summer ice lps

7/30/2019 Summer ICE LPs

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SUMMER ICE ENVIRONMENTAL ELECTIVE 1

Lesson Length: 60 minutesSetting: Summer I.C.E. programLearner Background: Mixed level learners with various L1s; 713 students; 1519 years oldMaterials:

Guideorama Task cards Lorax youtube clip (pt. 1) (1:5011:20) Whiteboard, marker

Topic: Introducing ideas of sustainability and environmental concerns

Activ

ity #

Time Task Learner behaviors Teacher behaviors Materials Language

content

Outcomes

1 2mins

Settling in Students (Ss)arrive;

Ss take seats Teacher (T) greets Ss Smiles Greetings Good

vibes

2 30seconds

Introducing Ss look on,awestruck

T stands on desk andyells I am the Lorax Ispeak for the trees!

Voice;desk

Simpledeclarative

Curiosity

3 2

mins

Previewing

keyvocabulary

andrememberi

ng and/or

guessing

Ss work in pairs; Ss draw 3 vertical

lines in a notebook

and label the 4

columns as per

instructed by T;

Ss define (eitherfrom previousknowledge or

guessing)

T draws 3 lines on theboard to create 4

columns and asks each

pair to do the same;

T writes Lorax, Onceler, Truffula Tree, &Thneed;

T asks pairs to brieflystate what they think

each is

Whitebo

ard,marker

Lorax, Once

ler, Thneed,Truffula Tree

+ Ssdefinitions

Key

wordsthat will

befeatured

in the clip

4 1012

mins

Watchyoutube

clip; listing,classifying,

and

Ss watch clip andpay attention to the

4 key termshttp://www.youtube.com

/watch?v=i5jnJdnQPr8

T asks Ss to watch theclip and to focus on how

the four terms theyhave written in their

notebooks interact (and

Clip:(1:50

11:20);Guideo

rama

Needs,business,

progress,industry,

production,

Sharednarrative

to discuss

LESSON 1


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predicting Ss fill out guideorama in pairs whilewatching

if their guesses were

close!);

T asks Ss to fill in guideorama while watching

(Appendix A)

technology,

pollution

5 810

mins

Comparing,

sharing,brainstorm

ing, and

analyzing

Pairs join in groupsof 4 and compareanswers;

Groups shareresults with class;

Ss brainstorm realworld examples;

Ss attempt to comeup with the

common factors ofdevelopment

(people, money,

machines, nature)

T asks pairs to makegroups of 4 andcompare results;

T writes Developmenton whiteboard;

After a few minutes, Tleads plenary

discussion of results;

T asks Ss if they cancome up with realworld parallels to the

situation in the video

clip and compiles themon the board;

T asks Ss what thingsare common to

examples and to Lorax

Guideo

rama;whitebo

ard,

marker

Development,

people(humans),

money

(economics),machines

(technology),

nature (theenviro.)

Clear

understanding of

clip,

connections to real

world,

understanding of

factors ofdevelopm

ent

6 20mins

Judging,producing,

designing,

andrehearsing

Ss break into 2equal groups

Ss read tasks,discuss options,

design a plan, andrehearse

T divides class into 2groups

T distributes tasks(Appendix B) to groups

and gives them 10minutes to devise a plan

and rehearse

Sustainability

tasks

Past andfuture time;

sustainability

Groupwork,

plan for

presentation

7 15mins

Presentingand

discussing

Each group elects arepresentative or 2

to present plan

T acts as Onceler forgroup 1 and investor

for group 2

Tasks Same Presentations


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Appendix A

Guideorama for Loraxyoutube clip

What are four living things in the glorious place that the Onceler describes?1.

2.

3.

4.

What technology does the Onceler use to increase production?

1.2.

3.

How does the Thneed production affect

the air:

the water:

the earth:

the animals:

the people:

the Onceler:

What do you think happens at the end of the story?


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Appendix B

Sustainable development

Group 1:

You must select one of the animal groups to represent (hummingbird fish, swomeeswans, brown barbaloots, the lorax).

