West Virginia Department of Education



Project Design Template

Project Title: My Ice Cream is Melting!

Project Idea: Human/Environmental interaction changes the physical geography of the world.  In the last five years, climate change has come to the forefront of issues facing the world.  Through the efforts of renowned scientists from around the world, global warming has been debated on the continuum from a hoax to an issue that demands attention.  The signing of treaties by many countries has influenced other countries to examine their efforts to solve complex problems that involve human/geographic interactions. Countries around the world have become cognizant of the environment and the role that humans play within shaping the world.

 

You are an environmental consultant hired by a country to analyze the impact of human processes on that country.  You have been asked to prepare a presentation for the country outlining the present positive and negative effects human actions are having on the country and predicting future achievements and consequences.  Your job is to conduct research on the country and create a multi-media presentation showing the present conditions and predicting future conditions if change does not occur.  Create an action plan that will reduce or reverse any negative impacts beginning with actions individual citizens can perform and progress to actions the entire country can take.

Entry Event: Students will view selected scenes (omit the scenes dealing with his personal life) from An Inconvenient Truth by Al Gore.  Students will write a one paragraph reaction to the question: Is global warming real or a hoax?  Students will share their reactions and informally debate the issue.

Content Standards:

|Standards Directly Taught or Learned |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |

|Through Discovery | | |

|SS.7.11 | | |

|Use correct geographic terminology |Explain the following vocabulary:  absolute |Vocabulary quiz |

|(e.g., absolute and relative |location, relative location, latitude, longitude, |  |

|location, latitude, longitude, |cardinal directions, ordinal or intermediate |Completion of Frayer Model for vocabulary |

|equator, prime meridian, time zones |directions. |  |

|and physical features of the earth) |Name and explain the different landforms. ( |Use correct geographic terminology throughout their final project and |

|to draw conclusions about information|mountains, hills, plains, etc.) |in their presentation.  Will be included in oral presentation rubric. |

|on a variety of maps, graphs and |Name and explain the different bodies of water. | |

|charts. |(oceans, lakes, bays, etc.) | |

| | | |

|SS.7.12 | | |

|Identify, locate, and draw | | |

|conclusions about information on a | | |

|variety of maps (e.g., seven |Name and locate the seven continents, major bodies | |

|continents, bodies of water, |of water, climate regions and major countries. |Locate continents, major bodies of water, climate regions and major |

|countries, cities, climate regions, | |countries on a map. |

|transportation routes and natural | |  |

|resources). | |Map quiz locating and labeling the continents, oceans, major countries |

| | |and climate regions of the world. |

| | | |

|SS.7.14 | | |

|Examine and summarize the effects of | | |

|human/environmental interaction. | | |

| | | |

| | | |

| |Define and explain global changes such as: climate | |

| |change and greenhouse effect; endangered species; |Vocabulary quiz |

| |clear-cutting; strip mining; pollution; |  |

| |deforestation; habitat; ecosystem; biodiversity; |Students will create maps comparing areas of the earth over time, for |

| |renewable resource; nonrenewable resource; |example, polar maps from 10 years ago as compared to present day. |

| |conservation; recycling; and fossil fuels. |  |

| | |Student groups will evaluate a specific negative impact that humans are|

| |Students will evaluate the changes that have |having on the physical earth and develop a project (e.g., power point |

| |occurred in the physical earth as related to |or video documentary, exhibit, performance, play, debate, etc.) that |

| |environmental/human interactions. |communicates the impact and present it to an audience.  Evaluated |

| | |by oral presentation rubric and multi-media rubric. |

| |Compare and contrast the use of resources by | |

| |different culture groups and interpret the effect |Part of the student’s action plan will address conservation and |

| |of technology. |recycling as solutions in protecting our world’s resources.   |

| | |  |

| |Analyze the use of resources and its effect on the |  |

| |future of the physical world. |Create and write an action plan that will improve the conservation of |

| |  |natural resources in student’s selected country.  Action Plan Rubric |

| |Examine the negative impacts on the world’s | |

| |physical environment and assess the results. | |

| |Research a negative impact on the earth’s physical | |

| |environment. | |

Performance Objectives:

Know:

Geographic terminology relating to location, climate, global warming, landforms, bodies of water, pollution and habitat destruction.

How to read, get information and draw conclusions from special purpose maps, aerial photos, globes, charts and  polar projections

Names and locations of the seven continents, major bodies of water, climate regions and major countries of the world.                    

