"Thinking
Globally, Acting Locally About Your Environment"
Learner
Preparation and Cueing:
The teacher will begin the unit on pollution and recycling
by bringing in pictures of the environment, both polluted and not polluted.
The teacher will place students in small groups and ask them to write down a
description of the pictures they are looking at. Students will then share their
pictures and descriptions. The teacher will then ask students to categorize
the pictures into two groups, not stating specifically to separate them into
polluted and not polluted groups. The teacher will then ask students what they
notice about the groupings they have created. After a short discussion, the
teacher will ask students to brainstorm idea of what they may be studying in
the upcoming unit.
The
teacher will then carry out a K-W-L chart with the class pertaining to pollution
and
recycling. After completing the Know and Want to Know sections of the K-W-L
chart, the teacher will introduce the video stating that the video is about
environmental problems in the world today. The teacher will ask the students
to pay close attention to each type of problem mentioned, some interesting
facts,
and some ways the video says students can make a difference in the environment.
Students will be encouraged to jot down notes about the types of pollution
and
problems mentioned and any interesting facts they hear. The teacher will also
tell students to listen to possible ways they, as good citizens, could combat
these problems.The
teacher will have the television and tape set-up and cued before class. Students
will stay seated at their desks for the duration of the video.
Viewing
Details:
While viewing the video students will be jotting
down notes about content (types of pollution, problems that cause pollution,
results of pollution). Students will also be writing down ways that they can
combat the effects of pollution and prevent future pollution. The teacher will
stop the video at each of the questions and use them as springboards for discussion.
During discussion students will be randomly called upon to answer the discussion
questions and may use their notes as reference for the discussion.
Post
Viewing Interaction:
Students
will be completing a case study, When Greenville Turned Brown, throughout
the scope of the unit focusing on tying science content matter (types, causes,
and effects of pollution) to social studies content (citizenship roles in dealing
with problems like pollution and solutions like recycling and governmental acts
prohibiting pollution). The teacher will read the poem at the beginning of the
When Greenville Turned Brown packet. The teacher will ask students
to brainstorm some reasons Greenville turned brown from the poem. The teacher
will then ask students to brainstorm some of the problems from in the video.
These problems, from both sources, will be placed on a large Venn Diagram, containing
problems from the video, from Greenville, and found in both. The teacher will
then ask students to write a letter to the mayor of Greenville talking about
the problems mentioned in the poem and also mentioned in the video. Students
will mention the types of problems, causes of such problems, and will formulate
a set of solutions for these problems. These letters will be added to the case
study as evidence of learning and as a tool for review before the final unit
assessment.
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Date
Updated
Wednesday, November 17, 2004 11:29 AM
Questions or comments, contact Megan Sepnafski megzseppy@hotmail.com