WHATS MY ECOKNOW?

Subject
Science/Ecology

Prepared By
Tracy Salzer

Grade Level
Sixth

Overview
In this lesson, students will have the opportunity to evaluate environmental
attitudes, explore ecology topics, and will investigate a question pertaining to
Materials
ecology Required:
which they are curious to know more about.
Science textbooks (Ecology
chapters)
Student computers with internet
connection
Writing paper and materials

Objectives

Building
Background
knowledge:

Students will be able to generate

Additional
Resources
background
knowledge about ecology
Ecology
websites
to guide to
and determine a question
student
research:
investigate. They will evaluate
Ecology.com
attitudes toward the environment, and
Search engine: kiddle, keyword
be able to explain possible reasons for
ecology
these attitudes. They will be able to
work cooperatively to investigate their
Additional
Notes the internet and their
question using
Students
work in groups
textbookshould
as a resource.
Students will
ofbe
3-4
members
each.
able to predict outcomes as a
group, perform research, and
determine possible answers to their
research question. They will be able
to analyze their results and will
exchange their insights/learning with
their peers.
Have students work in their groups
and discuss everything they know
about ecology. What are their
attitudes toward environmental

studies? How did they come to know

these things and how did they
develop their current attitudes? Select
one person per group to record ideas
as they are shared. Next, have them
create Eco-Nicknames for one
another (i.e. Water-wise Walter, Air
quality Alana) (motivational
condition: inclusion)

Activity:

1.

Ask groups to decide on a

question they have about
ecology to research further.
Once they have written down
their question, provide
resources for them to research
with: textbooks and
computers. At this point, each
group member can
independently research and
record their findings. After
ample time is given to
generate answers to their
original questions, have
groups re-convene to share
ideas and findings amongst
one another. (Motivational
condition: developing
attitude.)

2.

Have students share for the

class their respective group
findings. Ask students to
generate further questions for
each groups presentation,
extensions, or related

personal experiences.

3.

Ask students to elaborate on

their findings. What did you
find that applies to your own
life? What bias do you find in
your research? Was
information conflicting or
contradictorywhy do you
think this is so? What is
another question that would
extend this research? How is
the information relevant to
them? (motivational condition:
enhancing meaning.)

Assess:
After hearing presentations, ask students to elaborate on one idea that was new to them today. Consider a way in which you can be more
mindful of ecological issues in your own life. Think of something you can do and describe a plan for putting this idea into practice.
(Motivational condition: engendering competence.)
References:
The format and structure of this lesson was created using the framework for Culturally Responsive Teaching from ASCD.
Wlodkowski, Raymond, and Margery B. Ginsberg. "A Framework for Culturally Responsive Teaching - Ascd.org." ASCD. N.p., Sept. 1995. Web.
21 Oct. 2016.