Impacts of human processes on the physical earth.

Difference between a renewable and nonrenewable resource.

The uses of renewable and nonrenewable resources by different cultural groups.

Possible solutions to the negative impacts on the physical world from individuals to countries.

Do:

Evaluate the impacts human processes have on the physical world

Formulate an action plan

Create a multi-media presentation

Produce maps

Present information orally

Write a reaction paper

Work collaboratively in group

Driving Question: How do human actions impact the earth and our environment?  Should we be worried about global changes?

Assessment Plan:

| |Presentation to audience with a visual product such as a PowerPoint, video documentary, |

|Major Group Products |exhibit, or performance showing the country’s positive and negative impacts on the environment.|

| |  |

| |Action plan outlining the steps the country needs to take to improve negative environmental |

| |impacts. |

| |Reaction paper to viewing/reading of An Inconvenient Truth |

|Major Individual Products |Maps |

| |Quizzes |

Assessment and Reflection:

|Rubric(s) I will use: (Check all that apply.) |Collaboration |X |Written Communication |X |

| |Critical Thinking & Problem Solving / Action Plan|X |Content Knowledge | |

| |Oral Communication/Presentation |X |Other/ Multimedia |X |

|Other classroom assessments for learning: (Check all |Quizzes/ tests |X |Practice presentations | |

|that apply) | | | | |

| |Self-Evaluation |X |Notes | |

| |Peer Evaluation |X |Checklists/observations | |

| |Online tests and exams | |Concept maps | |

|Reflections: |Unit Survey/ evaluation |X |Focus Group | |

| |Discussion | |Task Management Chart | |

| |Journal Writing/ Learning Log | |Other | |

Map the Product:

Reaction paper:  After viewing a video, the student evaluates the information for validity, bias and usefulness.  The student then reacts through a written paper that presents their thoughts, ideas and understanding in an accurate and compelling manner.

 

Product:

The student’s final product will be an oral presentation to an audience made up of community members and school energy coordinators acting as representatives of selected countries.  The student’s presentation will be supported by multi-media and include an action plan for improvement.  The final product should demonstrate that the students researched their country using a variety of resources

|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |

|1. Vocabulary | |X |X |

|2.  Read and draw conclusions from maps | |X |X |

|3. Research skills |X |X |X |

|4. Impacts of human actions on the physical earth. | | |X |

|5. Create a presentation | |X |X |

|6. Work collaboratively in a group |X |X |X |

|7. Write a reaction paper | |X |X |

Resources:

School-based Individuals:

Librarian

Technology coordinator

Language arts, science and art teachers

Technology:

Librarian

Technology coordinator

Language arts, science and art teachers

Community:

Representatives of Partners in Education

County energy coordinator

Materials:

Documentary Video/Book  An Inconvenient Truth  by Al Gore

   Outline maps

WVDE site for vocabulary development; Frayer model

     Site for creation of vocabulary quiz

     Site that accompanies Al Gore’s An Inconvenient Truth

Khan Academy-- 5 human impacts on the environment

Pollution

Khan Academy-- Conservation and restoration ecology

A website to assist students in their effort to cite sources

Manage the Process: Prior to unit:  At least one month prior to the start of the unit, you will need to collaborate with the science, language arts and art teacher to elicit their help with some of the knowledge and skills needed section.  Students should have some experience in writing a reaction paper, creating a presentation, and vocabulary development.

 

Plan for grouping:  Students will be placed in groups of four to research and collaborate

 

Classroom management:  Groups should manage themselves according to their team contract. However, the regular classroom management system should still apply.

 

Differentiated instruction:  The group configuration should lend itself to allowing the low achiever to work to their strengths.  You may need to subtly lead the group in that direction.  Questions during the oral presentation for low achievers will be provided ahead of time.  Use of the Frayer Model and other vocabulary teaching strategies will be utilized.

 

Technology:  Students will need availability to computers with internet access to complete research and create multi-media presentations.

Assessment: Students will be evaluated on their reaction paper, vocabulary quiz, maps, map quiz, oral presentation, multi-media presentation, action plan, collaboration, peer review and self-evaluation.  All rubrics should be provided to students ahead of time.

 

For more information on the flow of the project see the Timeline/Storyboard.

