edu 528- retro lesson format

8/9/2019 Edu 528- Retro Lesson Format

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Baseline Instructional Plan

Kelly Higgins

Subject: Living EnvironmentRead Aloud: When Santa Went Green

Science-National Standards

Places and RegionsStandard 4: The physical and human characteristics of places.Physical SystemsStandard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.Environment and SocietyStandard 14: How human actions modify the physical environment.Standard 15: How physical systems affect human systems.

Materials:

Book: When Santa Went Green

Vocabulary wall cards

Student Journals

Objectives: Students will be able to Identify elements of global warming

Discuss the effects of global warming

Answer essential questions about global warming

Brainstorm ideas of how people can reduce global warming

New Vocabulary: global warming, climate zones, greenhouse effect, climate change, recycling, and environment

Procedure:1. Explain to students what global warming is.2. Tell them that you will be reading a book about Santas encounter with global warming.3. Take questions and review vocabulary.4. Read the book aloud.

5. Explain the different types of global warming (humans speeding it up vs. global warming as a naturalprocess.

6. Have students go back to their seats and answer two questions (in complete sentences) in their journaland share it with their partner.

a. What is global warming?b. Name two effects of global warming and ways to reduce them.

7. When students have finished sharing their journal entries with a partner they will hand it in to showcompletion.

2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 1
http://www.nationalgeographic.com/xpeditions/standards/04/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/08/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/08/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/04/index.html


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Lesson Title: Its getting HOT in HERE!

Teacher Name: Kelly Higgins

Subject: Science Grade Level: Middle School

Time Required (days; time/day): 2 weeks, 45 minutes/day

Topic: Global Warming

Essential Question: How does global warming impact the planet?

Pre-requisites (Prior Knowledge): Students have been working with the class wiki for a month now andknow how to blog effectively with their classmates.They have also been reading books about global warming intheir language arts class and discussing it in their science class as well. They are very familiar with how to use thetechnology provided and comfortable with the information they have to share with their ePals.

STAGE 1 - DESIRED RESULTS

A. Content Area Standard(s): (include complete standard, not just standard #)Science-National StandardsPlaces and RegionsStandard 4: The physical and human characteristics of places.Physical SystemsStandard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.Environment and SocietyStandard 14: How human actions modify the physical environment.

Standard 15: How physical systems affect human systems.B. Intended Learning Outcome Define what students will know and be able to do and at what level ofmastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,

Student will know Student will be able to

The elements of global warming. Share their ideas and thoughts on global warming withother students across the world.

How to effectively use appropriate classroomtechnology.

Blog with other students about global warming.

The two ideas of though on global warming (natural vs.human).

Explain how people can reduce global warming.

STAGE 2 - ASSESSMENT EVIDENCE

Students will demonstrate their learning/understanding in the following way(s):A. Teacher-Created Assessments:Pre-test:Students will complete a digital poster ingroups to define and explain what they have learnedthus far about global warming. They will be asked toillustrate them visually.

Post-test:Students will write a final email to theteacher about the emails exchanged with their ePal,explaining what they learned and how they intend touse their new knowledge and understanding in order tochange how they interact with the environment.

B. Performance Assessments: Students email exchanges will be monitored through the duration of thismini-unit.Students will also be asked to answer one question or comment on a classmates each day on the classwiki global warming blog, which will be collected as participation points for the class. (This will help the studentswho are absent as well). Students will be assessed on their accuracy of information posted on the class blog andin their emails.C. Other Assessments (e.g., Peer, Self): n/a

D. Assessment Adaptations: n/aSTAGE 3 - LEARNING PLAN

A. Learning Activities1. Instructional Strategies/Learning Activities:(e.g., demonstration, discussion, small groups, role play, etc.)

