Baseline Instructional Plan

Kelly Higgins

Subject: Living EnvironmentRead Aloud: When Santa Went Green

Science-National Standards Places and RegionsStandard 4: The physical and human characteristics of places.Physical SystemsStandard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.Environment and SocietyStandard 14: How human actions modify the physical environment.Standard 15: How physical systems affect human systems.

Materials: Book: When Santa Went Green Vocabulary wall cards Student Journals

Objectives: Students will be able to… Identify elements of global warming Discuss the effects of global warming Answer essential questions about global warming Brainstorm ideas of how people can reduce global warming

New Vocabulary: global warming, climate zones, greenhouse effect, climate change, recycling, and environment

Procedure:1. Explain to students what global warming is.2. Tell them that you will be reading a book about Santa’s encounter with global warming.3. Take questions and review vocabulary.4. Read the book aloud.5. Explain the different types of global warming (humans speeding it up vs. global warming as a natural

process.6. Have students go back to their seats and answer two questions (in complete sentences) in their journal

and share it with their partner. a. What is global warming? b. Name two effects of global warming and ways to reduce them.

7. When students have finished sharing their journal entries with a partner they will hand it in to show completion.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 1

Lesson Title: It’s getting HOT in HERE!

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 2

Teacher Name: Kelly HigginsSubject: Science Grade Level: Middle SchoolTime Required (days; time/day): 2 weeks, 45 minutes/dayTopic: Global WarmingEssential Question: How does global warming impact the planet?Pre-requisites (Prior Knowledge): Students have been working with the class wiki for a month now and know how to blog effectively with their classmates. They have also been reading books about global warming in their language arts class and discussing it in their science class as well. They are very familiar with how to use the technology provided and comfortable with the information they have to share with their ePals.

STAGE 1 - DESIRED RESULTSA. Content Area Standard(s): (include complete standard, not just standard #)Science-National Standards Places and RegionsStandard 4: The physical and human characteristics of places.Physical SystemsStandard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.Environment and SocietyStandard 14: How human actions modify the physical environment.Standard 15: How physical systems affect human systems.B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,

Student will know… Student will be able to…The elements of global warming. Share their ideas and thoughts on global warming with

other students across the world.How to effectively use appropriate classroom technology.

Blog with other students about global warming.

The two ideas of though on global warming (natural vs. human).

Explain how people can reduce global warming.

STAGE 2 - ASSESSMENT EVIDENCEStudents will demonstrate their learning/understanding in the following way(s):A. Teacher-Created Assessments:Pre-test: Students will complete a digital poster in groups to define and explain what they have learned thus far about global warming. They will be asked to illustrate them visually.

Post-test: Students will write a final email to the teacher about the emails exchanged with their ePal, explaining what they learned and how they intend to use their new knowledge and understanding in order to change how they interact with the environment.

B. Performance Assessments: Students’ email exchanges will be monitored through the duration of this mini-unit. Students will also be asked to answer one question or comment on a classmates each day on the class wiki “global warming” blog, which will be collected as participation points for the class. (This will help the students who are absent as well). Students will be assessed on their accuracy of information posted on the class blog and in their emails. C. Other Assessments (e.g., Peer, Self): n/aD. Assessment Adaptations: n/a

STAGE 3 - LEARNING PLANA. Learning Activities1. Instructional Strategies/Learning Activities: (e.g., demonstration, discussion, small groups, role play, etc.)

Class discussion Small group discussion Blog posts on Wiki Emails with ePal

2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).To introduce the lesson I will explain that we will each be getting an ePal from a different country that is also learning about global warming. It is important that students know that their emails need to be formal and have

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 3

accurate information that their ePal can understand. As a class we will discuss what we have learned thus far about global warming and record what we would like to find out. Before giving students their ePal, I will divide them into groups to prepare short presentations to define global warming. They will be asked to prepare a digital poster that defines global warming to them along with matching illustrations. They will then have to present it to the class. 3. Instructional Sequence:(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed.

Teacher activity (The teacher is doing….) Student activity (The student is doing…)DAY 1-2: Read the discussion questions posted in the front of the room.Discussion Questions: What is global warming?, What is the greenhouse effect?, What is climate change?, What are the interdependences of plants and animals in habitats?, What are the effects of global warming?, What can we do to reduce it?, etc.