Project Reflection and Evaluation: The day after the presentations, students will be asked to fill out an evaluation form.  A class discussion will be held to get input that will improve the project.

|Criterion: Rate each on a scale of 1 - 5 |1 = element is missing |

| |2 = minimally satisfies |

| |3 = partially satisfies |

| |4 = mostly satisfies |

| |5 = fully satisfies |

|Is the threat to the environment clearly explained? | |

|Are the human causes of the environments endangerment clearly described and explained? | |

|Are the consequences that might result if not action is taken described? | |

|Are at least three possible actions named that could help prevent these consequences? | |

|Are the actions logical, reasonable and feasible? | |

Action Plan Assessment Rubric

Total points _____________

Grade Points x 4 _________

Name _____________________ Date ___________ Period ________

Group Collaboration Rubric

| |Beginner |Intermediate |Advanced |Expert |

| |1 |2 |3 |4 |

|Fulfills team role |Does not perform |Performs little duties |Performs nearly all duties |Performs all of assigned team |

| |any of assigned | | |duties |

| |team duties | | | |

|Shares information |Does not relay any |Relays very little |Relays some basic |Relays a great deal of |

| |information to |information-some relates to |information-most relates to the|information-all relates to topics |

| |teammates |topics |topic | |

|Listens to other |Is always talking |Usually doing most of the |Listens but sometimes talks too|Listens and speaks a fair amount |

|teammates |over-never allows |talking-rarely allows others |much | |

| |anyone else to |to speak | | |

| |speak | | | |

|Cooperative with |Usually argues with|Sometimes argues |Rarely argues |Never argues |

|teammates |teammates | | | |

| |Total Points | |

Name ________________________________

Date ______________________

Period ________________

Multimedia Rubric

Name ___________________________ Date _____________ Period ___________

1. Students used multi-media to support the project 0 - 5 points __________

and presentation.

2. Information is arranged coherently and is self-explanatory. 0 - 5 points __________

3. Neat and grammatically correct. 0 – 5 points __________

4. Use of more than one type of media. 0 - 5 points ___________

Total points ____________

X 4 Grade _____________

| | Novice | Partial Mastery | Mastery | Above Mastery |

|Oral Presentation |Student does not use |Student makes some |Student uses correct |Student uses standard |

| |correct English, speak |mistakes in English, or |English, speaks loudly and|English, speaks loudly, |

| |clearly or loudly, or have|does not speak loudly or |clearly, maintains eye |clearly and commands |

| |correct posture or eye |clearly, or does not |contact and correct |audience attention. |

|X3 |contact. |maintain eye contact or |posture. |Student demonstrates |

| | |correct posture. | |superior skills. |

| | | | |10 |

|30 points |1----- 2----- 3 |4-----5-----6 | | |

| | | |7-----8-----9 | |

|Organization |Student is not prepared, |Student indicates some |Student indicates |Presentation is extremely |

| |does not stay on topic, or|preparedness, on topic |preparedness, on topic |well-organized, never |

| |indicates no collaboration|some of the time, or shows|most of the time and |varies from the topic and|

| |with peers. |some collaboration with |indicates collaboration |shows extra effort and |

| | |peers. |with peers. |planning on the part of |

|X3 | | | |all group members. |

| | | | | |

| | | | | |

|30 points | | | | |

| | |4-----5-----6 | |10 |

| |1-----2-----3 | | | |

| | | |7-----8-----9 | |

|Knowledge of Content |Student does not |Student understands part |Student shows a good |Student shows a full |

| |understand the content, |of the topic, uses some |understanding of the |understanding of the |

|X3 |use correct geographic |correct geographic |entire topic, geographic |topic, geographic |

| |terminology, and is unable|terminology, and is able |terminology, and can |terminology, and can |

|30 points |to answer any questions. |to answer a few questions.|answer most questions. |answer all questions. |

| | | | | |

| | | | | |

| |1-----2-----3 | | | |

| | |4-----5-----6 |7-----8-----9 | |

| | | | |10 |

|Bibliography(Resource List) |Resource list is |Resource list is |Resource list is complete |Resource list is complete |

| |incomplete or non-existent|incomplete with some |with some errors in |and cited correctly |

|X1 |and are not cited in any |errors in citation. |citation. | |

| |recognizable form. | | | |

|10 points | | | | |

| | | | | |

| |1 – 2 - 3 | | | |

| | |4 – 5 - 6 |7 – 8 - 9 |10 |

ORAL PRESENTATION RUBRIC

Name _____________________________ Date _______________ Period ______________

Peer Evaluation

Evaluators Name:___________________________Date:_______________Period:__________

Person being evaluated:______________________________

Group Participation Rubric

Directions: Circle the box that corresponds to you groups members level of participation. Then total the number of points.

