Day 1: Collaborative Learning Lesson Plan
Carbon Footprint Interactive Simulation and Poster Presentation
Students will participate in an interactive web activity in which they fill out a survey that provides them with information and facts regarding what their carbon footprint is at an individual level. Students will work in groups of 4 to compare and analyze their data and create a poster board that documents their group carbon footprint as well as potential changes in their routine activities to lower their carbon footprint and reduce their impact on the environment.
Standard:
Content: CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Language: 9. Presenting Plan and deliver brief oral presentations on a variety of topics and content areas.
Objective:
Content: After students participate in an interactive web survey and complete a graphic organizer that , Students will be able to create a poster with their groups that highlight the central ideas of the survey and pose possible solutions that they can do as a group to decrease their carbon footprint.
Language: After students participate in a group activity and create a poster that represents the synthesized information from their web simulation, students will be able to plan and deliver a brief oral presentation.
Student Activities:
1. Quick Write/Journal Question: What role do you play in the environment? Are you responsible for the health of our planet? What kind of daily routines of yours impact the environment?
2. Discussion: Students in groups discuss their impact on the environment/ their role
3. Carbon Footprint: Activity:http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
Students get out Chromebooks. Click on link and complete the process “What’s My Carbon Footprint?” Students complete the activity and determine their individual carbon footprint. Students then complete their graphic organizer with their results from the website.
4. Discussion and poster board: Students in groups discuss their impact on the environment and compile their data to find a group average and document it on their poster board. Students seek solutions and changes to their daily routines to reduce their impact.
The poster must include:
- Group average: their carbon footprint average
- A list of solutions that are doable that would lower their environmental impact.
- 3 statistics about your group’s eco waste/consumption
- Artistic representation
Group Roles:
Leader/ Editor: In charge of making sure requirements of the activity have been met. Assist other group members with their task. Keeps track of time management.
Mathematician: Determines the average and range of the data. Finds interesting statistics from group’s data to share with the class.
Artist: Collaborates with group members and writes down ideas of what types of artistic representations should be included on poster. After the artist communicates a plan with other group members, artist draws ideas on poster.
Researcher: Determine viable solutions to lower your group’s environmental impact to record on the poster.
Materials:
- Chromebooks
- Poster board
- Markers
- PowerPoint with instructions/link
- Simulation website: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
- Group Graphic Organizer
- Group sign-up sheet
Assessment: Poster Rubric
Day 2: Water Crisis and Pollution Article Analysis/ Group Jigsaw
Students will work in groups, and each table group will be responsible for reading/analyzing an article regarding water issues in California. Students will mark and annotate the text. They will then fill out a graphic organizer that helps them create a rhetorical precise. Students are working on the skill of writing a rhetorical precis, because the process helps students better understand texts they read and builds on the skill of being able to later use evidence from a text to support their claims. After they have created their precis, students will use the graphic organizer to create a poster representation of their findings from the article and orally present their posters to the class.
Anticipatory Set: Students start with a a journal/quick write in which they answer the prompt "Who do you think should be held accountable for preserving our water resources?
Standard(s):
Content: CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Language: b. Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
Objectives:
Content: After students are introduced to rhetorical precise via power point and video clip, students will be able to read an article as a group and create a Poster that represents the 4 elements of a Rhetorical Precis.
Language: After students practice writing a rhetorical precis based on a video clip, students will be able to write a brief summary of a text using complete sentences and key words from their graphic organizer.
Guided Practice:
Students are shown a power-point that gives an overview of some of the water topics we are going to discuss today. Students are also given background on rhetorical precis. Students watch a 3 minute cartoon clip and work together as a class to gather evidence from the clip (visual scenes) to fill in their rhetorical precis graphic organizer.
Independent Practice
Students get into their predetermined groups of four and each table group is provided an article that fits their proficiency and readiness levels. Students practice annotating the text as they read the article together as a group. After students work together to create a rhetorical precis on a poster and eventually put the precis into a paragraph.
Water Articles:
PowerPoint
Article 1
Article 2
Article 3
Assessment:
Rubric
Day 3: Learning Ethos/Pathos/Logos with Invasive Speices
Standards:
Content: CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Language: 11. Justifying/arguing, Bridging Level a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background knowledge, with substantial support.
Objectives:
Objectives:
Content: After students practice identifying ethos, pathos, and logos through several group and whole class activities, students will be able to write a short paragraph using the three rhetorical devises to persuade readers that invasive spaces are causing harm to California and that we need to take action.
Language: After students participate in several activities where they practice ethos, pathos, and logos, students will be able to write their opinion on the topic of invasive species using support from a text.
Materials:
Students choose from several Articles to gain some background info on invasive species in California. Students also have the choice of using materials that they previously received from their science class (Science Day 2 lesson).
PowerPoint
Assessment:
Rubric