Thematic+Lesson+Plan

Thematic Unit Lesson Plan Coffee


 * 1. Members:** Austin Tolan, Andrew Snyder, & Jared Gliem


 * 2. Lesson Title:** Coffee


 * 3. Content Area Coverage:** Lesson One History, Lesson Two Geography, Lesson Three Environment, Lesson Four Agriculture, Lesson Five Math, Lesson Six Health & Science.


 * 4. Grade Level:** 8th Grade


 * 5. Time Required:** Approximately One Hour Per. Lesson


 * 6. PA Standards:**

**8.1.8.A:** Compare and contrast events over time and how continuity and change over time influenced those events.
 * Lesson One History: **
 * 8.3.8.C: ** Summarize how continuity and change have impacted U.S. history.
 * 8.4.8.C: ** Illustrate how continuity and change have impacted world history.


 * Lesson Two Geography:**


 * 7.1.8.B:** Explain and locate **places** and **regions** as defined by **physical** and **human features.**


 * 7.2.8.A:** Explain the characteristics of **places** and **regions.**


 * Lesson Three Environment:**


 * 4.5.8.A:** Explain how Best Management Practices (BMP) can be used to mitigate environmental problems.


 * 8.A.1.1:** Explain, interpret, and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs).


 * Lesson Four Agriculture:**


 * 8.D.1.2.2:** Describe potential impacts of human made processes (e.g., manufacturing, agriculture, transportation, mining) on Earth’s resources, both nonliving (i.e., air, water, or earth materials) and living (i.e., plants and animals).


 * Lesson Five Math:**


 * M8.E.4.1.2:** Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).


 * Lesson Six Health & Science ** :

**8.A.2.1.5:** Use evidence from investigations to clearly communicate and support conclusions.
 * 8.A.1.1.1: ** Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence, or how new data/information may change existing theories and practices.
 * 8.A.1.1.4: ** Develop descriptions, explanations, predictions, and models using evidence.


 * 7. Essential Questions:**


 * Lesson One History: ** How did Coffee make its way to The United States? How has its perception changed since its arrival?


 * Lesson Two Geography:** Why do certain regions produce more coffee than others?


 * Lesson Three Environment:** What are the ideal conditions for producing coffee beans?


 * Lesson Four Agriculture:** What is the process that a coffee bean goes through to get from a tree to your kitchen table?


 * Lesson Five Math:** How do you make a bar or line graph to represent the trends in coffee usage in the past few years?


 * Lesson Six Health & Science: ** Does coffee affect the human body? If so, how?


 * 8. Learning Objectives:**


 * Lesson One History: **

1. Students will learn that coffee is not native to America

2. Students will create a timeline similar to the timeline in the power point, using the important events related to coffee provided.


 * Lesson Two Geography:**

1. Students will recognize that variations amongst world regions affect production of goods.

2. Students will be able to describe regional features that associate with coffee production using a journal response.


 * Lesson Three Environment:**

1. Students will identify specific environment conditions necessary for successful coffee production.

2. Students will be able to describe specific climate and regional conditions necessary for coffee production in one paragraph.


 * Lesson Four Agriculture:**

1. With the use of a few websites and videos, students will be able to describe the harvesting and processing of coffee.


 * Lesson Five Math:**

1. Students will be able to create bar and line graphs using paper, pencil and a ruler to organize and display the usage of coffee over the last couple of years.


 * Lesson Six Health & Science: **

1. Students will understand how coffee affects the human body. 2. Students will hold a debate, arguing is coffee good for you or is it bad for you.


