Environmental Performance Research

Submitted by jgw8688 on Tue, 04/24/2012 - 18:06Printable version Bookmark and Share
Created By:
Janice Wright
Title/Role:
School Librarian
Organization/School Name:
Forest Oak Elementary School
Location:
Delaware

Grade Level:
8
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Moderate
Content Area:
Science
Content Topic:
Ecosystems
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
Dispostion Indicator(s):
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
Scenario:
In an eighth grade science unit, students are investigating how organisms are linked to one another in an ecosystem, and how humans play a vital role in stabilizing the natural system. The SL and science teacher will collaborate to plan a lesson where students will identify how the effects of the air and water quality in worldwide countries influence the stability of a healthy ecosystem. The SL will introduce environmental performance by way of the Environmental Performance Index global grading system. Using online resources and nonfiction library books the SL will guide students in researching, collecting data and presenting information on the environmental performance of air and water quality in world countries. Students will identify current efforts and progress in maintaining a healthy ecosystem.

Overview:
Students will explore worldwide air and water quality as they affect the ecosystem. They will examine EPI performance grades, basis for individual country rankings, and policy goals set by national governments to improve healthy ecosystems. Essential questions will include: What are the primary contributors to air and water pollution? What country-specific circumstances affect ratings i.e. climate, wealth? Are there unique challenges? What policies have been established by national governments? What progress is being made?

Final Product:
Students will compile text, images, and informational links to create and present a PowerPoint presentation to the class.

Library Lesson:
Students will be able to identify country-specific status and causes of air and water pollution sighting examples, their affects on the ecosystem, and government policies established to promote quality improvement.

Estimated Lesson Time:
120 minutes
Assessment
Product:
Students will begin initial research by answering questions in order to identify their task, determine what information they need, the best sources, where to find them, and how the information will be presented. SL will assess final project through a scoring rubric.

Process:
Students will work in cooperative learning groups to compile and present new information. They will monitor progress using a student checklist.

Self Questioning:
Students will reflect on the research and presentation process to ensure accuracy. Is the information important and does it relate to the topic? Is our group well informed about the topic? Did we use the required resources? Is our presentation organized and easy to understand?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop

Instruction/Activities
Direct instruction:
The SL will introduce and display Yale University’s Environmental Performance Index global grading system, listed by country and ranking. Students will discuss rankings and brainstorm possible causes as they relate to air and water. Using prior knowledge from the ecosystem unit in science class, students will compare these causes to those found in the United States.

Modeling and guided practice:
The SL and teacher will provide examples of water and air pollution in Canada through a website created by the Government of Canada. This website contains information about pollutants, impact, management, and the regulations set in place to protect their environment. http://www.ec.gc.ca/eau-water/default.asp?lang=En&n=B1128A3D-1

Independent practice:
In groups of two or three, students will first select a country from the EPI rankings list. Next, they will select and research one of the two issues as it pertains to their selected country; air pollution or water pollution. Using on-line research and nonfiction library materials students will identify 1) country’s EPI grade and rank, 2) basis for ranking, 3) causes of pollution, 4) effects on ecosystems, and 5) current policies established by their government to protect the environment. Groups will compile their research to create a PowerPoint presentation. The presentation must contain a minimum of ten slides, with six images and one informational link. Students must cite a minimum of three online resources and one text resource.


Have you taught this lesson before:
No

Strategies for differentiation:
SL will offer nonfiction materials in varied reading levels. Several databases will be provided that offer content in audio form. Students will be divided into heterogeneous groups where pair-reading and summarizing will be encouraged.