In this lesson [[#|students]] will choose one non-renewable natural resource and use [[#|the internet]] to research how this resource is used and ways that we can better preserve it and other options that are renewable. Students will then write an action plan as if they are head of a company that is using this resource in their production of products about what they are going to do to protect our enviroment and this natural resouce.
http://www.behaviourneeds.com/blog/2010/01/26/the-benefits-of-cooperative-group-work/
1. There is less incentive for pupils to disrupt the lesson to get your attention because attention is being received naturally – from the other members of the group.
2. Positive peer relationships are developed as a result of pupils helping each other to reach a common goal.
3. Lower achieving pupils gain confidence and motivation by working collaboratively with higher achieving students.The high ability students also benefit through the process of guiding and supporing their fellow group members – their uinderstanding of the material is reinforced.
4. It saves the teacher time. Once students get used to the cooperative learning framework they effectively teach themselves. The teacher is free from constant requests for attention and can give quality support when it is required rather than when it is demanded.
5. Social skills such as self-expression, decision-making, responsibility, accountability, sharing, listening, conflict management are naturally practiced and developed. This has a knock-on effect of reducing the occurence of behaviour problems brought about due to a lack of these skills.
http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988 Publishing – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge [[#|overview]] of not only the content being published, but the process and product. Related to this concept are also Video blogging – the production of video blogs, blogging and also wiki-ing - creating, adding to and modify content in wikis. Creating or building Mash ups would also fit here.
Standards
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including [[#|the internet]], to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting
CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.L.2.3 Infer the efects that may result from the interconnected relationship of plants and animals to their ecosystem.
5.G.1.2
Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.
Ensure that their are enough printables for each student to have one of one resource (whole page).
Print copies of the action plan form for each student for day two.
Schedule two computer times.
Instructional Plan
Student Objectives
The [[#|student]] will research their nonrenewable resource, what they it is used for, and alternate substances.
The student will [[#|apply]] thier learning by writing an action plan as if they are head of a company that uses their resource of how to better conserve the resource or how to impliment an alternate substance.
Session 1
The teacher will remind students that we use nonrenewable resources on a daily basis and once they are gone we can not get them back.
Explain to students that we need the products and services that are created with these nonrenewable resources, but that their are alternatitive options.
Begin by having students choose one resource from the four options.
Students will then begin researching their resource to find out how we get it, what we use it for, and alternate options (along with the information on their sheet). The teacher will monitor students and guide them to sites like National Geographic and Discovery.
When students are finished researchig we will return to the classroom, where students will get into groups of their resources and they will discuss their findings.
Session 2
Start this day by having students get into their resource groups and discussing what they found to [[#|refresh]] their memories.
Bring students back to their seats and go over the action plan rubric and explain what is expected.
The teacher will show an example of what a finished action plan will look like and what it needs to include.
The teacher will pull up the action plan form on the smart board and as a class we will plan an action plan.
The teacher will break students in to partners of a different resource and they will help each other brianstorm ideas for their action plan. (students will have to share their reosource and findings with one another).
Students will work indivudally on drafting their action plan onto the form.
While students are working the teacher will conference with students indivudally to work on their ideas and how to transfer their plan from the form to a written plan.
Session 3
During this session students will need to be back in the computer lab.
The teacher will give a tour of the stapless book and show students how to input their action plan.
Students will then work on inputting their final draft into the stapless book.
Conclusion
Studnets will go with a different partner (not the same as brainstorming and different resource) and they will explain their resource and their action plan. Students will turn in their staplessbook to be graded by the rubric.
Extensions
Students will write a letter to a company (based on their resource and action plan) to share their action plan with the company and how it would beniffit that company.
Students will write a list of how they use their resource on a daily basis and they will then come up with ways to conserve their resource or alternate soulutions
Student Assessments/Refelctions
Assess the students' Action Plans using the rubric
Formativly assess students work during the conferance
Nonrenewable Resources
5th grade
Three Fourty Minute Sessions
Preview
Overview
In this lesson [[#|students]] will choose one non-renewable natural resource and use [[#|the internet]] to research how this resource is used and ways that we can better preserve it and other options that are renewable. Students will then write an action plan as if they are head of a company that is using this resource in their production of products about what they are going to do to protect our enviroment and this natural resouce.Featured Resources
Stapleless Bookhttp://www.readwritethink.org/files/resources/interactives/stapleless/index.html
From Theory to Practice
http://ehis.ebscohost.com.proxy097.nclive.org/ehost/pdfviewer/pdfviewer?sid=dbdb2411-2b4e-45da-9c71-997021217266%40sessionmgr12&vid=17&hid=102Work in small groups is represented as a pedagogical method aimed at the participation of every student in the solving of a social problem, the workout of interactions with the rest of the participants and the group affiliation, the development of the creative potential and self-knowledge. An opportunity to enrich personal experience and develop readiness for its further [[#|application]] on the job.
http://www.behaviourneeds.com/blog/2010/01/26/the-benefits-of-cooperative-group-work/
1. There is less incentive for pupils to disrupt the lesson to get your attention because attention is being received naturally – from the other members of the group.
2. Positive peer relationships are developed as a result of pupils helping each other to reach a common goal.
3. Lower achieving pupils gain confidence and motivation by working collaboratively with higher achieving students.The high ability students also benefit through the process of guiding and supporing their fellow group members – their uinderstanding of the material is reinforced.
4. It saves the teacher time. Once students get used to the cooperative learning framework they effectively teach themselves. The teacher is free from constant requests for attention and can give quality support when it is required rather than when it is demanded.
5. Social skills such as self-expression, decision-making, responsibility, accountability, sharing, listening, conflict management are naturally practiced and developed. This has a knock-on effect of reducing the occurence of behaviour problems brought about due to a lack of these skills.
http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988
Publishing – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge [[#|overview]] of not only the content being published, but the process and product. Related to this concept are also Video blogging – the production of video blogs, blogging and also wiki-ing - creating, adding to and modify content in wikis. Creating or building Mash ups would also fit here.
Standards
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including [[#|the internet]], to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting
CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.L.2.3 Infer the efects that may result from the interconnected relationship of plants and animals to their ecosystem.
Resources and Preparation
Materials and Technology
Student Interactives
Stapleless Bookhttp://www.readwritethink.org/files/resources/interactives/stapleless/index.html
Printouts
Coal-http://www.eia.gov/kids/energy.cfm?page=coal_home-basics
Oil-
http://www.eia.gov/kids/energy.cfm?page=coal_home-basics
Natural Gas-
http://www.eia.gov/kids/energy.cfm?page=natural_gas_home-basics
Nuclear-
http://www.eia.gov/kids/energy.cfm?page=nuclear_home-basics
Preparation
Instructional Plan
Student Objectives
The [[#|student]] will research their nonrenewable resource, what they it is used for, and alternate substances.The student will [[#|apply]] thier learning by writing an action plan as if they are head of a company that uses their resource of how to better conserve the resource or how to impliment an alternate substance.
Session 1
The teacher will remind students that we use nonrenewable resources on a daily basis and once they are gone we can not get them back.Session 2
Start this day by having students get into their resource groups and discussing what they found to [[#|refresh]] their memories.Session 3
During this session students will need to be back in the computer lab.Conclusion
Studnets will go with a different partner (not the same as brainstorming and different resource) and they will explain their resource and their action plan. Students will turn in their staplessbook to be graded by the rubric.Extensions
Student Assessments/Refelctions