Start of a Graphic Organizer for Unit Using Bubbl.us 2.0
Lesson Sequencing
*Here's an idea. What if we design lessons, or share solid lessons we've taught in the past and then share by pasting them on to a new page in the wiki. Create a link to your lesson in the table on the Lesson Sequencing page. What do you all think? khoins@gmail.com
1. Intro and Building Background
National Wildlife Federation has great info for students
Activity to pique interest in oil spill-(please post your ideas about how you will pique your students interest in this topic)
Education.com has some interesting oil spill activities that might be a great place to start with students.(Lori Smith)
Teachervision.com also has some very good resources for this disaster and other environmental issues.(Lori Smith)
KWL
Wallwisher
Bubl.us 2.0
I will probably have students talk about how the oil spill has affected them and thier summer routines- vacation at beach cancelled, etc. (Shirley)
A great oil spill activity from the Environmental Guides grades 6-8 from Legacy, Inc. (alabama non-profit) is to clean up the oil spill using different items. Water is placed into a bowl with 10 drops of oil (I use sesame seed oil but you can use vegetable oil). Students may use an eyedropper, a piece of ice and flour to see which item best cleans the oil out of the water. Then in bowl #2 with oil and water, students would use detergent, a paper towel and grass clippings to see which cleans the oil best. Bowl #3 students use cotton ball, styrofoam cup, corn starch to see which is best. Then I like to pose the questions: Which items worked best and why? How would these items work to clean up an large oil spill- like in the Gulf of Mexico? (Shirley)
Graphic Web-when I have used this method I give students a topic or theme and then as they brainstorm big idea words on the topic I write them in a bubble, then when we are done with big ideas on the topic, we add what we know to each bubble and so on.
Epals
a) Choose a project on epals
http://www.epals.com/projects/info.aspx?DivID=index
b) Create Our Own Email epals Project
Using the Models on Epals
Extension Opportunity for Enrichment Students:
Oracle Thinkquest Winning Projects
http://www.thinkquest.org/competition/
http://library.thinkquest.org/08aug/00473/
http://library.thinkquest.org/08aug/01930/
http://library.thinkquest.org/08aug/02511/
http://library.thinkquest.org/08aug/00877/
2. Survey/Research of Local Community Issues
Dependent on Your Location
Current VS Historical? I think we should focus on current issues.
-Have students create a survey to send home with entire school that asks what environmental issues they are concerned about.
-Bring in experts that know environmental issues
3. Choose Focus
4. Research (Information Literacy Skills Lessons) 1. Jennifer Ower uclatig@gmail.com
5. Problem Solve
6. Choose Project (Awareness, Action)
Awareness: Public Service Announcement, Brochure, Poster, Assembly
Action: Clean Up, Fundraising
7. Design/Do Project
8. Share/Publish
9. Anchor Text 1. Lori Smith lasmith@fortlewis.edu
Title: Prince William
**although this is for younger readers, I though it might be a good choice for lower level readers, or just for a free reading choice in the class library.
Synopsis:
From Publishers Weekly
The tragic effects of the Valdez oil spill on the creatures that inhabit Prince William Sound are embodied in one girl's efforts to save a baby seal drenched in oil. Denny and her mother take the pup, which she names Prince William, to the makeshift rescue center set up in the gym of a nearby school. A corps of volunteers revives the animal, but the veterinarian informs Denny that most are not so lucky: "I've seen it happen before--bears and their cubs, wolverines and eagles. You name it, they're all being poisoned by the spill." Gloria Rand's (the Salty Dog books) descriptive text escapes heavy moralizing by focusing on the seal's progress and on the community's intensive volunteer activities. Though she avoids any mention of this event's political ramifications, a powerful message is adroitly conveyed without laying blame. Ted Rand ( Night Tree ; Barn Dance! ) paints a title character to melt the hearts of all; the oversize images in his vibrant paintings capture, as always, the sweep of the outdoors and the humanity of the spirit. Ages 6-8.
Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
From School Library Journal
Kindergarten-Grade 4-- After a tanker accident occurs near her home on Prince William Sound, Denny discovers an oil-covered, newborn seal on a polluted beach. The baby is rushed to a busy animal rescue center, where dedicated veterinarians and volunteers care for the wildlife affected by the disaster. The girl names the seal Prince William and follows his recovery over the next ten weeks. Progress is made on the beaches too, as cleanup efforts begin in earnest. Finally, Denny is present as the seal is flown to Halibut Cove and released into clean water. This straightforward story stresses the importance of community involvement, as volunteers work together to repair the damage done; one particulary effective spread shows the harbor crowded with boats and planes, all carrying people ``who had come to help clean up the spill.'' In a time when young people are encouraged to become environmentally active, Denny proves that one child can make a difference. Vibrant watercolors capture both the horror of the puddinglike oil and the beauty of the unscathed northern landscape, and readers are left with the image of a bright-eyed and trusting Prince William. Pair this with Terry Carr's Spill! The Story of the Exxon Valdez (Watts, 1991). --Joy Fleishhacker, formerly at School Library Journal
Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title
Product Details:
- Reading level: Ages 4-8
- Paperback: 32 pages
- Publisher: Henry Holt and Co. (BYR) (March 15, 1994)
- Language: English
- ISBN-10: 080503384X
- ISBN-13: 978-0805033847
Comments (14)
Kristin Hoins said
at 12:31 pm on Jul 23, 2010
We had talked about strands. So... just be thinking about information literacy, technology skills, reading comprehension, science... when creating the scope and sequence.
Jennifer Ower said
at 2:34 pm on Jul 23, 2010
Everyone should start finding resources and/or creating lessons that would fit under each part in our outline. Try to focus on one thing first. For instance, I am going to create/find lessons that will help the students be good at research.
suzieboss@... said
at 3:57 pm on Jul 23, 2010
I just had a chance to look at your Twitter conversation from earlier today. You guys are off and running! Wonderful to see how you're bringing all your good thinking together. You're building a gold mine here.And ePals sounds like a terrific choice for elementary projects.
Hope to "see" you at the webinar on Monday. Based on your interests, I think you'll love our guest experts.
Best,
Suzie
Gail Desler said
at 4:19 pm on Jul 23, 2010
Sorry I had to miss the discussion, but I had a previous appointment. This is exciting to see the lesson evolve and the resources build. I'll look for addition literature pieces.
Kristin Hoins said
at 11:54 am on Jul 24, 2010
When adding resources, we might consider creating a lesson plan on another page so there is a link on the outline page that brings you to another page with the lesson plan and resources. Then, we don't have to worry about blocking each in edit mode and we can see the big picture on this main page.
Tracy Hanson said
at 12:52 pm on Jul 25, 2010
I was unable to join the discussion as well. Is there a place where it was saved so that I can read through it?
Kristin Hoins said
at 8:53 pm on Jul 25, 2010
Tracy - I think you can go to tweetchat/#pblcamp and scroll back to the discussion.
Kristin Hoins said
at 8:53 pm on Jul 25, 2010
Tracy - I think you can go to tweetchat/#pblcamp and scroll back to the discussion.
Kristin Hoins said
at 8:52 pm on Jul 25, 2010
So I've done some research on how to allow our students to communicate with one another. I think the epals idea is a great one but I'd like to have the group look at one more option. We can set up our own edmodo page free (epals no longer has free blogs.. their learning community service is now very expensive). Edmodo is a very simple learning community tool that is moderated by the teachers. Students can post to the blog and we can organize our groups by school and have an "everyone page." So not only can we post weekly discussion topics to the whole group but you can moderate and talk to just your class when you want to. We can also post all of our iinternet links in the library so that the students are sharing online research tools. This tool doesn't have the drive space for video and podcasts; however, we can have school channels on school tube for those of you that have kids that produce video and podcasts hosted on podbean.com. Glogster edu offers free drive space and so does flickr so we can create folders of posters and slideshows as well. So please go to http://www.edmodo.com/home and select "I am a teacher" and then use the code: kea2xl This will allow you to look around and see what you think. I think that we can still do epals but we really need something that centralizes our kids and gives them a network and connection. I'm open to any feedback. Let me know what you think.
