Technology-Connected Lesson Plan



Technology-Connected Lesson Plan

|Title: |Saving the Wetlands |

|Grade Levels: |Grades 9th – 12th |

|Curriculum Areas: |Science |

|Measurable Objectives: |TSW design a wetlands conservation poster |

| |TSW collect facts about the wetlands using online resources |

|Common Core |Reading Standards for Informational Text |

| |1. Cite strong and thorough textual evidence to support analysis |

| |of what the text says explicitly as well as inferences drawn from the text. |

| |7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., |

| |visually, quantitatively) as well as in words in order to address a question or solve a problem. |

| |Writing |

| |4. Produce clear and coherent writing in which the development, organization, and style are appropriate to |

| |task, purpose, and audience. |

| |5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new |

| |approach, focusing on addressing what is most significant for a specific purpose and audience. |

| |6. Use technology, including the Internet, to produce, publish, and update individual or shared writing |

| |products, taking advantage of technology’s capacity to link to other information and to display information |

| |flexibly and dynamically. |

| |Speaking and Listening |

| |4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners|

| |can follow the line of reasoning and the organization, development, substance, and style are appropriate to |

| |purpose, audience, and task. |

| |5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in |

| |presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |

| |Language |

| |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

| |Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when |

| |writing. |

|LA Content Standards: |SCI.9.PS.40} Demonstrate energy transformation and conservation in everyday actions |

| |SCI.11-12.SE.14} Resources and Resource Management |

| |Analyze data to determine the effect of preservation practices compared to conservation practices for a sample |

| |species |

|NIET/TAP Rubric |Motivating Students: The teacher sometimes develops learning experiences where inquiry, curiosity, and |

| |exploration are valued. |

| |Presenting Instructional Content: Visuals that establish the purpose of the lesson, preview the organization of|

| |the lesson, and include internal summaries of the lesson. Examples, illustrations, analogies, and labels for |

| |new concepts and ideas. |

| |Questioning: Questions are purposeful and coherent. |

| |Academic Feedback: Feedback is sometimes used to monitor and adjust instruction. |

| |  |

| |Thinking: Generate a variety of ideas and alternatives. |

| |Analytical Thinking -participants analyze, compare and contrast, and evaluate and explain information. |

| |Practical Thinking - participants use, apply, and implement what they learn in real-life scenarios. |

| |Creative Thinking - participants create, design, imagine, and suppose. |

| |Problem Solving: |

| |-Identifying Relevant/Irrelevant Information |

| |-generating ideas |

| |-creating and designing |

| | |

| |Activities and Materials: |

| |-support the lesson objective |

| |-are challenging |

| |-elicit a variety of thinking |

| |-relevant to participants lives |

| |-incorporate multimedia and technology |

| |-incorporate resources beyond the school curriculum text |

|Technology Standards: |Technology Research Tools (Linking and Generating Knowledge Foundation Skill) |

| |Students use appropriate technology to locate, evaluate, and collect information from a variety of sources |

| |Technology Productivity Tools (Resource Access and Utilization Foundation Skill) |

| |Students use productivity tools to work collaboratively in developing technology-rich, authentic, |

| |student-centered products. |

|Technology Connection: |Computer w/Internet Access |

| |Microsoft PowerPoint |

| |What is a wetland? |

| | |

| |Levees vs. Wetlands |

| | |

| |Louisiana’s Vanishing Wetlands |

| | |

| |Saving Louisiana? The Battle for Coastal Wetlands |

| | |

| |Wetlands Loss Issues |

| | |

|Procedures: |Have students think about the saying, “A picture is worth a thousand words.” Allow students to give their |

| |interpretation of the saying. Ask students to explain how pictures send messages. When might pictures be more|

| |effective than words? |

| |Show the looping PowerPoint of the “Louisiana Wetlands” |

| |Encourage students to share what they know about the wetlands in our area and why they are so precious. |

| |Use the following site, “What is a Wetland” to discuss the definition of the wetlands as defined by the US Army|

| |Corps of Engineers (Corps). |

| | |

| |Explain that the LA wetlands, which support many plants and animals, are receding, and that many groups such as|

| |the Louisiana Department of Natural Resources are trying to save them. One way is by raising public awareness |

| |of wetlands through posters. |

| |Students will use the following web sites to learn more about saving wetlands. Explain that they will gather |

| |facts, save pictures from the Internet, and then create their own conservation poster using Microsoft |

| |PowerPoint. |

| |Levees vs. Wetlands |

| | |

| |Louisiana’s Vanishing Wetlands |

| | |

| |Saving Louisiana? The Battle for Coastal Wetlands |

| | |

| |Wetlands Loss Issues |

| | |

| |Students will use WordArt, clip art, digital pictures, and information from their research to complete their |

| |poster on “Saving the Wetlands.” |

| |Remind students about the saying “A picture is worth a thousands words.” |

| |Allow students to share their posters with the class. It would also be great if the students could display |

| |their posters throughout the school. |

| |Suggestion: If possible, send the posters to the Louisiana Department of Natural Resources, Office of Coastal |

| |Restoration and Management. |

| | |

| |Finally, let students share one new fact that they’ve learned about the Louisiana wetlands. |

|Materials: |Pencil & paper |

|Assessment: |Completed Poster meeting requirements |

|Teacher’s Name: |Kathy Prine |

| |Adapted From: |

| |Louisiana INTech |

| | |

| |Louisiana Center for Educational Technology |

|School: |C.M. Fagan |

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