Corinne+Kunkel's+Lessons

Daily Lesson GAME Plan || GOALS || Benchmark 1.06 Energy Flow Relationships: Students recognize the connections between matter and energy and the environment. Students will relate these connections to the organization of life and understand the impact of human activity on the biosphere. The interrelationships and interdependence of organisms may generate ecosystems that are stable for hundreds or thousands of years. Benchmark 2.1 Scientific Explanations: Students will strive to find the best possible explanations about the natural world based on the use of empirical methods, logical arguments, and skepticism. Benchmark 2.2 Reasons for Investigations: Students will identify the various reasons scientists conduct investigations to include solving problems related to the natural world, explanations of phenomena, testing of prior conclusions, use of new technologies, and projections based on current theories. Benchmark 2.3 Real World Problems (EME) Students will use scientific information to generate solutions to real world problems. Benchmark 2.5 Accessing Information (INQ) Students access scientific information through a variety of media including the use of new technologies and identify key issues and problems. Benchmark 3.1 Scientific Communication (EME) Students express scientific knowledge and ideas orally, in writing, and through the use of computers. Students’ explanations must be logically consistent, abide by the rules of evidence, be open to questions and possible modification, and based on current scientific knowledge. Benchmark 3.2 Group Skills Students use speaking and listening skills to communicate clearly in group settings. Each student will actively and equally participate in group projects. Benchmark 3.3 Defending Scientific Arguments (EME) Students will defend scientific arguments using the appropriate terminology. Students should develop the ability to communicate science accurately and effectively. || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts Students will be presented with a mystery question: “What happened to this coral reef?” Students will view pictures of a coral reef they way it looked several years ago, alive and well. Then they will view pictures of the reef today, after coral bleaching has occurred. The students will then investigate what coral bleaching is, how it occurs, and how it affects the reef ecosystem. The will also be asked to develop a plan for preventing coral bleaching in the future. At this point, the plan will be developed in a wiki. Later, students will collaborate with other students from other classrooms and present their plan through digital storytelling. || ACTION || The teacher will find the appropriate pictures of reefs (perhaps the Great Barrier Reef) before and after coral bleaching. If before and after pictures are not available, pictures of a healthy section of the reef and an unhealthy, or bleached, section can be shown. The teacher will investigate several resources to provide for students to begin their research. Assistance from the librarian may be needed to locate resources from multiple sources, such as web pages and online data bases. Students will be asked to find additional resources beyond what is provided. Prepare a handout with a list of their tasks and goals for the project: Use multiple resources to gather information about coral reefs and coral bleaching, determine what caused the coral bleaching, determine if human activities had an effect on the coral reef, and determine how bleaching affects the reef ecosystem, develop a plan to prevent coral bleaching in the future, compile research, us a wiki page to present the research findings and plan. Also prepare a rubric which describes various levels of success in each task in this activity so that students can monitor their progress. Obtain laptop computers for students to use during class. || During Class || Time |||| Instructional Activities || Materials and Resources || 10 minutes
 * Lesson Title: Disappearing Reefs** ||||
 * Related Lessons:** ||
 * Grade Level: 9** ||||
 * Unit: Global Warming** ||
 * Grade Level: 9** ||||
 * Unit: Global Warming** ||
 * Content Standards:**
 * Content Standards:**
 * ISTE NETS-S**
 * ISTE NETS-S**
 * Instructional Objective(s):**
 * Before-Class Preparation:**
 * Before-Class Preparation:**

10 minutes

65 minutes

85 minutes

65 minutes

20 minutes |||| Present the images of healthy and unhealthy coral reefs. Divide students into groups of 3 or 4. Explain that they will be using a variety of resources to investigate what happened to the reef. Provide a list of resources, and tell students that they must use at least two additional resources that are not on the list. Provide students with the handout explaining their tasks for this investigation and a rubric. Students will use the laptops and resource list to begin their research.

Groups will have a brief meeting with the teacher at the beginning of the second class period to discuss their progress and goals for the day. Reference the rubric during this meeting. Students will continue their research.

Groups will have a brief meeting with the teacher at the beginning of the third class period to discuss their progress and goals for the day. Reference the rubric during this meeting. Students will continue their research, preparing to deliver their research findings and plan at the end of the class period.

Students will share a short presentation of their findings and the plan they developed. || Coral reef pictures

Resource list Tasks/goals handout Rubric

Laptop computers

Teacher meeting evaluation form Laptop computers

Teacher meeting evaluation form Laptop computers

Projector and computers || MONITOR || The teacher will monitor student progress in class. The teacher will also meet with each group at the beginning of the second and third class periods to discuss their progress so far and goals for the day. The information will be recorded on a meeting evaluation form. Some students may need additional guidance and assistance to accomplish all of the tasks for this lesson. They may need some assistance in finding resources and in researching all aspects of the bleaching problem and possible solutions. Have some printed versions of the resources in case technical difficulties prevent the use of computers. || EVALUATION || Wikis will be evaluated using the rubric. ||
 * Notes:** Students need to have prior knowledge about ecosystems, researching, and using wikis. ||
 * Notes:** Students need to have prior knowledge about ecosystems, researching, and using wikis. ||
 * Ongoing Assessment(s):**
 * Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * Lesson Reflection and Notes:**
 * Lesson Reflection and Notes:**