| |Beginner |Intermediate |Advanced |Expert |

| |1 |2 |3 |4 |

|Fulfills team role |Does not perform any of |Performs some duties |Performs nearly all duties |Performs all of assigned |

| |assigned team duties | | |team duties |

|Shares information |Does not relay any |Relays very little |Relays some basic |Relays a great deal of |

| |information to teammates |information-some relates to |information-most relates to |information-all relates to |

| | |topics |the topic |topics |

|Listens to other teammates |Is always talking over-never|Usually doing most of the |Listens but sometimes talks |Listens and speaks a fair |

| |allows anyone else to speak |talking-rarely allows others|too much |amount |

| | |to speak | | |

|Cooperative with teammates |Usually argues with |Sometimes argues |Rarely argues |Never argues |

| |teammates | | | |

| |Total Points | |

Comments:

|20 points |Demonstrates full understanding. Explains with correct terminology, |

| |spelling and grammar. States opinions clearly and supports with facts.|

|20 points |Demonstrates basic understanding. Explains with minimal mistakes in |

| |terminology, spelling and grammar. Expresses opinions and supports |

| |with some facts. |

|20 points |Demonstrates basic understanding. Little explanation with multiple |

| |mistakes in terminology, spelling and grammar. Opinions are somewhat |

| |unclear or supported with few facts. |

|20 points |Demonstrates little understanding. Explanation is unclear with |

| |multiple mistakes in terminology, spelling and grammar. Opinions are |

| |unclear and not supported with facts. |

|20 points |Demonstrates little or no understanding. Explanation is unclear or |

| |missing. Opinions are not understandable or missing and no support |

| |with facts. |

Reaction Paper Rubric

Total points ____________

Name ______________________________ Date ______________ Period ___________

|Be |I never have books or |I sometimes have books and |I usually have books and |I always have books and |

|Prepared |materials ready |materials ready |materials ready |materials ready |

|Promptness |I hardly ever turn in my work|I sometimes turn in work, but I|I usually remember to turn in|I always turn in work without|

| |on time |need a lot of reminding |work with a few reminders |anyone reminding me |

|Behavior |I am often distracted, |I am sometimes distracted or |I get distracted, but can |I don’t need reminders to |

| |distract others, and cannot |distract others |refocus on my own |stay focused. I don’t get |

| |focus on instructions | | |distracted by others. |

|Self-check |I hardly ever remember to |Sometimes I review my work for |I usually review my work for|I always review my work for |

| |check my work |correctness |correctness and effective |correctness and effective |

|Proofreading | | |thinking |thinking |

|Time on Task |I often feel overwhelmed by |I need someone else to give me |I occasionally get |I accept challenges even if I|

| |the task and so I give up |encouragement or make me stay |frustrated, but I still stay |get frustrated. I keep |

| |easily |focused |on task |trying until I accomplish the|

| | | | |task |

|Participation |I hardly ever participate or |I need encouragement to ask |I usually participate in team|I always participate in team |

| |ask questions if I don’t |questions if I don’t understand|activities and ask questions |activities and ask questions |

| |understand the project or |the project or process |when I don’t understand part |when I don’t understand part |

| |process | |of the project or process |of the project or process |

|Reflection |I don’t often look for ways |I sometimes look for ways to |I usually look for ways to |I frequently look for ways to|

| |to improve or apply what I |improve or apply what I learned|improve or apply what I |improve or apply what I |

| |learned | |learned |learned |

Self-Evaluation Performance Rating

Name:_________________________ Date:______________ Period_______

Directions: Circle the box in each row that describes your performance in your team.