 * 9. Instructional Procedure and Activities**: (Please See Attached Lessons)


 * 10. Assessment:** (Please See Attached Assessments)

Thematic Unit Lesson Plan Coffee Lesson 1 History Standards 8.1.8.A: Compare and contrast events over time and how continuity and change over time influenced those events. 8.3.8.C: Summarize how continuity and change have impacted U.S. history. 8.4.8.C: Illustrate how continuity and change have impacted world history. Essential Question How did Coffee make its way to The United States? How has its perception changed since its arrival? Learning Objectives Students will learn that coffee is not native to America Students will create a timeline similar to the timeline in the power point,using the important events related to coffee provided. Instructional procedures and activities 1.Students will start the lesson by doing What Am I?( What Am I.docx) 2.When finished with the introduction activity, ask the students what they know about coffee. Have a brief discussion. 3.Go over Power Point with students. 4. Students will conduct further research on the history of coffee by looking in books or on the internet. 5. Students will also complete a Coffee Information Sheet while conducting their research. 6. Students will then create a timeline, using the information learned from the power point, books, and online, about the history of coffee. Important dates students are to include (when coffee was first discovered, when it was first brought to America, when coffee became popular in America.) Students should have at least 8 dates on their timeline. They may use more. Students should also be creative and decorate their timeline. Assessment 1. The teacher will monitor the students as they conduct their research. 2. The teacher will look over the students answers on their Coffee Information Sheet to make sure they are on the right track. Students will then be allowed to start their timeline. 3. Students will create their timeline.
 * Belief systems and religions
 * Commerce and industry
 * Technology
 * Politics and government
 * Physical and human geography
 * Social organizations
 * Belief systems and religions
 * Commerce and industry
 * Technology
 * Politics and government
 * Physical and human geography
 * Social organizations
 * 1) Students will learn where coffee originated from
 * 2) Students will learn how and when coffee came to America
 * The students will listen as the teacher reads each question.
 * After each question has been read the students will guess what they think the product is. They can write down their ideas.
 * Once the first five questions have been read, have the students discuss in their groups. What is the product?
 * Have the students listen to the next five questions?
 * After each question has been read the students will guess what they think the product is. They can write down their ideas.
 * Once the last five questions have been read, the students will discuss in their groups. What is the product?
 * Coffee A Brief History.pptx
 * A list of websites students can use.
 * []
 * [|http://www.ico.org]
 * [|http://www.ncausa.org]
 * [|http://coffeeuniverse.com]
 * []
 * []
 * []
 * []
 * Coffee Information Sheet.docx

Thematic Unit Lesson Plan Coffee Lesson 2 Geography
 * 1. PA Standards:** **7.1.8.B:** Explain and locate **places** and **regions** as defined by **physical** and **human features.**


 * 7.2.8.A:** Explain the characteristics of **places** and **regions.**


 * 2. Essential Questions:** Why do certain regions produce more coffee than others?


 * 3. Learning Objectives:**

1. Students will recognize that variations amongst world regions affect production of goods.

2. Students will be able to describe regional features that associate with coffee production using a journal response.


 * 4. Instructional Procedure and Activities:**

1. Divide students into groups of three and four and introduce Geography Journal and explain that it will be used as the assessment for this lesson.

2. Introduce essential question. Give groups 5 minutes to discuss their explanations or ideas and to write them down in their journal as question 1.

3. Give groups 5 minutes to explain how they think they should go about answering this question (question 2). Share ideas with class.

4. Assign each group a country/region to research and to complete the information in question 3 on in their journals; Hawaii, Mexico, Puetro Rico, Guatemala, Costa Rica, Columbia, Brazil, Ethiopia, Kenya, Ivory Coast, Yemen, Indonesia, and Vietnam. Also assign non coffee producing countries such as; Australia, Canada, West Coast of United States, and England.

5. Allow students to research using encyclopedias, books, almanacs, and online resources. Have students record all information in their own journals, but have them research with their group. Stress that students can record the information in any form that they want as long as they are able to read and understand it in their journal.

6. Once all groups have finished their research, have groups share their findings for comparison either by posters, dry erase board, overhead projectors, or computer projector. Have students observe all the research and to record what they observe (questions 4).

7. Hopefully students have noticed that the non coffee countries have different data than the others. Reveal to the class which countries were and weren’t coffee producing countries.

8. Have students compare and contrast the coffee producers’ data with the non coffee producer data in their groups (question 5). Have students share their findings.