Class discussion

Small group discussion

Blog posts on Wiki

Emails with ePal

2. Introducing the Lesson: (capturing students attention, activating students prior knowledge).

http://www.nationalgeographic.com/xpeditions/standards/04/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/08/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/04/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/08/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/14/index.htmlhttp://www.nationalgeographic.com/xpeditions/standards/15/index.html


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To introduce the lesson I will explain that we will each be getting an ePal from a different country that is alsolearning about global warming. It is important that students know that their emails need to be formal and haveaccurate information that their ePal can understand. As a class we will discuss what we have learned thus farabout global warming and record what we would like to find out. Before giving students their ePal, I will dividethem into groups to prepare short presentations to define global warming. They will be asked to prepare a digitalposter that defines global warming to them along with matching illustrations. They will then have to present it tothe class.

3. Instructional Sequence:

(representing the content: teaching/learning activities, connecting to students prior knowledge, etc.)Complete the following two columns, showing teacher activity in correspondence with student activity.

Add/subtract rows as needed.

Teacher activity (The teacher is doing.) Student activity (The student is doing)DAY 1-2: Read the discussion questions posted in thefront of the room.Discussion Questions: What is global warming?, Whatis the greenhouse effect?, What is climate change?,What are the interdependences of plants and animalsin habitats?, What are the effects of global warming?,What can we do to reduce it?, etc.

Answering the discussion questions when called upon.Giving content related and accurate answers to supporttheir discussion.

Construct a list of what students would like to know

more about regarding global warming in othercountries.

Offer ideas for the What I would like to know about

global warming in other countries class chart.

Divide students into groups. Define and explain global warming by creating a digitalposter in groups.

Check posters for appropriate and accurateinformation. (Make sure it has at least three of the mainideas of global warming, from our discussionquestions.)

Fix poster if necessary & print and hang in theclassroom.

Explain to students that there is a new Global Warmingblog on the class wiki and that they will be asked tocomment or answer on a different one each night untilthe completion of the unit. Tell students that they will beasked to hand in a discussion question/topic that they

are interested in because they will be used as thestarting points of their nightly blogs.

Construct a discussion question/topic for the globalwarming blog as a group. If you choose a topic, tell whyyour group is interested in learning and talking moreabout this topic with classmates.

Post blog questions for students on the class Wiki. For homework introduce yourself to the new globalwarming blogs and post a reply to one.

DAY 3-4: Explain to students that Global Warming isnot the same everywhere in the world. Tell them thatwe will be communicating with other students in adifferent classroom from across the world. It isimportant that we share our views and opinions alongwith back them up with details supporting them.

Ask questions as necessary.

Ask students to offer ideas of what we might want toask our ePals or learn about their experiences withglobal warming. Refer to our What I would like to know

about Global Warming class chart. What concernsthem the most about Global Warming?, What surprisesyou the most about Global Warming?, You may alsohave students give their ideas on how to reduce GlobalWarming on this chart seeing as it will be postedaround the room throughout the mini-unit for them toreference.

Brainstorm ideas, thoughts, and opinions to share withyour ePal (think about where they are from to gain abetter insight on your discussion with them).

Give students time to write draft copies of their email totheir ePal, while offering assistance to students whoneed it.

Write an email introducing yourself to your new ePal.Share your posters and discuss your personalexperiences with global warming to them. Studentsmay include what they know about global warming and



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what they want to know. Ask ePals questions aboutwhat effects of global warming they think are alreadyhappening and what they are doing to reduce theeffects.

Allow those who are completed with their email torotate on the computer to compose, and send their firstwriting piece.

Type and send email to their ePal and print a copy ofthe finished and sent email to put in your GlobalWarming folder.

DAY 5-6: Teacher will begin with reviewing students

nightly blog posts. Students will be asked to share theiropinion on the blog and explain something they learnedfrom it.

Share opinion on their posts or another persons post or

tell what they liked/learned from doing the blog.

Read aloud When Santa Turned Green by VictoriaPerla. (read the book twice)

While listening to the book, write down three possiblecauses of global warming.