Your community has been damaged and your life altered significantly by the Thneed factory. The Onceler has decided to go

green, but he needs input from the concerned members of the community. Prepare a brief description of how your life was

before the thneed factory showed up and what you would like to happen in the future so that it will improve. Try to accountfor not only the environment, but the human, economic, and technological factors as well (the factory cant just be torn down).

Group 2:

You represent the Onceler and his family. You have expanded your Thneed company too quickly and not as many people havebought your product as you expected. Your company has gone into debt. A group of investors from Singapore has offered to

invest in (put money into) your company, BUT only if you change your practices so that they are more environmentally

friendly. Write a brief summary of the practices that you have used in the past and what changes you will make in the future ifthe investors finance you. Account for all four factors of development: human, economic, environmental, and technological.


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Lesson Length: 60 minutes

Setting: Summer I.C.E. program

Learner Background: Mixed level learners with various L1s; 713 students; 1519 years old

Materials: PowerPoint slides, map of major rainforests, endangered animals pictures. List of agricultural practices that could harm forests ecosystem. Earth From Above movie trailers video clip.

Topic: Forest Ecosystems Very Important!

Activ

ity #

Time

Task Learner behaviors Teacher behaviors Materials Language

content

Outcomes

1 2min

PreActivity

Watch the openingof Earth From

Above.

Play the video clip for students. Video clipof EarthFrom

Above

Studentswill start tothink about

possible

messages

that the film

is trying to

deliver.

2 3

min

Whole

Class

Discussion

Students talk abouttheir

interpretation ofthe film.

Elicit answers from each group;

ask students to elaborate if not

enough reasons were provided.Make sure other groups also

pay attention.

N/A Expressive

vocabulary

Students

will be able

to exchangeideas and to

supporttheir

opinions

with well

thought

reasons.

LESSON 2


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3 10

min

Listening

& NoteTaking

Receive inputwhile taking notes.

Brainstorm whathabitats live in

forest ecosystem. Brainstorm what

products are

produced from theforests.

Give an overview aboutforests and forest as anecosystem.

Ask students to thinkwhat animals areresiding in the forests,and what products that

we consume are also

harvested from forests.

Write down studentsbrainstorming ideas onthe board.

PowerPoi

nt slides

Animal

names,product

names

(consumption).

Students

will begin torealize how

much weve

relied onforests.

4 15

min

Note

Taking &

Brainstorming

Brainstorm whatkind of impacts

would result fromimproperagricultural

activities.

Introduction toDeforestation.

Elicitation. Explain how

deforestation canendanger

habitats/species living in

the ecosystem, as well asaffect plant produces.

PowerPoi

nt slides,

map ofmajor

rainforests/forest

areas.

Agricultur

al

knowledgeand

vocabulary.

Students

will have a

deeperunderstandi

ng aboutforest

ecosystem

and its

essential/

functionalrole in the

world.

5 710min

GroupDiscussion

/Preparation

Each group willreceive either a

Cause orImpact card.

Each group willhave to come up

with their ownstance and reasons

Explain the final activityrules to students, which

they are to have a debatesession.

Go to each group toprovide guidance if they

are short of ideas, orunsure of the concept.

4 topicnote

cards;2 are

Causes

(Conversi

on to

farmland/

Vocabulary to

disagreeand agree

in a

debate.

Sentence

structure

Studentswill learn

how toprovide

well

structured

reasons to

support


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to support their

actions.

Within each group,each student will

have to come up atleast 1 well

thought reason tosupport the

groups givenstance.

pasture

land, Fuelwood

harvesting

)2 are

Impacts(Animal

distinction

, increased

soil

erosions)

to support

onesopinions

(ex: first

of all, onthe other

hand, etc)

their stance

for theirgroups.

6 15

min

Class

Debate Team Conversion

to

farmland/pastureland will go

against Team

AnimalDistinction

Team Fuel woodharvesting will go

against Team SoilErosion

Each team will taketurn to proposetheir stance is

correct with

reasons, and

debate why theyre

correct while theopposing team is

not.

Timed each teamsproposal talk so theyll

get equal time to presenttheir ideas.

Pictures of

endangere

d animals,productsproduced

from theforests.

Vocabular

y and

sentencestructure(ex:

transitions) to

agree/disa

gree.