9. Now that the coffee producers have been compared, what can explain why some countries and produce coffee and other cannot? Have students answer the essential question: Why do certain regions produce more coffee than others? (question 6) and share their opinions with the class. Answers should pertain to the conditions of the environment falling within certain acceptable ranges.


 * 5. Assessment:** Journal Questions should be recorded and responded by each student and collected at the end of the lesson for grading.


 * Geography Journal Rubric:**

Completeness10 points: Are all questions answered fully? Neatness 10 points: Are responses able to be read by the teacher? Accuracy 10 points: Are all responses sensible, relevant, and correct?

Geography Journal Questions

Question 1: Why do certain regions produce more coffee than others?

Question 2: What should we do to answer this question?

Question 3: -A. Altitude Range -B. Rain Fall -C. Seasons (Wet/Dry) -D. Region (Tropical/Subtropical/Equatorial) -E. Temperature Range -F. Landforms (Mountains, Plains, Desert, etc.) -G. Humidity

Question 4: What do you notice about the data collected on different countries?

Question 5: How does the data on the coffee producers compare to the non coffee producers?

Question 6: Why do certain regions produce more coffee than others?

Thematic Unit Lesson Plan Coffee Lesson 3 Environment
 * 1. PA Standards**: **4.5.8.A:** Explain how Best Management Practices (BMP) can be used to mitigate environmental problems.


 * Anchor S8.A.1.1:** Explain, interpret, and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs).


 * 2. Essential Questions:** What are the ideal conditions for producing coffee beans?


 * 3. Learning Objectives:** 1. Students will identify specific environment conditions necessary for successful coffee production.

2. Students will be able to describe specific climate and regional conditions necessary for coffee production in one paragraph.


 * 4. Instructional Procedure and Activities:**

1. Once students are in small groups, introduce the essential question.

2. Using the displays from lesson two, posters, dry erase boards, projector sheets, etc., challenge groups to compare all the data from the previous day to create the ideal or perfect growing conditions for coffee.

3. Groups should consider the below factors from the previous lesson and display them as a group on a poster. -A. Altitude Range -B. Rain Fall -C. Seasons (Wet/Dry) -D. Region (Tropical/Subtropical/Equatorial) -E. Temperature Range -F. Landforms (Mountains, Plains, Desert, etc.) -G. Humidity

4. Once groups have completed their comparisons and posters, have them complete a poster walk in order to review each group’s poster. Discuss any trends or commonalities that groups noticed.

5. Have each group review the information from the following link www.coffeeresearch.org/agriculture/environment.htm and describe in one paragraph how their results compare to the information on the website.

6. Review the posters and website information and create an ideal conditions chart on the board as a class. 7. Collect the group posters for assessment.

5. Assessment: Equatorial Regions -A. Altitude Range: 1800-3600 ft -B. Rain Fall: Medium -C. Seasons: Wet and Dry Separate -D. Region: See Above -E. Temperature Range: Hot -F. Landforms (Mountains, Plains, Desert, etc.): Forests/Jungle -G. Humidity: High

Subtropical Region -A. Altitude Range: 3600-6300 ft -B. Rain Fall: Medium to Heavy -C. Seasons (Wet/Dry): Not Specific -D. Region: See Above -E. Temperature Range: Hot -F. Landforms (Mountains, Plains, Desert, etc.): Forests/Jungle -G. Humidity: High

Thematic Unit Lesson Plan Coffee Lesson 4 Agriculture
 * PA Standards**: **S8.D.1.2.2:** Describe potential impacts of human made processes (e.g., manufacturing, agriculture, transportation, mining) on Earth’s resources, both nonliving (i.e., air, water, or earth materials) and living (i.e., plants and animals).


 * Essential Questions**: What is the process that a coffee bean goes through to get from a tree to your kitchen table?


 * Learning Objectives**: With the use of a few websites and videos, students will be able to describe the harvesting and processing of coffee.

