The project 'Save the Coral Reefs!' spans 9 days and involves 7th-grade students researching coral reefs, developing problem-solving skills, and creating a persuasive iMovie presentation about the challenges and solutions related to their protection. Students will address issues caused by human activities and pollution affecting coral habitats while learning to analyze various texts and produce written and oral arguments. The project integrates language arts standards and emphasizes collaboration, technology literacy, and critical thinking.

1. CORAL REEFS-FPS TOPIC
PROJECT OVERVIEW
Name of Project: Save the Coral Reefs! Duration: 9 days
Subject/Course: US History, English Teacher(s): Moxley Grade Level: 7th
Other subject areas to Language Arts and Future Problem Solving
be included, if any:
Project Idea Students will research the topic, Coral Reefs, practice writing the 6 steps of Future Problem Solving, and create
Summary 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 Skills
Standards 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 author's 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 author's 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;
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2. (C) use different organizational patterns as guides for summarizing and forming an overview of different kinds of
expository text; and
(D) synthesize and make logical connections between ideas within a text and across two or three texts
representing similar or different genres, and support those findings with textual evidence.
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences 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 and
use 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, and
sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with
greater 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 after
rethinking how well questions of purpose, audience, and genre have been addressed;
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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 appropriate
audiences.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a
specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate
audience 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 author's viewpoint and that differentiates between
fact and opinion.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students are expected to synthesize the
research 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 the
conventions of academic language when speaking and writing. Students will continue to apply earlier standards
with greater complexity. (D) follows accepted formats for integrating quotations and citations into the written
text to maintain a flow of ideas.
(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
Students are expected to:
(A) listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the
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4. presentation, and asking questions or making comments about the evidence that supports a speaker's claims;
(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and
(C) draw conclusions about the speaker's 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 Planl
Content 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.
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5. T+A E T+A E
st
21 Century Skills Collaboration X Technology literacy X
to be explicitly taught and
assessed (T+A) or that Presentation
will be encouraged (E) by X Civic and Social Literacy X
project work, but not
taught 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: X
Culminating Group: • Brainstorm Challenges, Solutions, Criteria
Products 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 OVERVIEW
Entry event to • Video Clip “Under the Sea” from The Little Mermaid
launch 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.
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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: iPads
Needed
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 Discussion
Methods (Individual,
Group, and/or
Whole Class)
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7. PROJECT TEACHING AND LEARNING GUIDE
Project: 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 members
Writing 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
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8. P R O J E C T C A L E N D A R
Project: 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 O
Research Coral Reefs Research Coral Reefs Research Coral Reefs Plan iMovie Working on iMovie
Brainstorm and Write Step Brainstorm and write Steps Write Criteria (Step 4) and Analyze
1s 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 E
Complete iMovie (30 min) FPS Problem 2
View groups iMovies – Competition --
Take notes Coral Reefs (2
hours)
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