Answering the discussion questions when called upon. Giving content related and accurate answers to support their discussion.

Construct a list of what students would like to know more about regarding global warming in other countries.

Offer ideas for the “What I would like to know about global warming in other countries” class chart.

Divide students into groups. Define and explain global warming by creating a digital poster in groups.

Check posters for appropriate and accurate information. (Make sure it has at least three of the main ideas of global warming, from our discussion questions.)

Fix poster if necessary & print and hang in the classroom.

Explain to students that there is a new Global Warming blog on the class wiki and that they will be asked to comment or answer on a different one each night until the completion of the unit. Tell students that they will be asked to hand in a discussion question/topic that they are interested in because they will be used as the starting points of their nightly blogs.

Construct a discussion question/topic for the global warming blog as a group. If you choose a topic, tell why your group is interested in learning and talking more about this topic with classmates.

Post blog questions for students on the class Wiki. For homework introduce yourself to the new global warming blogs and post a reply to one.

DAY 3-4: Explain to students that Global Warming is not the same everywhere in the world. Tell them that we will be communicating with other students in a different classroom from across the world. It is important that we share our views and opinions along with back them up with details supporting them.

Ask questions as necessary.

Ask students to offer ideas of what we might want to ask our ePals or learn about their experiences with global warming. Refer to our “What I would like to know about Global Warming” class chart. What concerns them the most about Global Warming?, What surprises you the most about Global Warming?, You may also have students give their ideas on how to reduce Global Warming on this chart seeing as it will be posted around the room throughout the mini-unit for them to reference.

Brainstorm ideas, thoughts, and opinions to share with your ePal (think about where they are from to gain a better insight on your discussion with them).

Give students time to write draft copies of their email to their ePal, while offering assistance to students who need it.

Write an email introducing yourself to your new ePal. Share your posters and discuss your personal experiences with global warming to them. Students may include what they know about global warming and what they want to know. Ask ePals questions about what effects of global warming they think are already

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 4

happening and what they are doing to reduce the effects.

Allow those who are completed with their email to rotate on the computer to compose, and send their first writing piece.

Type and send email to their ePal and print a copy of the finished and sent email to put in your Global Warming folder.

DAY 5-6: Teacher will begin with reviewing students’ nightly blog posts. Students will be asked to share their opinion on the blog and explain something they learned from it.

Share opinion on their posts or another persons post or tell what they liked/learned from doing the blog.

Read aloud When Santa Turned Green by Victoria Perla. (read the book twice)

While listening to the book, write down three possible causes of global warming.

Chart what students stated as the causes and the number of students suggesting each possible cause.

Share answers of possible causes of global warming.

Correct any misconceptions and spend some time explaining and using necessary academic vocabulary.

Fix or add to their possible causes list as necessary.

Give students time to start drafting a new email to their ePal with the following guidelines:

Be sure to respond and answer any questions your ePal has sent you.

Make any necessary comments about prior emails.

Share what you have learned in the class discussion about the causes of global warming and the various locations of where the effects are happening.

Ask your ePal if they can confirm or add to your global warming cause facts you have sent them.

Drafting new email according to the draft guidelines. Groups will be rotating on and off the computers as needed. (It may be easier to get the last two bullets out of the way and then read and respond to your ePal’s questions or comments.)

Have students rotate and have class time to finish up writing and sending emails with their ePal and if there is time they may also work on their nightly blog.

Finish up and send emails to their ePal. Print all emails and keep in Global Warming folder. If time permits, work on nightly blog.

Overview of Days 7-10:Lesson time for these topics: 45-55 minutes for the last 3-4 days

Lesson topics: How do we know global warming is really happening? What are the effects of global warming? What can we do to reduce global warming?

For the following lessons these topics will be a main focal point. They will be addressed through different group discussions, small group work, ePals emails exchanged, reading of books and articles on Global Warming.

Students will be asked to break into small groups and discuss if global warming is real and if human activities are the cause. The teacher will then read aloud an article from National Geographic “Is global warming real?” While reading the article stop to ask comprehension questions to engage students in conversation.

Students will continue the dialogue with their ePals with the main focus on the effects of global warming. Have students talk about the climate zone in their epals country and how it affects global warming (Students may research this on the internet or in the class Global Warming books/magazines, or they may use information from the class blog to help write their email). Have students continue to do their nightly blogs as homework and discuss them in class as necessary.

