessons and labs. I touch every component of the Scientific Method they have previously learned and relate it to one of their previous lab experiments. What is the main question they are answering? Do they have adequate background information on the topic or does further research on the topic need to be done? Formulate a hypothesis about the main research question. Have the materials and methods/procedures accessible and known in order to conduct the experiment. Gather data and analyze the results. Know whether or not the results supported the initial hypothesis. Draw conclusions and give an overall analysis of the findings (discussion). Each of these key concepts of the Scientific Method are harbored on in the initial classroom discussion, in order to activate the students’ prior knowledge.

 

I then provide students with the text: “Artificial Sweeteners May Evict Good Gut Microbes.” This article provides information about two perspectives on the health risks and benefits associated with the use of artificial sweeteners in drinks. I also explain to the students the process of evaluating as a reading comprehension strategy, which involves making judgments and taking a standpoint, while reading. I then go on to explain how discussion webs focus on question or statements that have pro and con perspectives, which can lead to debates and, ultimately the class coming together with a consensus on the issue.

 

In order to further set the purpose for reading, I further end the discussion with addressing the importance of being able to know the Scientific Method for real world applications. Using the scientific method regularly will teach the students to look at all evidence before making a statement of fact, which makes it an integral part of science education. If we want our students to be prepared for higher education science, they must be comfortable with this most fundamental process.

 

In guiding the students, I have them work with a partner to add two or more facts to each column of “pros” and “cons.” Once they have listed as many facts as they could find, they are to discuss it openly with one another and then reach an agreement on their position about the topic. A class discussion is then held with each group sharing their thoughts and standpoint, to engage the students. Once done, a majority consensus will be reached to show the class’ perspective and standpoint on the topic. I then ask students to provide a rationale for the class’s side and to record it on their graphic organizer/discussion web.

 

At the end of the lesson, to further extend this strategy for students to use in other content areas, I invite them to reflect on evaluating and how to use the discussion web in these other content areas. (This would make a good exit ticket for the lesson. Have the students write down and turn it in analyzing the strategy used and comparing it to other strategies they’ve used.)

 

In reflecting on this article and the use of the discussion web, it has come to my conclusion that this strategy is helpful in not only understanding the article, but it also steers readers and those who utilize the strategy in the direction of being unbiased and taking an objective point of view prior to making a rational decision and taking a side on the issue. In creating a pros and cons list in the discussion web, the reader is able to evaluate the advantages and disadvantages of the artificial sweeteners, weighing in on the arguments for and against the use of them, only to come to an overall decision based on analyzing the facts/evidence presented. This ultimately ties into the importance of the Scientific Method and its conceptual process.

 

I relate this lesson to the Transactional Theory of Reading. Because of the real world applications this article has on the readers, they are easily able to relate to the issue. Many students probably have experienced using artificial sweeteners in coffee, teas, etc., or perhaps know someone in their family who does frequently use them. Since this article elaborates on the benefits and newly found problems with artificial sweeteners, the students can relate to the topic. It’s a common ground between the content and their personal experiences, which increases their interest and engagement in the lesson and activity.

 

Below is an example of a discussion web for this lesson/article:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

 

McLaughlin, Maureen (2015). “Using Comprehension Strategies to Extend Thinking.” Content

            Area Reading: Teaching and Learning for College and Career Readiness. Pearson. 2^nd Ed.

            P. 96-97.

Ornes, Stephen (2014). “Artificial Sweeteners May Evict Good Gut Microbes.” Science News

            for Students. <https://student.societyforscience.org/article/artificial-sweeteners-may-

evict-good-gut-microbes?mode=topic&context=39>.