How It Works:
This world is becoming over populated in order to make room
for more than one billion people. Forests are being cut down to fill wild
areas with homes and businesses. Whole ecosystems are being destroyed and many
animals are becoming extinct. Many people don't give our environmental
problems such as global warming any thought but that doesn't mean that it's
not happening. We need to remember what happened on 9-11-01 in New York City.
Just because you think there is no problem doesn't make it true.. Educating
our youth on environmental issues and holding them accountable for their
future will help the continuance of the care for our earth.
911 is an interactive unit that investigates what is happening in our environment
and how it is affecting us worldwide. The purpose is to develop strategies for
implementing a student-centered approach through hands-on activities in which
reading, writing, science and technology are integrated. Methods include
searching web sites to get information and create multimedia projects to
inform audiences regarding our environment. Also use ecology related software,
investigating on-line interactive ecology sites and communicating between
epals and government organizations. In the area of language arts, students
research various aspects of our ecological problems and write expository
pieces to inform different audiences such as schoolmates, parents and epals.
Also they will write persuasive letters to government organizations and
stories to help them reflect on what they can do to help. In the area of
science, students investigate and collect data from web sites about what is
happening in our environment and around the world. They will learn about the
food web and how pollution is affecting the chain. They will make daily
pollution observations and climate changes throughout the years and conduct
ecological experiments and show their findings by creating tables and charts.
Finally in the social studies, students share solutions to the problems and
try to implement them as well.
Standards:
LANGUAGE ARTS: The student, reads informational texts for
specific purposes and uses a variety of strategies to comprehend text.
Develops vocabulary, and summarizes information. . Uses strategies to support
ideas in writing and uses all phases of the writing process and conventions
effectively.. Listens for information and uses strategies to contribute to
group conversations, discussions and oral presentations effectively.
SCIENCE: The Student understands that there are many
different kinds of living things that live in a variety of environments and
live interdependently on each other for survival.. Knows that the activities
of humans affect plants and animals in many ways.. Knows that people use
scientific processes including hypothesis, making inferences, and recording
and communicating data when exploring the natural world.
SOCIAL STUDIES: The Student describes environmental
problems in the local community and collects information on and propose
solutions to environmental problems.. Demonstrate the importance of being an
active member of the community (recycling, volunteering, community service)..
State the importance of cooperation in human relationships.
TECHNOLOGY AWARENESS. Students will use technology to
enhance their research, create maps, fill-in data sheets, and import pictures
to illustrate. MATH. The student understands and uses the tools of data
analysis for managing information. And displays solutions to problems by
generating, collecting, organizing, and analyzing data using simple graphs and
charts.
Estimated Class Periods To Complete: 10
or more
Software Materials Used:
Students should have access to the Internet,
which will be their main source of information. Software needed to complete
multimedia presentations includes Hyper Studio, PowerPoint or Kid Pix.
Publishing can be done through any word processing software such as
ClarisWorks, The Learning Company or any other writing software. Also, Encarta
Encyclopedia for kids or any ecology related software.
Keywords:
ecology, biome, food web, interdependent, pollution, global
warming, recycling, endangered species, acid rain, plants, animals, human
activity
Students: Student
population suitable for this project includes students in grades two through
fifth. Students need to have basic skills in reading, writing and computer
basics. Students complete group projects as well as individual ones.
Overall: Student
population suitable for this project includes students in grades two through
fifth. Students need to have basic skills in reading, writing and computer
basics. Students complete group projects as well as individual ones
Tips: Create the outcome
of what you want to student to produce as a sample so that they know what
their goal is. The unit has samples you can copy. Also, let them know what is
the rubric so they know what to work for. Make available as many resources as
you can on the topic for those days when the internet may be down. |
About the Teacher: Elizabeth Linero
is a graduate of Florida International University and has been teaching in
Miami-Dade County Public Schools since 1998. She has worked as a volunteer
leader for the 4-H Club for the past four years. Having fifteen years of
experience in the corporate world has made it easy for Elizabeth to
incorporate technology into the classroom. Elizabeth is creative and effective
in using hands-on techniques. As an active participant of Citibank FamilyTech
program, Elizabeth has provided opportunities for her students to be involved
in technology and has been awarded a few grants to implement in her class.
Subjects: Science and English
Grade Levels: 2 through 5
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