Group 1 will use: Website: [] Video 1: [] Video 2: [] Group 2 will use: Website: [] Video: [] Group 3 will use: Website: [] Video 1: [] Video 2: [] Group 4 will use: Website: [] Video: []
 * Instructional Procedures**:
 * 1) Students will be broken up into groups. Each of the groups will be assigned a website and one or two YouTube videos. They will watch the video and pull information from the website to explain the harvesting and processing of coffee.
 * 2) Each group will fill in its organizer “Tree to Table”.
 * 3) Since each group will have a different webpage and video the class will probably come up with some different information so that we may have a full class discussion.
 * 4) We will create major class document about harvesting and processing coffee. Each group will be required to give input about some of the processes that they found.
 * 5) The students will also have to continue filling in their worksheets with information that they may not have gotten.
 * 6) We will also have a class discussion about why certain processes are used in some countries and not others.

Name: Date:_____ __ Group members: _______ __ Name of Website: __ __ Name of Video(s): ____

**Tree to Table**
 * Picking:**


 * Processing:**


 * Milling:**


 * Other steps found:**

Thematic Unit Lesson Plan Coffee Lesson 5 Math
 * PA Standards**: **M8.E.4.1.2:** Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).


 * Essential Questions**: How do you make a bar or line graph to represent the trends in coffee usage in the past few years?


 * Learning Objectives**: Students will be able to create bar and line graphs using paper, pencil and a ruler to organize and display the usage of coffee over the last couple of years.


 * Instructional Procedures**:
 * 1) Students will see a lesson reminding them how to use a few of the different types of data displays, so that they may use them to display data about coffee.
 * 2) They will then use the site [] to analyze the data about the world coffee trade. It gives the amount of money made from world coffee exports from the year 1999 to 2010. The students will use this data to create a line graph showing the trend in world exports of coffee during that time period.
 * 3) The students will then look at another set of data organized by the International Coffee Organization ([] ) showing the price in cents per pound of coffee in the New York and Germany markets over the last couple of years. For this set the students are going to be creating a double bar graph comparing the two markets over the past 3 years. The data given shows how much of each of the four main types of coffee costs per pound in those years. Each of the graphs will have to be done on graph paper and they have to be in color.
 * 4) When the students are finished making their displays, we will have a full class discussion about their findings. They should be able to explain the trend of the world coffee trade and also the differences between the New York and German Markets.
 * 5) As a quick last discussion topic, we will take a look at this site that tells about the world coffee crisis and also shows a display about the trend of coffee prices. This shows the students how even though the coffee industry is “booming”, the coffee producing countries are hurting because they are getting a tiny fraction of the money made from the sale of coffee. []

Thematic Unit Lesson Plan Coffee Lesson 6 Health & Science Standards S8.A.2.1.5: Use evidence from investigations to clearly communicate and support conclusions. S8.A.1.1.1: Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence, or how new data/information may change existing theories and practices. S8.A.1.1.4: Develop descriptions, explanations, predictions, and models using evidence. Essential Question Does coffee affect the human body? If so, how? Learning Objectives Students will understand how coffee affects the human body. Students will hold a debate, arguing is coffee good for you or is it bad for you. Instructional procedures and activities 1. Student will write down as many good and bad things about coffee. (Good and the Bad.docx) 2. Have a short 5 to 10 minute class discussion about the classes responses. 3. Break students into two groups. 4. Students will hold a debate (Is coffee good or bad?) 5. Before the debate is held, the students will be given the chance to conduct research. 6. Hold class debate. Alternate turns. Assessment 1. Students will fill out an exit ticket after having the debate. Each student will write down two pros and two cons of drinking coffee. Then explain each. (Exit Ticket.docx)
 * New York Times ([])
 * []
 * []

Unit Assessment 1 Exhibit or Diorama


 * Objective:** Select a specific topic related to coffee and create an educational and informative exhibit to display the information that you researched.

1. Select a topic related to coffee or that was covered within the coffee unit. However, groups are expected to further research their topic and not just display information that was presented during the unit. All topics must be approved by the teacher.