Students

will learn to

activelyparticipating in group

debate, aswell as

doing

critical

thinking

while

waiting for

their turn.


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Lesson Length: 60 minutesSetting: Summer I.C.E. programLearner Background: Mixed level learners with various L1s; 713 students; 1519 years oldMaterials:

Handouts (see Appendices) Laptops, tablets, or smartphones with wireless internet connectivity Whiteboard and markers Judges gavel, or some reasonable facsimile, for calling a meeting to order, etc.

Topic: Peaceful Cooperation of Newport County Resident Species

Acti

vity

#


content

Outcomes

1 5 min. Warmer/

prereading

(small groups) List

animals, plants in

Newport which arefamiliar or new. Searchfor pictures on internet

for clarification.

Prompt discussion of

Newport v. home

regions. Set 2 min. timelimit to listplants/animals.

Monitor groups to assist

with vocabulary,pictures on tablet.

Whiteboar

d/markers

/tablet/laptops/pens/

blank

paper

Wildlife

vocabulary

Students (Ss)

introduced to

topic of localflora andfauna, are

prepared for

discussion tofollow.

2 2 min Warmer/

prereading

(small groups) Discuss

wildlife conservation:Which are important

to protect?

Ask Ss to order the

species on their lists byimportance to protect

Pens/

paper

Language

foragreeing/

disagreeing

Ss aware of

difference ofopinions on

conservation,

language forexpressing

opinions

3 10min

Jigsawreading:

Expert phase

(pairs/small groups)Read, watch videos

about local Newportspecies assigned by T,

record 2 interesting

Count off Ss 14, assignnative Newport

species profilehandouts to groups: 1

shark, 2beaver, 3 tree,

Localspecies

handouts,laptops,

internet for

Naturevocabulary;

units ofmeasure;

comparative

Ss becomeexperts on

one Newportspecies to

share

LESSON 3


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facts, 1 interesting

connection to Newportfor species.

4human (if fewer than 8

Ss, eliminate role ofwhale). Monitor, assist

with vocabulary

videos s &

superlative;past simple

& present

perfect

knowledge in

followinggroup

discussion

4 10

min

Jigsaw

reading:

Sharingphase

(small groups) Present

information about

species to othermembers of new

group, listen and note

information aboutclassmates species.

Regroup Ss with at least

one expert per species

per group (2 or 3 groupsof 4or 5 Ss). Prompt Ss

to take turns sharing,

call on groups at randomto share most interesting

facts with whole class.

Handouts,

pen/ paper,

laptops

Nature

vocabulary;

descriptiveadjectives;

units of

measure;past simple

& present

perfect;

questionforms

Ss

familiarized

with the 4species and

their role/

history inNewport

County

5 2 min. Pre

listening/

reading

(whole class) Discuss

how/ by whom local

decisions are made,how residents

participate in thesedecisions

Elicit from class who

makes decisions for

towns/counties? (e.g.government, council).

Inform Ss that they arenow members of the

Newport County Board

of Species and must

make some decisions.

Whiteboar

d/ markers

Vocabulary

of local

government

Ss introduced

to roleplay

roles,situation

6 5 min. Roleplaying:

Listening &

reading

phase

(small groups) Back

with species groups,

read/listen to issue of

Sachuest Point,

consider from speciespoint of view.

Pass out handout on

Sachuest Point, play

listening, monitor.

Sachuest

Point

handout,

laptop for

listening,whiteboard

/markers

Geography

vocab, past

simple/

present

perfect/deontic

modality

Ss are aware

of Sachuest

Point Refuge,

issues

betweenspecies.


10/20


7 5 min. Roleplaying:

Discussion

(small groups) Species

groups discuss theirpoints of view, propose

solution for 2 issues

for Sachuest Point.

Place Ss back in species

groups, promptdiscussion of species

point of view, monitor.

Handout,

pens/paper

Language

forexpressing

opinions,

obligation,deontic

modality

Species

representatives prepared

to participate

in wholegroup

discussion.

8 12min

Roleplaying:presenting/

debating

proposals

( whole class)Species

representatives

discuss positions,negotiate agreement.

One student is

mayor, leads

meeting.

