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Coral reef plan


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1-19-2013 TCTELA Presentation of "Stepping into Global Issues" These are the documents that go with the Slideshow.

1-19-2013 TCTELA Presentation of "Stepping into Global Issues" These are the documents that go with the Slideshow.

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  • 1. CORAL REEFS-FPS TOPIC PROJECT OVERVIEWName of Project: Save the Coral Reefs! Duration: 9 daysSubject/Course: US History, English Teacher(s): Moxley Grade Level: 7thOther subject areas to Language Arts and Future Problem Solvingbe included, if any:Project Idea Students will research the topic, Coral Reefs, practice writing the 6 steps of Future Problem Solving, and createSummary of the issue, challenge, an iMovie illustrating the challenges and solutions.investigation, scenario, or problem:Driving Question How can people help protect the Coral Reefs so they can be part of the natural order?Problem Statement The Coral Reefs are being destroyed by man’s activities and pollution killing off habitats. This may be a problem because the aquatic life that is being disturbed may be essential for the future of mankind.Content and SkillsStandards to be addressed: LANGUAGE ARTS STANDARDS Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authors purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between the theme of a literary work and the authors purpose in an expository text. (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning; (B) distinguish factual claims from commonplace assertions and opinions; © 2008 Buck Institute for Education 1
  • 2. (C) use different organizational patterns as guides for summarizing and forming an overview of different kinds ofexpository text; and(D) synthesize and make logical connections between ideas within a text and across two or three textsrepresenting similar or different genres, and support those findings with textual evidence.(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean anduse information in procedural texts and documents. Students are expected to:(A) follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures;and (13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, andsounds work together in various forms to impact meaning. Students will continue to apply earlier standards withgreater depth in increasingly more complex texts. Students are expected to:(A) interpret both explicit and implicit messages in various forms of media;(C) evaluate various ways media influences and informs audiences; and(D) assess the correct level of formality and tone for successful participation in various digital media.(D) assess the correct level of formality and tone for successful participation in various digital media.(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising,editing, and publishing) to compose text. Students are expected to: (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect,compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions afterrethinking how well questions of purpose, audience, and genre have been addressed; © 2008 Buck Institute for Education 2
  • 3. (D) edit drafts for grammar, mechanics, and spelling; and(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriateaudiences.(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of aspecific audience on specific issues. Students are expected to write a persuasive essay to the appropriateaudience that:(A) establishes a clear thesis or position;(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and(C) includes evidence that is logically organized to support the authors viewpoint and that differentiates betweenfact and opinion.(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas andinformation according to the purpose of the research and their audience. Students are expected to synthesize theresearch into a written or an oral presentation that:(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;(C) presents the findings in a meaningful format; and fact and opinion.(19) Oral and Written Conventions/Conventions. Students understand the function of and use theconventions of academic language when speaking and writing. Students will continue to apply earlier standardswith greater complexity. (D) follows accepted formats for integrating quotations and citations into the writtentext to maintain a flow of ideas.(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to othersin formal and informal settings. Students will continue to apply earlier standards with greater complexity.Students are expected to:(A) listen to and interpret a speakers purpose by explaining the content, evaluating the delivery of the © 2008 Buck Institute for Education 3
  • 4. presentation, and asking questions or making comments about the evidence that supports a speakers claims; (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and (C) draw conclusions about the speakers message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions). (27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. Problem Solving. Students identify multiple challenges and narrow the list to a single Underlying Problem. Students will then determine multiple solutions to that Underlying Problem. Criteria will be developed to analyze the solutions to determine which one is the best one to be written up as an Action PlanlContent Objective Evaluate a variety of non-fiction text in order to create a persuasive argument.Language Objective Participate in extended discussions on a variety of academic topics. © 2008 Buck Institute for Education 4
  • 5. T+A E T+A E st21 Century Skills Collaboration X Technology literacy Xto be explicitly taught andassessed (T+A) or that Presentationwill be encouraged (E) by X Civic and Social Literacy Xproject work, but nottaught or assessed: Critical Thinking X Self management, flexibility and adaptability, initiative and self direction, civic and social literacy, Productivity and accountability, communication, technology literacy Presentation Audience: Class: XCulminating Group: • Brainstorm Challenges, Solutions, CriteriaProducts and • Action Plan School:Performances • iMovie Community: Experts: X Individual: • Write 2 Challenges (Step 1), an U/P (Step 2) , 2 Solutions (Step 3), 1-2 Criteria (Step 4) Web: Other: PROJECT OVERVIEWEntry event to • Video Clip “Under the Sea” from The Little Mermaidlaunch inquiry,engage students: • Teacher will guide students in discussion on Persuasion • Teacher will review Problem Solving Process • Students will be given letter from Discoveries, Inc. • Teacher will give an overview of materials available and the timeline. • Students will organize group and work. © 2008 Buck Institute for Education 5
  • 6. Assessments Written Challenges & Solutions & Criteria x Formative Assessments Written Action Plan x (During Project) Bibliography Page x Other: iMovie x Peer Evaluation Summative Assessments Self-Evaluation x (End of Project) Other: x .Resources On-site people, facilities: iPadsNeeded Equipment: FPS forms Materials: List of websites Handouts and Resources: Speaker – Allison Owens, CHHS Marine Biology Teacher (11/10, CTMS, 6:30-8:30) Community resources: Speaker – Allison Owens, CHHS Marine Biology Teacher (11/10, CTMS, 6:30-8:30)Reflection Whole-Class Discussion x Fishbowl DiscussionMethods (Individual, Group, and/or Whole Class) © 2008 Buck Institute for Education 6
  • 7. PROJECT TEACHING AND LEARNING GUIDEProject: Coral Reefs Course/Semester: Fall 2011 Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided to successfully complete culminating products and by the project teacher, other teachers, experts, performances, and do well on summative assessments mentors, community membersWriting Challenges, Underlying Problem, Solutions, Criteria, Through the use of modeling and editing And Action Plan èKnowledge of Coral Reefs Research èUse of Persuasive Techniques Lessons from Springboard Unit 2 èUse of Technology 8th grade students to give basic information about iMovies èPresentation Skills è Review of iMovie by other students è è © 2008 Buck Institute for Education 7
  • 8. P R O J E C T C A L E N D A RProject: Coral Reefs Start Date: November 3 M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y PROJECT WEEK ONE 11/3 Research Coral Reefs View video clip Introduce Project P R O J E C T W E E K T W OResearch Coral Reefs Research Coral Reefs Research Coral Reefs Plan iMovie Working on iMovieBrainstorm and Write Step Brainstorm and write Steps Write Criteria (Step 4) and Analyze1s and Step 2 3 Solutions to determine Action Plan Review Persuasive Write Action Plan Techniques P R O J E C T W E E K T H R E EComplete iMovie (30 min) FPS Problem 2View groups iMovies – Competition --Take notes Coral Reefs (2 hours) © 2008 Buck Institute for Education 8