Megan Sepnafski's
Project #1 ITV Compnent Page

EDMT 380 003 Fall 2004
green mobius loop
"Thinking Globally, Acting Locally About Your Environment"
driftwood rule

Technical Requirements for the Evaluation
Program Title
Thinking Globally, Acting Locally About Your Environment
Series Title
Creating All-Around Wellness
Publisher/Producer

Films for the Humanities and Sciences
Producer: Linda Carpenter
http://www.films.com

Production Date
2001
Program Length
28 minutes
Subject Areas Relevant to Content
star bulletOzone, groundwater, air pollution
star bulletHazardous waste disposal
star bulletDepletion of resources
star bulletPopulation growth
star bulletAcid Rain
star bulletNatural resources and fossil fuels
star bullet"What can you do to help?" a.k.a. citizenship
General Purpose & Intended Audience

The general purpose of this video is to empower students in the fight against pollution by providing them with information about the state of the world around them. Additionally, this video strives to turn students into active, environmentally friendly citizens of this world, by offering them ways they can help change the state of the environment.

The intended audience of this video is young, school age children.

Source

CRIM

Videotape: TD171.8.T44 2001

Wisconsin Model Academic Standards

SCIENCE:

star bulletA.4.4 When studying science-related problems, decide which of the science themes are important.
star bulletB.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations.
star bulletC.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.
star bulletC.4.3 Select multiple sources of information to help answer questions selected for classroom investigations.
star bulletC.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers.
star bulletC.4.7 Support their conclusions with logical arguments.
star bulletF.4.4 Using the science themes, develop explanations for the connections among living and non-living things in various environments
star bulletH.4.2 Using the science themes, identify local and state issues that are helped by science and technology and explain how science and technology can also cause a problem.
star bulletH.4.4 Develop a list of issues that citizens must make decisions about and describe a strategy for becoming informed about the science behind these issues.


SOCIAL STUDIES :

star bulletC.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.
star bulletC.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.
star bulletC.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community.

Program Description

This video is a short, yet informative, look into environmental issues pertinent to the state of the world today. The video touches upon many types of pollution including: air, water, and land. the video also discusses ways that these types of pollution can create other problems such as: depletion of the Ozone, disposal of hazardous waste, depletion of natural resources, etc. This video also shows a link between problems such as population growth and reliance upon cars and pollution.

This video offers statistics, percentages, and facts pertaining to the aforementioned topics. The video sets the stage for discussion about personal habits, implications of such habits, and ways to be more environmentally friendly. The video has a strong citizenship focus, that allows students to draw links between content and their own lives, making environmental issues real-life and understandable.

This is an easy to follow video with facts or percentages on the screen pertaining to each segment that is to follow. The video then flashes through images pertinent to each segment that are accompanied by narration. Each segment is summed up by a question that could serve as a discussion topic if the video was paused for a brief moment. This video is informative and easy to navigate through. Content is easily understood and engaging.

Credibility & Sources of Bias
This video was created by highly educated professionals that support efforts to "Save the Earth". This video was not created by representatives associated with corporations or lobbying groups in the government. This video strongly echos the opinions and messages of people who want more governmental policies and measures in place in order to decrease pollution caused by the general public, cities, corporations, etc. This video is a valid source of information for teachers hoping to impress upon children that one person can make a difference and that it is the responsibility of each person to do his/her part in combating pollution.
Reason for Selecting this Program

The main reason I chose this video was the strong citizenship message that rang true throughout the video. This video promotes responsible thought and action on the part of students by taking an environmentally friendly citizenship role in their homes, schools, and communities.

This video uses short segments followed by questions that cause students to think about their habits, the impact of those habits, and what they can do to change those habits for the better of the environment.

This video effectively uses percentages and facts to drive home important points in support of the fight to save the environment. The video flips through images and topics quickly, this will maintain student focus and decrease the likelihood of students becoming bored. triangle to title anchor

globe bulletLearner 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. triangle to learner anchor

globe bulletViewing 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
.triangle to viewing anchor

globe bulletPost 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. triangle to post anchor

 

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Date Updated Wednesday, November 17, 2004 11:29 AM
Questions or comments, contact Megan Sepnafsk
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megzseppy@hotmail.com