 * Our Group Topic Is**:

__2. Once a topic is selected, a method of displaying the information must be chosen. Methods must be approved by the teacher. Examples include; posters, dioramas, brochures, tri folds, videos, and slideshows.__

__**Our Display Will Be**:__

3. Exhibits will be graded on the following…


 * Appearance:** Is the exhibit appealing and easy to see? Is it sloppy? 10 points


 * Clarity:** Is the information clearly presented and able to be understood? Is it hard to understand? 10 points


 * Accuracy:** Is the information correct and true? Is it backed with evidence? Does it seem made up? 10 points


 * Creativity:** Is the exhibit unique? Is information displayed in more than one way? 10 points


 * Bibliography:** Do you have at least 5 sources of which only 3 are online sources? 10 points

Total:_/50 points

Comments

Unit Assessment 2 Marketing Project Coffee Marketing Project Assignment and Rubric Sheet

Create a brand of coffee. Market your brand and make a commercial to sell your coffee. The commercial will be between 30-35 seconds long. Use all the information learned from the previous lessons. Be creative. Student(s)_____ __ Coffee Brand Name _______ __ Native Country _______ __ Selling Price ___ What makes your coffee better than all the others

Design a logo/label and attach it to this sheet. Appropriateness The commercial needs to be appropriate for a middle school audience. Commercial Project Evaluation __ Objective __ The video clearly expressed the product you are selling at the beginning of the presentation. 4 3 2 1 __ Introduction __ The introduction is compelling and provides motivating content that hooks the viewer from 4 3 2 1 the beginning of the commercial and keeps the audience's attention. __ Content __ All information is with accurate, current supporting information that contributes to 4 3 2 1 understanding the project's main idea. __ Organization __ The video was well conceived and shows good organization of the content. 4 3 2 1 __ Clarity __ Students communicate ideas with enthusiasm, proper voice projection, appropriate language, 4 3 2 1 and clear delivery. Unit Assessment 3 Research Paper

You will be writing a research paper on a topic of your choice relating to coffee. The grading rubric for your research paper is below. For your topic you could: research a brand of coffee, compare different brands of coffee, health effects of coffee, history of coffee, etc.


 * || ** Additional Research Paper Items **


 * __ Paper Length (4 pts) __**

3-4 pages


 * __ INTEXT CITATION (10 points) __**


 * (pre-academic and pre-honors students only) **

Present within essay __ Used author’s last name ___ or title of source if name was not available Contained within parentheses __ End mark after the closing parenthesis ___ All works listed on the works cited _____ __ page are cited at least once in text __

__ (pre-standard students) __
 * CORRECTIONS (10 points) **

__ Teacher edits/corrections appear __ on your final draft, including outline corrections


 * __ WORKS CITED PAGE (16 points) __**

Present Correct title centered_ Alphabetized _____ __ Punctuated correctly ___ __ Quoted titles used __ _ Underlined/italicized titles used_ _____ __ Hanging indent used on sources __ __ with more than one line __ __ Minimum of three sources, with at _______ __ least one book and no Wikipedia __

__ **TOTAL** __**__/30__** __** Comments: **__

__** Combined Grand Total **__**__/80** ||  ||


 * || ** Grading Rubric for Research Paper **
 * FINAL DRAFT **


 * __ WRITTEN FORMAT (10 points) __**

Headings Title Indentations _ Traditional Font _____ __ Font size 12 __

Margins _ Double Spacing _____ __ No “silly” phrases _______ __ Black ink/white paper __ Stapled on top left


 * __ INFORMATIVE FORMAT (25 points) __**

Introductory paragraph Hook _____ __ Background _______ __ Thesis Statement (5 pts ) __ __ Body Paragraphs match sub topics in TS ___ Topic Sentence in each Body Paragraph _____ __ Supporting details in each Body Paragraph _______ __ Concluding Sentence in each Body Paragraph __ __ Concluding Paragraph __ Restatement _ Clincher _


 * __ WRITING DOMAINS (15 points) __**

FOCUS __ CONTENT __ __ ORGANIZATION ___ LANGUAGE (Use, Voice, & Style) __ MECHANICS/CONVENTIONS _______

__ **TOTAL** __**__/50**
 * Comments: ** ||  ||