All rise, bring speciescouncil to order, bring

issue of Sachuest Point

to the floor, assign onestudent role of mayor,

give gavel. Elicit

arguments pro/con on

both issues, encouragedebate, note Ss languagefor error correction.

Handout,gavel, pen/

paper for T

notes on Ssproduction

Languagefor

expressing

opinions,agreeing/

disagreeing,

deontic

modality,conditionals

Whole grouparrives at

compromise

resolutions tovote on (e.g.

Beavers can

live in

Sachuest, butthey cant bite

maple trees.)

9 5 min Roleplaying:

final voting

Vote on issues, final

compromises agreedupon. (e.g .If sharks

swim near the beaches,

they mustnt eat

humans.)

Write final legally

binding resolution onwhiteboard, call for vote,

count votes. Haveparties sign.

Gavel,

whiteboard/ markers

Future time,

deonticmodality,

conditionals

Final product

of discussionarrived at

and ratified.

10 5 min Languageawareness

raising

Identify, correct errorsin oral production T

has written onwhiteboard

Write studentgeneratedsentences on

whiteboard, prompt Ssto identify and correct

errors.

Whiteboard/ markers

Frequenterrors in

studentproduction

during

discussions

Ss notice,identify

problems ofform and use.

Useful websites

Norman Bird Sanctuary: http://www.normanbirdsanctuary.org/

Sachuest Point Wildlife Refuge: http://www.fws.gov/refuges/profiles/index.cfm?id=53543

Audubon Society of RI http://www.asri.org/


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Appendix

North American Beaver(Castor canadensis)

Check out this video:

http://video.nationalgeographic.com/video/animals/mammalsanimals/rodents

andrabbits/beaver_lifecycle/

The North American beaver is the largest rodent in North America and the second largestrodent in the world, after the South American capybara. Adults usually weigh from 11 to

32 kg (24 to 71 lb), with 20 kg (44 lb) being a typical mass. The head-and-body length is7490 cm (2935 in), with the tail adding a further 2035 cm (7.914 in). Very old beavers grow very large, weighing more than than

40 kg (88 lb) or even as much as 50 kg (110 lb). Famous for their sharp teeth, beavers can chew through trees in order to build dams inrivers and streams.

From the 17th to the 19th centuries, beavers were nearly hunted and trapped to extinction in North America. Felt hats made from beaver

fur very fashionable in Europe were a very profitable industry, and almost all of the beavers North America were killed for theirskins. Beaver trapping and hunting has been restricted by law in North America, and after 200 years of absence, the beaver has now

returned to Rhode Island in great numbers.

Notes:

1.

2.

3.


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Great White Shark(Carcharodon carcharias)

Check out this video the from local news:

http://www.wpri.com/dpp/news/sharkscouldtheyvisitrhodeislandmaybe

The great white sharkcan be found in the coastal surface

waters of all the major oceans, including the coast of New

England. The great white shark is mainly known for its

size, with the largest individuals known to have

approached or exceeded 6 m (20 ft) in length, ] and

2,268 kg (5,000 lb) in weight. This shark reachesits maturity around 15 years of age and can have a life span

of over 30 years.

The great white shark is the world's largest known predatory fish, and is one of the primary predators of marine mammals. It is also

known to prey upon a variety of other marine animals, including fish and seabirds, and is ranked first in having the most attacks on

humans. The IUCN list the great white shark as a vulnerable species.

The bestselling novelJaws by Peter Benchley and the subsequent blockbuster film by Steven Spielberg depicted the great white shark

as a "ferocious man eater". In reality, humans are not the preferred prey of the great white shark.

Notes:1.

2.

3.


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Red Maple (Acer rubrum)Check out this video: http://www.youtube.com/watch?v=KYm_hzbMBo

The Red Maple, is one of the most common andwidespread deciduous trees of eastern North America,and the most common tree variety in Newport County.

The U.S. Forest service recognizes it as the mostcommon variety of tree in America. Many of its

features, especially its leaves, are quite variable inform. At maturity it can grow as a tall as 15 m (49 ft).

It is best known for its brilliant deep scarlet foliage inautumn.