Chart what students stated as the causes and thenumber of students suggesting each possible cause.

Share answers of possible causes of global warming.

Correct any misconceptions and spend some timeexplaining and using necessary academic vocabulary.

Fix or add to their possible causes list as necessary.

Give students time to start drafting a new email to theirePal with the following guidelines:

Be sure to respond and answer any questionsyour ePal has sent you.

Make any necessary comments about prioremails.

Share what you have learned in the classdiscussion about the causes of global warmingand the various locations of where the effectsare happening.

Ask your ePal if they can confirm or add to yourglobal warming cause facts you have sentthem.

Drafting new email according to the draft guidelines.Groups will be rotating on and off the computers asneeded. (It may be easier to get the last two bullets outof the way and then read and respond to your ePals

questions or comments.)

Have students rotate and have class time to finish upwriting and sending emails with their ePal and if there istime they may also work on their nightly blog.

Finish up and send emails to their ePal. Print all emailsand keep in Global Warming folder. If time permits,work on nightly blog.

Overview of Days 7-10:

Lesson time for these topics: 45-55 minutes for the last 3-4 days

Lesson topics:

How do we know global warming is really happening?

What are the effects of global warming?

What can we do to reduce global warming?

For the following lessons these topics will be a main focal point. They will be addressed through different groupdiscussions, small group work, ePals emails exchanged, reading of books and articles on Global Warming.

Students will be asked to break into small groups and discuss if global warming is real and if human activities arethe cause. The teacher will then read aloud an article from National Geographic Is global warming real? Whilereading the article stop to ask comprehension questions to engage students in conversation.

Students will continue the dialogue with their ePals with the main focus on the effects of global warming. Havestudents talk about the climate zone in their epals country and how it affects global warming (Students mayresearch this on the internet or in the class Global Warming books/magazines, or they may use information fromthe class blog to help write their email).

Have students continue to do their nightly blogs as homework and discuss them in class as necessary.

Students should use their class lists, blogs, research, and emails with their ePal to create a list of what we can doto reduce global warming. Each student will need to name three initiatives that they believe are the mostimportant. Tell them that for their closing of the unit they will need to illustrate one change they can make in a



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before and after picture, so this may be the time to think of which initiative is most related to themselves and ismost likely something they can accomplish. The teacher will then discuss the questions students may want tofocus on in students emails for the day, such as what can families, classrooms, and communities do to reduceglobal warming?

Have students rotate and respond to their ePals comments and questions, while also asking their own questionsand comments to their prior emails. The rest of this email should consist of students discussing the ideas that theyhave about reducing global warming in their climate.

Have students do one last nightly blog and write down an effect of global warming and what is being done tocontain that effect.

Lastly, students will be given time in class to read their newest email from their ePal. They will then be asked toshare their action plan for something they believe they are capable of doing to help reduce global warming(conserve water, turn off lights, etc.). Students will then write a concluding email to their ePal and thank them forgiving them the chance to communicate effectively about Global Warming.

Closing activity is listed below in D.

B. Adaptations to the Instructional Sequence to Differentiate:For students who struggle to think ofwriting ideas I will have a book and magazine section with different story, picture, and writing pieces on Global

Warming. These should give them plenty of ideas for questions to write and suggestions to reduce GlobalWarming to their ePal.C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning isrelated to the driving question; assessing students learning as a result of the lesson)

Students are learning the relevance of the essential question through

Class discussion

Blog posts

Emails to ePalAssessments will be done through a general project rubric and blog posts will be counted as class participationpoints.

