The Lost Loggerhead

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  Health- Grade 5

• Unit Outline

  
  

  This lesson is designed to be used with case study, “The Lost Loggerhead.” See CPALMS resource ID# 221842.

• Career Connection

  
  

  This lesson exposes students to a real-world scenario of working in the marine industry, but can be applied to a variety of other situations in other industries. Additionally, students will develop communication skills with their peers and learn to have productive conversations even if there are disagreements.

• Learning Objectives

  
  

  Students will be able to:

  • Recognize the methods used in a field study scientific investigation and that it may not follow the scientific method.
  • Discuss how working together and communicating effectively helps achieve a positive outcome in scientific investigations.
  • Use grade level academic vocabulary to work cooperatively and explain their groups decision to a dilemma.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Follow teamwork rules and expectations.
  • The scientific method.
  • New vocabulary routines and procedures.

• Guiding Questions

  
  
  • Why is communication important when there is a disagreement?
  • What makes a field study a scientific investigation?

• Procedure

  
  
  1. The teacher will begin the lesson by telling students that they are going to play the role of new members of the Marine Explorers Team. Before they can get to work, they must take a training course.
  2. The teacher will guide students through the PowerPoint, "Marine Explorers Training" (see attached) so that students become familiar with the types of scientific investigations and how to do the science of loggerhead tracking.
     • Discuss with students the scientific guidelines. Have students suggest some ways (actions and behaviors) that they can use to show that they are following the guidelines as scientists.
     • Focus some discussion on the topic of the field study. Explain to students that they will be reading about a field study later in the lesson.
     • Discuss with students the characteristics of a field study. Ask students, “How do you know a field study is a real scientific investigation? What are the characteristics of a field study that make is a real scientific investigation?”
  3. Teachers will lead students in a Vocabulary Routine (see attached). Print or digitally provide students with the handout.
     • Review the first word: ethics
     • Review the definition of the word: Rules about what is right and wrong help people make good choices.
     • Answer student questions about the definition.
     • Review the example with students: It's good ethics to tell the truth, even if it’s hard.
     • Allow students time to turn and talk: Can you think of a time you had to choose between doing what’s easy and what’s right? Did you choose the ethical option? Explain.
     • Repeat the routine for all four words.
  4. Students will read the case study, “The Lost Loggerhead” (See CPALMS resource ID# 221842).
     • What type of investigation is being conducted?
     • How did each team member communicate with one another?
     • Why did the team members have a hard time making a decision about Flip-Flop?
     • What did you learn from the “training” that helped you understand the case study?
  5. Students are grouped into teams of 4-5, given chart paper and markers. The students will create a Solution Circle (see attached). Students are working to solve the problem: Should the Marine Explorers interfere for Flip Flop? The teacher explains that in order to make a fair decision, the group must consider multiple factors and perspectives.
     • Students write the problem described in the case study in the center of the paper.
     • Students write each of the following words in a different corner of the chart paper: facts, feelings, choices, and consequences.
     • As a team, students make a list of relevant factors to decision-making in each category and add them to the chart paper.
     • Students must communicate with each other and come to an agreement about what to do, making sure they can explain their reasoning.
  6. Each group will present their solution and reasoning to the class (their followers) by pretending to record a live video explaining their decision. The video should include an explanation of what kind of science investigation they are doing, why they are doing it, why other types of investigations wouldn’t be effective, and why they made the decision. Students should use the introduced vocabulary words (ethics, hatchling, interfere and investigation).
  7. The teacher will lead a whole-class discussion with the following questions:
     • Why is communication important when working with a group?
     • How can you respectfully disagree with another member of a group?
     • How is communication helpful when there is conflict?

• Teacher Notes

  
  
  • If chart paper is unavailable, the activity may be done on copy paper or construction paper. Students can also create the activity digitally.