Jennifer Ower said
at 7:23 am on Jul 26, 2010
Kristin sounds good. I like sequencing page and think we should link everything on there, so as to not confuse people. So if we create a lesson or find a resource, put the link on the sequrncing page. I think that page is great. Also, some people will be able to collaborate via edmodo and others will not. THis is okay.
Jennifer Ower said
at 8:50 am on Jul 27, 2010
Please look at the sequencing page to find where your lesson would be appropriate.
Also, if you are going to do the anchor text, decide which one your class will do and you can add links for it. I am going to do Hoot and if anyone woould like to link with my class for epals to write letters about that book, please let me know!
Kristin Hoins said
at 10:16 am on Jul 29, 2010
So for technology, I'd love to finalize our sharing options and discussion tool. I can place urls and files on the edmodo site so we have a central sharing place. Who is up for sharing edmodo? I can get your class group set up. Also, it would be great to plan out 6 weeks worth of discussion questions for the blog activity on edmodo. The questions can be posed for each Thursday or Friday depending on your schedule so that kids can read eachothers blogs and comment not only on the question but what they are reading from other students. The last question I have for you all is... do you want a Blog that we can keep make public in order to share student work? Or, would you prefer to have links on the edmodo site to sent students to school websites and other storage sites in order to share. This keeps everything private and then we each post student work on our own sites. I think celebrations are next week so we need to finalize lessons and get them posted to sequencing page! Great work. This is so cool.
shirfarr said
at 11:02 am on Jul 29, 2010
There are some fabulous ideas. I have been contributing some ideas and placed some weblinks on the resources Page. Two of my friends are allowing us to use their photos fromthe Alabama Gulf Coast and Dauphin Island (barrier island). My "slant" for this project is a concept-based curriculum unit to be used in gifted pull out programs in Alabama. The culminating perforamnce task is the project based component of the unit. My essential understandings and some of the questions (to which activities will be connected) are
Systems may influence other systems and/or be interdependent on one another.
How may systems influence other systems and/or be interdependent on one another?
What are systems? Give examples.
Are you a part of a system(s)? Explain.
Why may a system influence another system?
Give examples of systems that influence other systems.
What is interdependent?
Economic choices may disrupt the balance of systems affecting the survival of living organisms.
How may economic choices disrupt the balance of systems affecting the survival of living organisms?
What does economic mean?
How are you a part of economics/the economy?
What economic choices have you made?
How have those choices affected others?
How have those choices affected systems?
What is balance?
What is survival?
How do you survive?
What are your wants and needs?
What do all living organisms need in order to survive? Explain.
Individuals with economic power should shoulder responsibility for their actions.
In what ways should individuals with economic power shoulder responsibility for their actions?
What is economics?
What is power?
As students "uncover" the learning, projects will be developed based on thier areas of interest, too.
Gail Desler said
at 8:28 am on Jul 30, 2010
Hello Everyone,
I know some of you joined Suzie and others for last Wednesday's Teachers Teaching Teacher (http://teachersteachingteachers.org/) session. The TTT group, under the guidance of the National Writing Projects' Paul Allison, has developed http://voicesonthegulf.net/ , a community blog specifically designed to host and support students and teachers in a year-long exploration of the oil spill. Currently there is no content on the site, but that will change very soon, with teachers and students from across the nation connection, posting, sharing, discussing, collaborating, etc. With program developer Bill Fitzgerald at the helm, tweaking the program as needed, I am very sure the Voices on the Gulf program/project/community would match Edmodo in terms of being a secure, but dynamic, teacher-monitored community.
If you go to the Voices page, you'll notice both a tab and a drop-down labeled "Channel." Channels are like sections of a community. We can have an It Affects All channel. What do you think?
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