The class Wiki will be a helpful tool for students who are absent, as they are able to access this from home or any

internet site.D. Closure:To end this mini-unit on Global Warming students will be asked to send a concluding email to their ePals partnersummarizing the class discussion answering the following discussion: How do you intend to use your newknowledge and understanding to change how you interact with the environment?. They must include two specificways that they will contribute to the environment to make the world a better place. Also, stating why this task issuitable for their lifestyle. From this mini-unit on Global Warming, I hope for students to understand how globalwarming impacts the planet. Through class discussions, group posters, blogs, ePal emails, etc. I hope studentsrealize that global warming is a world-wide problem and by discussing it with their ePal they should have learnedmany different effects of Global Warming along with various ways to reduce it.

1. Overall Closure Plans:After all emails have been sent and received with ePals, students will be asked to make before and after poster.This poster will relate to each students closing email with their ePal. For instance, if students say they will start to

recycle, they can have a picture of a non-recycled can on the Before (left) side of their poster and a picture ofsomeone recycling a can on the After (right) side of their poster. A short description of how their change wouldhelp global warming will be asked to write on the bottom of the picture.

2. Extensions for Early Finishers:Students who finish early will be asked to help out students who may still be writing their last email to their ePal(help brainstorm ideas) and/or they are free to help out students who may need help with their poster ideas anddrawings.

3. Alternate strategies for struggling students or those who learn differently:Students with disabilities may be paired up to just one ePal, this way it may be easier to collaborate ideas andgain a better understanding. A more thorough email discussion between two people reading and responding to



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emails may also help with gaining more ways to reduce Global Warming. (Two heads are better than one and withthis discussion theres three heads!)

E. Procedures: (both already established procedures to be used, and procedures to be taught for thislesson)

Whole group

Small group

Individual group

Question and Answering Home and school connection

LESSON DEVELOPMENT RESOURCES

A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)

Computers (in class or computer lab) Internet

Classroom Wiki and Blog

ePals account and classroom connection for email exchanges

Printer (digital posters-day 1)

Global warming books & magazines

B. Parent/Community Resources: Students may research more about global warming at home or in theirtown library when they are not in school. Parents may offer their insight to their students blog comments at homeand discuss them as necessary. The class Wiki/Blog is also a helpful tool for parents to use in order to learn whatis going on in their childs classroom.C. Contact Information: Kelly Higgins, [email protected]



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Example of a Global Warming BlogBlog examples borrowed from 2010 ePals.



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Examples of posts in the different blogs above by students:Blog examples borrowed from 2010 ePals.



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Blog & Email ePal Rubric

SCORE 3 OUTSTANDING 2 ACCOMPLISHED 1 DEVELOPING

ComprehensionEmail is a well-developed,thoughtful discussion of

the topics main ideas andrelated significant details.

Emails shows the ePalunderstands the topic but

not all of the importantdetails.

Not clear that studentunderstood the topic.

Critical ThinkingEvidence throughout the

email of applying andevaluating the importantideas in other contexts

Parts of the email showthat the ePal has appliedideas in the topic to self

and others.

Little evidence of reflectionon the topic beyond basic

understanding.

Connecting with ePalEmail represents a

personal dialogue andshows thoughtful and

detailed communicationabout the topic.

Communicates with theePal personally and about

the topic.

The only reference to theePal is in the salutation.

OrganizationParagraphs are detailed

and well-developed.

Transitions betweenparagraphs makelanguage flow naturally.

Whole email is effectivelystructured.

Paragraphs are used toorganize and mainly

include sentences on thesame topic in the email.Overall structure is

obvious.

Stream of consciousnesswriting. Overall, the email

feels disorganized.

ClarityBoth the overall meaningand the supported details

are clearly presented.

The overall gist of theinformation is clear, but

specific parts but may beconfusing.

It is hard to understand theinformation.

Word Choice&

Vocabulary

Extensive use of keyvocabulary indicatescontrol of topic ideas.

Uses some key vocabularyand other words/phrases

related to the topic.

Little or no use of keyvocabulary on the topic.

Mechanics

No significant errors in

spelling, punctuation andgrammar.