Team Goals:

Use this space to describe the team’s expected outcomes for this project. This should be updated regularly within this space or on the team’s discussion database.

|Finish the work on time |

|Get best marks possible |

|Learn mistakes from previous project |

|Be organized with the project |

|Work together in an organized, effective fashion. |

| |

Team Rules:

|Each team member must fulfill his or her individual duties. |

|Each team member must complete homework assignments as assigned. |

|At least one member of the team should be present at every workshop. |

|If a team member is to be absent, he or she must contact team-mates before the beginning of class and make arrangements to |

|compensate for her or his absence. Absence does not eliminate the team member’s responsibilities. |

|Failing to follow any rule will result in the application of a consequence. |

|The teachers must be notified if any consequence is to be applied. |

|All work must be done by the due date given |

|Please type additional team rules here! |

| |

Consequences for those who do not abide by group rules:

Please type the consequences you choose here. Your consequences will depend on teacher approval.

|1st warning to the teacher |

|2nd warning given extra work |

|3rd out of group and must complete project individually |

| |

Unit Evaluation

Name ________________________ Date _____________ Period _____________

Please answer the following questions as completely and honestly as possible.

1. What did you like best about the unit?

2. What did you like the least about the unit?

3. What changes would you make to improve the unit?

4. Describe what you learned from completing this unit?

| |

|World Geography Vocabulary Test |

| |

|Name ____________________________ Date _____________ Period __________ |

| |

| |

|Match the correct definition with the correct term. |

| |

|1)  |

|             |

| relative location |

| |

|2)  |

|             |

| clear-cutting |

| |

|3)  |

|             |

| intermediate directions |

| |

|4)  |

|             |

| strip-mining |

| |

|5)  |

|             |

| continent |

| |

|6)  |

|             |

| landform |

| |

|7)  |

|             |

| ecosystem |

| |

|8)  |

|             |

| habitat |

| |

|9)  |

|             |

| climate |

| |

|10)  |

|             |

| cardinal directions |

| |

|11)  |

|             |

| latitude |

| |

|12)  |

|             |

| absolute location |

| |

|13)  |

|             |

| endangered species |

| |

|14)  |

|             |

| renewable resource |

| |

|15)  |

|             |

| greenhouse effect/global warming |

| |

|16)  |

|             |

| weather |

| |

|17)  |

|             |

| nonrenewable resource |

| |

|18)  |

|             |

| longitude |

| |

|19)  |

|             |

| deforestation |

| |

|20)  |

|             |

| ocean |

| |

| |

|  a.  |

|Exact position of a place. |

| |

|  b.  |

|Location of a place in relation to other places. |

| |

|  c.  |

|Individual features of the land |

| |

|  d.  |

|Method of extracting coal by clearing away the land. |

| |

|  e.  |

|Natural resource that cannot be used up or can fairly quickly be replaced. |

| |

|  f.  |

|Place where the plants and animals are dependent upon one another and their surroundings for survival |

| |

|  g.  |

|Buildup of certain gases in the atmosphere that hold more of the sun's warmth |

| |

|  h.  |

|Usual, predictable pattern of weather in an area over a long period of time. |

| |

|  i.  |

|Natural resource that cannot be replaced. |

| |

|  j.  |

|Large land mass |

| |

|  k.  |

|The basic directions of north, south, east and west on a map. |

| |

|  l.  |

|One of the four major bodies of salt water that surround the continents |

| |

|  m.  |

|Plant or animal under the threat of completely dying out. |

| |

|  n.  |

|Location north or south of the equator |

| |

|  o.  |

|Unpredictable changes in the air over a short period of time. |

| |

|  p.  |

|Practice of logging by cutting everything. |

| |

|  q.  |

|The directions of northeast, southwest, northwest and southeast on a map. |

| |

|  r.  |

|Type of environment in which a particular animal species lives. |

| |

|  s.  |

|Location east or west of the prime meridian. |

| |

|  t.  |

|Destruction of forests |

| |

| |

| |

Timeline/Storyboard for the Project

| |Steps 1 and 2 |Steps 3 - 6 |Step 7 |

|Beginning | |Form groups | |

| |Entry event | |Vocabulary development |

| | |Choose country | |

| |Introduce driving question | |Map creation (major countries, |

| | |Create group contract |climate regions, continents and |

| | | |major bodies of water) |

| | |Vocabulary development | |

|Middle | | | |

| |Steps 8 and 9 |Step 10 |Step 11 |

| | | | |

| |Research |Research |Create media project |

| | | | |

| |Quiz (Vocabulary) |Create media project |Quiz (SS7.4.3) |

|End | | | |

| |Step 12 |Step 13 |Steps 14 -17 |

| | | | |

| |Create Media Project |Create action plan |Presentations |

| | | | |

| |Create action plan |Rehearse oral presentation and |Self-evaluation |

| | |finalize media project | |

| | | |Peer evaluation |

| | | | |

| | | |Unit Evaluation |

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