Students should use their class lists, blogs, research, and emails with their ePal to create a list of what we can do to reduce global warming. Each student will need to name three initiatives that they believe are the most important. Tell them that for their closing of the unit they will need to illustrate one change they can make in a before and after picture, so this may be the time to think of which initiative is most related to themselves and is most likely something they can accomplish. The teacher will then discuss the questions students may want to

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 5

focus on in students emails for the day, such as what can families, classrooms, and communities do to reduce global warming?

Have students rotate and respond to their ePal’s comments and questions, while also asking their own questions and comments to their prior emails. The rest of this email should consist of students discussing the ideas that they have about reducing global warming in their climate.

Have students do one last nightly blog and write down an effect of global warming and what is being done to contain that effect.

Lastly, students will be given time in class to read their newest email from their ePal. They will then be asked to share their action plan for something they believe they are capable of doing to help reduce global warming (conserve water, turn off lights, etc.). Students will then write a concluding email to their ePal and thank them for giving them the chance to communicate effectively about Global Warming.

Closing activity is listed below in “D”.

B. Adaptations to the Instructional Sequence to Differentiate: For students who struggle to think of writing ideas I will have a book and magazine section with different story, picture, and writing pieces on Global Warming. These should give them plenty of ideas for questions to write and suggestions to reduce Global Warming to their ePal. C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson)

Students are learning the relevance of the essential question through… Class discussion Blog posts Emails to ePal

Assessments will be done through a general project rubric and blog posts will be counted as class participation points.

The class Wiki will be a helpful tool for students who are absent, as they are able to access this from home or any internet site. D. Closure: To end this mini-unit on Global Warming students will be asked to send a concluding email to their ePals partner summarizing the class discussion answering the following discussion: “How do you intend to use your new knowledge and understanding to change how you interact with the environment?”. They must include two specific ways that they will contribute to the environment to make the world a better place. Also, stating why this task is suitable for their lifestyle. From this mini-unit on Global Warming, I hope for students to understand how global warming impacts the planet. Through class discussions, group posters, blogs, ePal emails, etc. I hope students realize that global warming is a world-wide problem and by discussing it with their ePal they should have learned many different effects of Global Warming along with various ways to reduce it. 1. Overall Closure Plans: After all emails have been sent and received with ePals, students will be asked to make before and after poster. This poster will relate to each students closing email with their ePal. For instance, if students say they will start to recycle, they can have a picture of a non-recycled can on the Before (left) side of their poster and a picture of someone recycling a can on the After (right) side of their poster. A short description of how their change would help global warming will be asked to write on the bottom of the picture. 2. Extensions for Early Finishers: Students who finish early will be asked to help out students who may still be writing their last email to their ePal (help brainstorm ideas) and/or they are free to help out students who may need help with their poster ideas and drawings. 3. Alternate strategies for struggling students or those who learn differently: Students with disabilities may be paired up to just one ePal, this way it may be easier to collaborate ideas and gain a better understanding. A more thorough email discussion between two people reading and responding to emails may also help with gaining more ways to reduce Global Warming. (Two heads are better than one and with this discussion there’s three heads!)

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 6

E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson)

Whole group Small group Individual group Question and Answering Home and school connection

LESSON DEVELOPMENT RESOURCESA. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)

Computers (in class or computer lab) Internet Classroom Wiki and Blog ePals account and classroom connection for email exchanges Printer (digital posters-day 1) Global warming books & magazines

B. Parent/Community Resources: Students may research more about global warming at home or in their town library when they are not in school. Parents may offer their insight to their students’ blog comments at home and discuss them as necessary. The class Wiki/Blog is also a helpful tool for parents to use in order to learn what is going on in their child’s classroom. C. Contact Information: Kelly Higgins, higg3147@fredonia.edu

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 7

Example of a Global Warming BlogBlog examples borrowed from ©2010 ePals.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 8

Examples of posts in the different blogs above by students:Blog examples borrowed from ©2010 ePals.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 9

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 10

Blog & Email ePal Rubric

SCORE 3 OUTSTANDING 2 ACCOMPLISHED 1 DEVELOPING

ComprehensionEmail is a well-developed,

thoughtful discussion of the topic’s main ideas and related significant details.

Emails shows the ePal understands the topic but

not all of the important details.

Not clear that student understood the topic.