Simple spelling,

punctuation, and grammarmainly correct. Attempts atmore complex spelling orpunctuation may contain

mistakes

Frequent mistakes in

simple spelling, punctuationand grammar distract

readers attention.



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References

Epals global community. (2010). Retrieved from http://www.epals.com

Global warming is a big problem, but every kid can make a difference. keep reading to learn what you can do tohelp. (2010). Retrieved from http://www.timeforkids.com/TFK/specials/articles/0,6709,1114038,00.html

Hubpages, Initials. (2007). Ways to stop global warming. Retrieved from

Http://hubpages.com/hub/Ways-to-Stop-Global-Warming

National geographic: effects of global warming. (2010). Retrieved fromhttp://environment.nationalgeographic.com/environment/global-warming/gw-effects/

Perla, Victoria, & Kantarevic, Mirna. (2008). When Santa turned green. Thomas Nelson Inc.

http://www.epals.com/http://www.timeforkids.com/TFK/specials/articles/0,6709,1114038,00.htmlhttp://hubpages.com/hub/Ways-to-Stop-Global-Warminghttp://environment.nationalgeographic.com/environment/global-warming/gw-effects/http://www.epals.com/http://www.timeforkids.com/TFK/specials/articles/0,6709,1114038,00.htmlhttp://hubpages.com/hub/Ways-to-Stop-Global-Warminghttp://environment.nationalgeographic.com/environment/global-warming/gw-effects/


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EDU 528 CORE RUBRIC RATING FOR ASSIGNMENTS

NAME: KellyHiggins

WORK: Retro Assignment DATE: 7-26-2010

OVERALLSELF-RATING:

8.5 OVERALLINSTRUCTORRATING:

X-factor

Exceeds standardsSolid

Meets standardsBasic

Meets some corestandards

Needs Work

Major errors inmeeting standards

Does Not Meet

Standards

9-10 7-8 5-6 3-4 2-0

In addition to exhibitinglevel SOLIDperformance, responsesdemonstrate in-depthinferences andapplications that gobeyond what was taughtthrough assignments/activities; goes beyondrequirements/conventions.

Responsesdemonstrate nomajor errors oromissions regardingany of theinformation and/orprocesses that weretaught throughassignments/activities; meetsrequirements/conventions.

Responses indicatemajor errors oromissions regardingmore complex ideasand processes;however, they donot indicate majorerrors or omissionsrelative to simplerdetails andprocesses.

Responses indicatea lack ofunderstanding ofcore targetedknowledge.However, with help,responsesdemonstrate partialunderstanding ofsome of theknowledgeexpectations, withlittle skill in makingapplications.

Little or no response.Even with help,response does notdemonstrate apartial understandingof concepts orapplications.

Clarity andcompleteness

9, I believe that mylesson format is clearand complete. I haveoutlined each step of theway for anyone to carryout this lesson. I havemade everythingoutlined around my oneessential question,which is the focal point.The student and teacheractivities coincide witheach other and whencompleted studentsobjectives will beaccomplished.

Formatting/submissionmechanics & timing

9, I have used theproper UBD lesson plan

format, finished myproject on time, andhave done all of thenecessary mechanics asnecessary.

Content accuracy 8, I have usedresources for mylesson, screenshots, ideas, andoutside books toread/reference. Ihave referencedeach website,screenshot, and toolused which isneeded to executethis lesson properly.

ADDITIONAL COMMENTS:I feel that I have worked exceptionally hard on this project. I have taken my ideas, collaborated with others, found different resources

online, and even blogged myself to make sure this lesson could be done if need be. I have written all of the steps in chronological order foreach day and lesson. The activities and emails could be changed for longer or shorter periods of time. The main idea I would like students togain from this web 2.0 activity is to see how global warming affects the planet. I believe from any if not all of the different formal work beingcarried out through this lesson (mini-unit) students will gain a better understanding of what global warming is, who it effects, how it affects theplanet, and how we can also reduce its affects.


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