Vous êtes sur la page 1sur 3

COLLABORATIVE PLANNER

Course/Grade: 8 Content Area: Science


Unit Name: Life Science/Environmental Science Teachers: Cawley/Sand
Number of Class Sessions Required: 6-8 class periods Approximate Start Date: January
UNIT CONTENT LIBRARY CONTENT
NH State Science Standards: AASL Standards for the 21st Century Learner
S:LS2:8:1.1 Explain how changes in environmental (Specify a few Skills, Dispositions, Responsibilities, or Self-
conditions can affect the survival of individual Assessment standards targeted in this unit. Use indicator
organisms and an entire species. numbers, e.g. 1.1.4):
S:LS3:8:1.1 Describe the type of impact certain
environmental changes, including deforestation, STANDARD 1: Inquire, think critically, and gain
invasive species, increased erosion, and pollution knowledge
containing toxic substances, could have on local 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5. 1.1.6, 1.1.7, 1.2.1,
environments. 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.3.1, 1.3.2,
Common Core: 1.3.4, 1.3.5, 1.4.1, 1.4.2, 1.4.3, 1.4.4
CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of STANDARD 2: Draw conclusions, make informed
science and technical texts. decisions, apply knowledge to new situations, and
CCSS.ELA-LITERACY.RST.6-8.8 create new knowledge
Distinguish among facts, reasoned judgment based 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.3, 2.2.4, 2.3.1,
on research findings, and speculation in a text. 2.4.1, 2.4.3

STANDARD 3: Share knowledge and participate


ethically and productively as members of our
democratic society
3.1.1, 3.1.4, 3.1.6, 3.2.1, 3.3.4, 3.3.5

STANDARD 4: Pursue personal and aesthetic


growth
4.2.1, 4.3.1

Essential Questions (What questions will foster inquiry, understanding, and transfer of learning?):

In what ways does how we live today impact how people live in the future?

How do scientists uncover, research, and solve environmental problems?

Materials/Resources Required (Include technology): Materials/Resources Required (Include technology):


Access to Google Drive Pathfinder
Students will be using desktops, laptops and Books and media
chromebooks to conduct research Access to Google Drive
Library databases, specifically EBSCO and Students will be using desktops, laptops,
Explora (subset of EBSCO) and chromebooks to conduct research
Printer Library databases
Citation tool

Adapted from: Figure 6.1. Donham, J. (2013). Enhancing teaching and learning: A leadership guide for school librarians (3rd ed.). Chicago, IL:
Neal-Schuman.
Exhibit 4.3. Morris, B. J. (2004). Administering the school library media center. Westport, CT: Libraries Unlimited.
Teacher Responsibilities for Instruction School Librarian Responsibilities for Instruction
(Scenario/Learning Activities What will engage & (Learning Activities - What will engage & motivate
motivate students?): students?):
You are a reporter collecting information for a 1. Work with teacher to produce:
HUGE story. Your job is to educate people about Graphic organizer
the long lasting effects of one environmental impact Newspaper template
that has happened/is happening in the world today. Rubric/grading checklist
You will be researching this issue using EBSCOhost 2. Introduce and present topic with teacher.
research database. To help you organize your Discuss narrowing down subject focus, i.e.
information and to address all areas of the water pollution in New York could be
environmental impact, we have provided a graphic narrowed down to Love Canal water
organizer for notes. Evaluate at least 3 articles using contamination, Niagara Falls, New York.
EBSCOhost research data base and cite specific 3. How do we find information?
textual evidence to support your global issue. a. Use examples of environmental
Analyze and summarize information on the impact issues to model research techniques.
of your global issue, and use the provided newspaper Use a variety of sources, as shown in
template to report on your topic. Use appropriate Pathfinder, to familiarize students
headlines and sub headings to catch your readers with looking for accuracy, currency,
attention. Use Google Classroom to upload and relevancy and appropriate level.
submit your newspaper article for grading. b. Show students how to access
databases and sites from Pathfinder
Overview: for school AND home access.
1. Group discussion about what an c. Model how to search a database,
environmental issue looks like. Observe using keywords, narrowing down
slideshow on various contamination sites topics.
throughout the world. Discuss the possible d. Show how to take notes in graphic
impact of each situation. organizer.
2. Look at the questions supplied on the graphic e. Discuss plagiarism.
organizer and view the rubric to familiarize f. Present online citation tool and show
students with the expectations of the final how to transfer into the final
product. document and graphic organizer.
3. Students use remainder of the class period to g. Show examples of a
research a possible environmental issue using reference/bibliography page.
Google. Students should then search Explora 4. Circulate with teacher as students delve into
to get a topic overview before moving on to research, redirecting and assisting as
other resources. necessary.
4. Over the next succession of days (6-8 class 5. Over the next succession of days (6-8 class
periods or more if needed), students will be periods or more if needed), students will be
expected to develop their topic, analyze the expected to develop their topic, analyze the
information, and report their findings. information, and report their findings.
5. Day 5 progress check. 6. Day 5 progress check.
6. Work with librarian to review and modify 7. Work with teacher to review and modify
lesson for the future, and grade student lesson for the future, and grade student
newspapers using rubric/checklist. newspapers using rubric/checklist.

Adapted from: Figure 6.1. Donham, J. (2013). Enhancing teaching and learning: A leadership guide for school librarians (3rd ed.). Chicago, IL:
Neal-Schuman.
Exhibit 4.3. Morris, B. J. (2004). Administering the school library media center. Westport, CT: Libraries Unlimited.
Assessment of Learning:
To wrap up the unit, students will be involved in a gallery walk to check out each others newspapers.
Half of the students will tape up their printed papers and stand next to them, while the other half of the
class walks around to see their classmates work. Each student must ask the journalist standing with their
paper one question, then move on to the next classmate. Students will switch places for the second half of
class.
Students will be evaluated using the grading checklist/rubric created by teacher and librarian. Rubric items
include: fully explaining environmental issue, accurate research, describing the type of environmental
impact, identifying responsible parties, etc.

Reflection on Lesson: (What plan do you and the teacher have to reflect on what worked, what needs to be revised, and the
impact of this collaboration on student learning?)

Does not need to be completed for this assignment

Adapted from: Figure 6.1. Donham, J. (2013). Enhancing teaching and learning: A leadership guide for school librarians (3rd ed.). Chicago, IL:
Neal-Schuman.
Exhibit 4.3. Morris, B. J. (2004). Administering the school library media center. Westport, CT: Libraries Unlimited.