Critical ThinkingEvidence throughout the

email of applying and evaluating the important ideas in other contexts

Parts of the email show that the ePal has applied ideas in the topic to self

and others.

Little evidence of reflection on the topic beyond basic

understanding.

Connecting with ePalEmail represents a

personal dialogue and shows thoughtful and

detailed communication about the topic.

Communicates with the ePal personally and about

the topic.

The only reference to the ePal is in the salutation.

OrganizationParagraphs are detailed

and well-developed. Transitions between

paragraphs make language flow naturally.

Whole email is effectively structured.

Paragraphs are used to organize and mainly

include sentences on the same topic in the email.

Overall structure is obvious.

Stream of consciousness writing. Overall, the email

feels disorganized.

ClarityBoth the overall meaning and the supported details

are clearly presented.

The overall gist of the information is clear, but

specific parts but may be confusing.

It is hard to understand the information.

Word Choice&

Vocabulary

Extensive use of key vocabulary indicates control of topic ideas.

Uses some key vocabulary and other words/phrases

related to the topic.

Little or no use of key vocabulary on the topic.

MechanicsNo significant errors in

spelling, punctuation and grammar.

Simple spelling, punctuation, and grammar mainly correct. Attempts at more complex spelling or punctuation may contain

mistakes

Frequent mistakes in simple spelling,

punctuation and grammar distract reader’s attention.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 11

References

Epals global community. (2010). Retrieved from http://www.epals.com

Global warming is a big problem, but every kid can make a difference. keep reading to learn what you can do to help. (2010). Retrieved from http://www.timeforkids.com/TFK/specials/articles/0,6709,1114038,00.html

Hubpages, Initials. (2007). Ways to stop global warming. Retrieved from

Http://hubpages.com/hub/Ways-to-Stop-Global-Warming

National geographic: effects of global warming. (2010). Retrieved from http://environment.nationalgeographic.com/environment/global-warming/gw-effects/

Perla, Victoria, & Kantarevic, Mirna. (2008). When Santa turned green. Thomas Nelson Inc.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 12

EDU 528 CORE RUBRIC RATING FOR ASSIGNMENTSNAME: Kelly

HigginsWORK: Retro Assignment DATE: 7-26-

2010OVERALL SELF-RATING:

8.5 OVERALL INSTRUCTORRATING:

X-factorExceeds standards

SolidMeets standards

BasicMeets some core

standards

Needs WorkMajor errors in

meeting standards

Does Not Meet Standards

9-10 7-8 5-6 3-4 2-0In addition to exhibiting level SOLID performance, responses demonstrate in-depth inferences and applications that go beyond what was taught through assignments/ activities; goes beyond requirements/ conventions.

Responses demonstrate no major errors or omissions regarding any of the information and/or processes that were taught through assignments/ activities; meets requirements/ conventions.

Responses indicate major errors or omissions regarding more complex ideas and processes; however, they do not indicate major errors or omissions relative to simpler details and processes.

Responses indicate a lack of understanding of core targeted knowledge. However, with help, responses demonstrate partial understanding of some of the knowledge expectations, with little skill in making applications.

Little or no response. Even with help, response does not demonstrate a partial understanding of concepts or applications.

Clarity and completeness

9, I believe that my lesson format is clear and complete. I have outlined each step of the way for anyone to carry out this lesson. I have made everything outlined around my one essential question, which is the focal point. The student and teacher activities coincide with each other and when completed students objectives will be accomplished.

Formatting/submission mechanics & timing

9, I have used the proper UBD lesson plan format, finished my project on time, and have done all of the necessary mechanics as necessary.

Content accuracy 8, I have used resources for my lesson, screen shots, ideas, and outside books to read/reference. I have referenced each website, screenshot, and tool used which is needed to execute this lesson properly.

ADDITIONAL COMMENTS:I feel that I have worked exceptionally hard on this project. I have taken my ideas, collaborated with others, found different resources

online, and even blogged myself to make sure this lesson could be done if need be. I have written all of the steps in chronological order for each day and lesson. The activities and emails could be changed for longer or shorter periods of time. The main idea I would like students to gain from this web 2.0 activity is to see how global warming affects the planet. I believe from any if not all of the different formal work being carried out through this lesson (mini-unit) students will gain a better understanding of what global warming is, who it effects, how it affects the planet, and how we can also reduce its affects.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 13