Over most of its range, red maple is adaptable to a

very wide range of site conditions, perhaps more so than any other tree in eastern North America.It can be found growing in swamps, on poor dry soils, and most anywhere in between. It grows

well from sea level to about 900 m (3,000 ft). Due to its attractive fall foliage and pleasing form, it is often used as a shade tree for

landscapes. The red maple is also used by humans for maple syrup production as well as for its medium to high quality lumber. It is

also the State Tree of Rhode Island.

Notes:

1.

2.

3.


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Human(Homo Sapiens)Humans are the most widespread primate species in Newport

County. There are 82,888 humans living year-round in NewportCounty, and tens of thousands more visit each year.

Humans have inhabited Newport County for more than 5,000years: beginning with Native American tribes such as the

Narragansett, followed by the first European settlers in 1639.

For the past three centuries, Newport County humans haveenjoyed great success in tourism, trade, and architecture.Humanshave adapted very well to their environment in Newport by

building structures such as bridges, seawalls, harbors, andmansions.

Notes

1.

2.

3


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Sachuest PointA small peninsula at the south-east

end of Aquidneck Island only 5 km

(3 mi) from Newport, SachuestPoints woods, beaches, andsurrounding waters are a very

popular with Newport Countysresidents. Once used by humans as a

naval base and a horseracing track, ithas now been designated a National

Wildlife Refuge. In recent years,great white sharks have been killed

near the beaches, and beavers have

begun cutting down trees to builddams. Humans and trees are veryconcerned about the beavers impact

on Sachuest Point, claiming thatbeavers are deforesting the land, and

that their dams are causing flooding.Sharks are very upset about the

deaths of great whites in the area, andworry about human police boats

threatening shark safety near the

beaches.

The Newport County Board of Species is meeting to decide two questions:

1.Should beavers be allowed to build dams in Sachuest Point?2.Should sharks be permitted to swim near the beaches of Sachuest Point?


16/20





Materials: Articles Worksheets Calculator Large sheet of paper, colored pens

Topic: Economics of deforestation

Activit

y #


content

Outcomes

1 5

min.

Introduction Understandthe theme for

the lesson.

Take attendance. Informal chatting. Introduce the students (Ss)

to the theme of the lesson.

2 15min.

NewVocabulary

Time

Read thearticle.

Understandthe reading

content.

Hand the article ofdeforestation in Amazon.

Assist Ss if they need helpwith vocabulary.

Go over together to makesure Ss understand the

vocabulary and thecontent of the article.

Article aboutdeforestation

in Amazon;http://library.b

uffalo.edu/libraries/projects/

cases/amazon.html

Vocabulary

Reading

Buildvocabulary

.

3 15

min.

Group

Work:

Calculation

Discuss andfill in the

worksheet

for

calculatingthe profit.

Have Ss work in groupsand give each group theoccupation: timber,

environmentalist, andfarmer

Hand a worksheet to eachgroup.

A Worksheet

of Calculation

Calculators

Speaking

Listening

Takingnotes

Express

opinions.

Collaborating work.

LESSON 4


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Explain the worksheet:Each group must calculate

funds for a 5-hectare in 2years in order to produce

the profit for theiroccupation.

Assist Ss if they needhelp.

4 10

min.

Group

Work:

Summary

Draw thegroup

summary on

the paper.

Have Ss summarize thecalculation by using alarge sheet of paper.

Post the summaries on thewall.

Large sheets

of paper and

color pens

Writing Summariz

e the

groupwork in

English.

5 10

min.

Group work:

Demonstration

Explain thegroup work(e.g., how to

calculate).

Listen to theother groups

summaries.

Askquestions.

Tell Ss that one S in eachgroup stay and explain thesummary and rest of thegroups go around to listen

to the summaries fromother groups.

Remind Ss to take turns tostay and explain thegroups summary.

Speaking

Listening

Explain

the groupsummaries

in English.

Ask and

reply to

questions.

6 5

min.

Closing/Rev

iew Share their

thought.

Reflectingthe task.

Ask Ss to share theirthoughts.

