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Lesson Four Outline- Preparation for the Orca Debates

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Click on the links below to access the activities for this lesson:

Day Four Lesson Plan Outline:  Preparation for the Orca Debates



To guide student through the activities in this lesson and get them working on their final presentation.  Please note debates are supposed to be for and against a topic, but since I’ve mainly included points for the conservation of the species and supporting adopting an Orca, I hesitate to assign topics that are against this.  My goal for this unit is not to introduce the formal debate structure to fourth graders, rather, have them give a presentation about a topic with supporting evidence.  I use the term debate loosely in this Unit.


Teacher Strategy:

  • Assign topics for debate (at the end of Lesson 3)
  • Provide students with outline to complete
  • Give students careful instructions, ask them questions to get them thinking deeper about their issues.
  • Clarify any questions they might have regarding their final presentation (The should have them written down in their journals from Lesson 3)
  • Clarify the specific tasks you would like them to include for today’s role
  • Make sure group has divided the daily tasks by Role.
  • Monitor the groups, coaching them with questions that delve deeper into their thinking.
  • Make sure the What we know column is complete and covers all the information you think is necessary for their mastery of this problem.
  • Prepare students for Lesson five, explain the format of the debates.
  • Ensure that every student is able to finish their Power point slide before this lesson is complete.


Student Activity:

  • Bring their prepared slide outline and ideas for the presentation to class to use for Lesson 4.
  • Include all the elements presented in the slide outline.  Click Link to Slide Outline
  • Ask any questions about the homework assignment, preparation for their slide.
  • Students will work on their slide and add in all of the elements they included in their slide outline homework.
  • Students are divided into groups and a group leader for that day is assigned.  The group leader will assign the role for today’s group discussion.
  • Students initiate group discussion according to their role.
  • Students participate in short class discussion, suggesting ideas to include on their slides, questions they have about their slide/final presentation and sharing what they like about their slides.
  • Students reflect in their reflection journal, any homework or questions assigned should be given at this time.



  • Students will be graded on their participation
  • Students will be given the opportunity to self assess their participation
  • Students will be graded on the completion of their reflection journal activities
  • Students will be graded on the completion of their daily Role activity
  • Students will be given the opportunity to self assess their journal entries, including Role specific activities.

You will assess students on the criteria outlined in the Unit plan introduction.  You will consider the self-assessments completed by the students each day.


Click below to follow link to Self Assessment Charts:

Daily Self Assessment Chart


Role Self Assessment Chart




Consider the responses made by the students in their Reflective Journals, ask yourself if the students utilizing the elements of transfer that are outlined in the Goals of the Unit plan introduction.  Encourage the students throughout this lesson, praise them for the unique information they have found and are including in their slide or presentation.  Prepare the students for their final presentation.  If you would like, you may prepare a debate schedule ahead of time.


Click for Link to Slide Outline



Click the links below to navigate through this lesson:
Back to Lesson Three:
Forward to Lesson Five:

All content added and maintained by Christine Marchi