James G. Blaine

Engaged Learning Lesson Plan

Project Title: Oceans

Date: July 23, 01

Teacher(s): B. Davila

Grade Levels: 3rd

Length of Lesson: 2 weeks

Project Description:

Matthew is a 3rd grader that lives by the seashore. At school he is studying water pollution. He noticed that every afternoon as he walked by the shore the sand was covered with oil and there were dead sea animals on the shoreline. You are a marine biologist studying environmental issues impacting marine life.

Project Goals:

Essential Question:

What is the impact of pollution on water?

Specific Questions:

·  What effect does oil pollution has in different animals?

·  Fish that lives in polluted water can die; what will happen to a population after eating animals that have been contaminated?

·  What are the sources of water pollution?

·  What are the effects of water pollution?

·  What other steps we can take to decrease those problems?

Grade Level: 3rd

State Goal # CAS letter CSF #

1 D 1,2,3,4

4 B 2

5 A 5

13 A 1

B 1

Prerequisites:

·  Students will have a general understanding of water pollution.

·  They will have some knowledge of searching a web site.

·  They will have understanding on how to write a research paper.

Performance Task:

Task:

·  You have study ocean pollution and the effects on marine life:

·  Write an essay about how you would organize a group of people in cleaning future contaminations.

·  Submit a report to environmental group.

·  Create a poster showing a clean ocean versus one that has been contaminated by spills or other, display.

Access:

·  Go to library and research information about water

Pollution.

·  Search a web site for environmental issues such as the one you are studying.

·  Work with a group in your class, come-up with a question.

Interpret:

·  With the class go on a field trip to the beach that is

·  Closest to you evaluate conditions, give reasons as to why or why not is kept.

Produce:

·  In small groups create a mural or paint a picture showing the perfect environment, were water has not been contaminated.

Communicate:

·  As a group present and share information about your mural to the 4th grade class.

·  Call environmental group report field trip findings.

Evaluate:

·  Critique each other’s work (mural, written reports, and field trip findings).

·  When Need it students will give opinions on how to improve others presentations.

·  Written presentations will be scored on a rubric.

·  Group assessment rubrics

·  Checklist will be used to determine group work.

·  Self evaluation rubric

Performance Assessment Plan:

Performance Indicators /

Assessment Tool

SG 5 CSA C CFS 5
/
Checklist
SG 13 CSA A CFS 1 /
Writing Rubric

Resources:

Ocean Java Game

http://www.quia.com/jg/145991.html

Environmental issues http://www.cobb.k12.ga.us/~keheley/kidpower/manufacturer.htm

How to protect the environment

http://www.cobb.k12.ga.us/~keheley/kidpower/homeowner.htm

Nevada environmental Protection

http://www.nce.unr.edu/swp/

http://pblchecklist.4teachers.org/view.php3?id=14607

Teacher Name: Mrs. Davila


Student Name:______Reviewer Name: ______

Date: ______

Project: Oceans

Top of Form

CATEGORY / RESPONSIBILITIES
Cooperation / I behaved well.
I was nice to classmates.
I helped my group members.
I did not get bossy.
I shared things with all group members.
I worked well with other students.
I tried hard to finish.
I didn't waste time.
Following Directions / I did what my teacher asked.
I read the directions before I started.
I did things in the right order.
I finished all of the steps.
I cleaned up my mess when I was done.
Observations / I looked closely.
I saw something I had never seen before.
I wrote down what I saw.
I drew what I saw.
I talked about what I saw.
Research / I used magazines.
I used newspapers.
I used an encyclopedia.
I used internet sources.
I used videotapes.
I used library books.
I used a CD-ROM.

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