Speaking

Listening

Express

their

thoughts.

http://library.buffalo.edu/libraries/projects/cases/amazon_notes.html

http://library.buffalo.edu/libraries/projects/cases/amazon.html


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Materials: Whiteboard Markers Worksheet Recycling Interview (see appendix A) Worksheet Recycling Quiz (see appendix B) Recycling Bins (one per team) Trash Bins (one per team) Bag of trash (cleaned and divided so that each team has the same number and type of recyclable and trash items) Computer with WiFi capabilities Video Why is Paper Made From Trees?

Topic: Recycling

Activity

#

Time Task Learner

behaviors

Teacher behaviors Materials Language

content

Outcomes

1 35

min

Greeting/

Announcements

Engage in easy

conversationwith T.

Greet Ss.

Ask if any Ss have newsthey would like to share

with the class.

None Greetings

Socialdialogue

Ss are

warmed upand ready

to move

into thelesson

2 68min

Warmup:Review andschema

activation

Engage indiscussion ofwhat has been

learned in the

class so far.

Describe items

in the classroomthat are made

Ask Ss to name some ofthe key points they havecovered regarding

deforestation. Write key

words on WB.

Ask Ss to identify things

in the classroom thatwere made out of trees

WBMarkers

Vocabularyused to talkabout

deforestatio

n and the

environmen

tVocabulary

Ssrememberwhat they

have

learned so

far about

deforestation and the

LESSON 5


19/20


from trees. (tables, chairs, pencils,

paper, etc.). Createstudentgenerated list on

WB, add any items that

were missed. Emphasizethe amount of paper used

in classrooms.

used to

describeobjects in

the

classroom

environme

nt and areaware of

wood used

in theclassroom

3 810min

RecyclingInterview:

Asking and

answeringquestions

Schema

activation

Ask partnersinterview

questions about

recycling in theirhome countries.

Answer

partners

questions aboutrecycling in theirhome countries.

Hand out interviewworksheet.

Put Ss into pairs, so that

they are with a partnerfrom another country.

Instruct Ss to interview

each other to learn about

recycling practices inother countries.

RecyclingInterview

(appendix

A)

QuestionsVocabulary

used to talk

aboutrecycling

Ss areaware of

differences

regardingrecycling

around the

world

4 68

min

Recycling

Quiz

Work alone or

in pairs tocomplete the

recycling quiz.

Hand out quiz to Ss.

Tell Ss they can chooseto work alone or work

with a partner to answerthe questions.

Go over answers with

the whole class.

Recycling

Quiz(appendix

B)

Vocabulary

used to talkabout

recyclingVocabulary

used with

statistics

Ss gain

knowledgeabout

recyclingstatistics in

the U.S.

6 2025

min

Recycling Game Work withteammates to

determine

whether items

are trash or

recyclable.Creatively think

of ways to reuse

Split class into teams of2 or 3.

Hand out 1 recycling bin

and 1 trash bin to each

team, along with 1 bag of

trash.Give Ss 4 minutes to sort

the trash into the two

Recyclingbin

Trash bin

Bag of

(clean) trash

Languageneeded to

state

opinions

Language

needed forgenerating

new ideas

Ss areactively

engaged in

thinking

about

waste andrecycling


20/20


trash.

Report to class.

bins.

The team with the mostitems placed in the

correct bins wins!

Have each team choose 3items from their trash bin

and think of a way toreuse them instead of

throwing them away.

Have Ss give a quick

report back to the class

about their ideas.

6 5 min Video Why is

Paper Made

From Trees?http://bit.ly/17sLzdb

Attentively

watch video and

take notes.

Show video.

Ask Ss to practice taking

notes during the video.

Computer

Video

Video

content

about thehistory ofwhy paper

is madefrom trees,

rather than

other

materials

Ss have

increased

knowledgeabout whypaper is

made fromtrees and

possibility

of

alternatives

.

7 510

min

Group

Discussion

Actively

participate indiscussion.

Tell Ss that, besides

recycling, there are otherways to reduce the

amount of trees that arecut down. How many can

they think of?List ideas on the WB.

WB

Markers

Vocabulary

needed todiscuss

alternativesolutions

Ss are

aware ofalternative

materialsthat can be

usedinstead of

wood.

summer ice lps

Documents