Jonathan L. DonelsonWilkes University

PurposeUnderstanding the importance of being a

responsible citizen in today’s economy can be a challenge to our youth.

How to manage their use of water to using the available resources requires gaining their insights and showing the relevance of best practices.

The problem is even more prevalent with the Gulf of Mexico crisis.

Our students are getting first hand in the news the effect of what man can do to its environment. Also, the importance of taking care of our resources requires us to provide authentic relevant lessons.

The students will be able to address the issues that are current and providing them with the tools necessary to be a more responsible citizen.

This is a complete unit plan for an introduction to the various ways water, climate, and vegetation affect the way we live.

This unit explains what, when, where, and why we live where we do on this Earth.

It also explains the reasons for the need to take better care of the resources we have here as well.

It will be equipping the students with the skills, techniques, and values needed to properly manage the environment they live in.

This is a very authentic unit with many activities and assessments based on real life applications from local and virtual tours to hands-on activities in understanding the need to have a balance in the global environment.

STRATEGIES and RESOURCESReview of articles: “Arctic Submarine”, “El

Nino/La Nina”, “Unlocking the Climate Puzzle”, and “Physical World”

National Geographic Online – latest news and updates on current events, interactive features, links, and activities

Student Web activities, self-check quizzes, and online activities from twip.glencoe.com

Local river tours for water, soil, and air samples

Virtual tours online of various climate zones and vegetation

Boehm, R. G. (2005, February 2). Retrieved August 25, 2009, from Glencoe interactive resources: http://glencoe.mcgraw-hill.com/sites/0078609763/student_view0/unit1/chapter2/

Boehm, R. G. (2005). The World and It's People. Columbus: Glencoe.

National Geographic links. (n.d.). Retrieved August 25, 2009, from National Geographic: http://www.nationalgeographic.com/

PDE. (2009, June 21). PDE resource materials. Retrieved August 25, 2009, from PDE : http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=73314&a_and_tNav=|680|&a_and_tNav=|

Quick Facts. (2009, May 5). Retrieved June 26, 2009, from US Census Bureau: http://quickfacts.census.gov/qfd/states/42/42009.html

US Department of Labor. (2009, June 4). Retrieved June 26, 2009, from Bureau of Labor Statistics: http://www.bls.gov/ro3/palaus.htm

PROJECT COMPONENTSTechnology, IBL, PBL, and dynamic flexible

grouping will be seen throughout the project. Several assignments will include authentic

relevant fun assignments even getting parents involved with the project as well.

The resources will be human and material resources with high order technology skills being maintained throughout the lessons.

Access will incorporate technology and community resources to meaning fun activities.

Each of the core components below will be covered in this project:

Inquiry Projects Technology Dynamic, Flexible Grouping Authentic Teaching and Learning Experiences

The program goals will be focusing on these fourteen 21st century skills:

Student centeredLearning and doingUsing informationFacilitatorFlexible grouping based on individual needsMultiple modalitiesHigher order thinking skills

CollaborationPerformance based assessmentsMultiple sources of information including

technologyTechnology fully integrated into the classroomTeacher addressing all learning stylesLearning how to learnVariety of information to complete authentic

projects

Learning targets:1. Students will be able to demonstrate simple

understanding of Earth’s water, climate, and vegetation through Think-Pair-Share activities and purpose for reading activities.

2. Students will match proper terms with the “Why it matters activity”: What climate you are in affects what you wear, eat, and live.

3. Students will demonstrate understanding by assessing terms, study organizers-creating a pocket folder for the three areas to place note cards in on water, climate, and vegetation, quizzes, and tests.

4. In order to solve local problems of water, soil, and air pollution from learned experiences on field trips, students will present to local community council and board meetings through PowerPoint presentations and short speeches problems and solutions of current issues regarding this topic.

5. Students will be able to explain the problems of water, soil, and air pollution around the world and community through classroom discussions and debates.

6. Students will be able to demonstrate reading aloud skills, interpersonal skills, conducting and operating equipment from field trips, as well as PowerPoint presentations from learning activities, and virtual tours using scoring rubrics for each area.

7. Students will be able to create various projects from written and oral reports to PowerPoint presentations.

8. Peer reviews and student surveys will be used to gain student learning

9. Students will gain understanding of attitudes and values by achieving real world experiences on what affects them and motivates them in not only our community, but also the world as far as the factors of what effects water, climate, and vegetation.

OBJECTIVESGoals and objectives - Students will be able to:1.Describe how the water of the Earth moves in

a cycle2.Explain where people get freshwater3.Discuss where the world’s salt water is found4.Outline the factors that influence climate5.Explain what climate is6.Describe how wind and water move around the

Earth7.Discuss what causes precipitation and storms

8. Describe El Nino and La Nina9. Identify each major climate zone10.Describe what major world climate zones are

like11.Identify where each major world climate zone

is located12.Explain what kinds of vegetation are grown in

each climate zone13.Describe the four basic parts of Earth’s

geography14.Explain how the soil can be damaged by people15.Identify the effects of air pollution

Standards: PA and National7.2.9 A Explain the physical characteristics of

places and regions including spatial patterns of Earth’s physical systems.

7.2.9 B Explain the dynamics of the fundamental processes that underlie the operation of Earth’s physical systems.

EE3 Physical Systems: Standards 7, 8EE4 Human Systems: Standards 9, 11, 12, 13EE5 Environment and Society Standards

14,15, 16EE6 The Uses of Geography: Standard 17

Week 1Objectives: 1, 2, & 3

Learning Targets: 1-9

Click below for review

Activities

Assessment

Week 2Objectives: 4,5,6,7, & 8

Learning Targets: 1-9

Click below for review

Activities

Assessment

Week 3Objectives: 9, 10, 11, & 12

Learning Targets: 1-9

Click below for review

Activities

Assessment

Week 4Objectives: 13, 14, & 15

Learning Targets: 1-9

Click below for review

Activities

Assessment

TIMELINEAssessments will be developed for these units

based on the above mentioned learning targets. Directions, scoring criteria, rubrics, and answer keys will be given as examples of the multiple activities.

This unit consists of a four week timeline. Throughout these four weeks the students will be using the National Geographic’s website for current events, activities, links, interactive features, and archives. Click on the link below for sample activities.

http://kids.nationalgeographic.com/kids/

We also used NASA’s kid’s page for educational links that apply to this lesson that include games and interactive activities. Students will access several of these sites throughout this unit. Click on the link below to get started.

http://www.ueet.nasa.gov/StudentSite/

Study Central offers an in-depth section-based review. The Section Review and Main Ideas summarize and reinforce each section’s content, help to build study skills, and offer different content-based games.

Build Vocabulary provides each glossary term with a definition and an example of its correct usage, as well as a “Flying Answers” interactive game.

Take Notes supplies graphic organizers that can be filled out by students as they study.

Quiz offers a self-check quiz for every section. By using the website you will find various epuzzles and games, eflashcards for vocabulary terms, web activities, and chapter overviews.

Each has given directions for use with scoring criteria, rubrics, and answer keys.

Click on the link below to get started.

http://glencoe.mcgraw-hill.com/sites/0078609763/student_view0/study_central.html

By using the above website you will find various epuzzles and games, eflashcards for vocabulary terms, web activities, and chapter overviews. Each has given directions for use with scoring criteria, rubrics, and answer keys

Click on the sample links below

Sample quizzes

Saving the Rain Forest activity

Self Assessment chart

Peer Assessment chart

DESIRED OUTCOMESDesired outcomes for the content area will be

displayed through the proficiency levels of the student skills.

Through hands-on activities, field trips, and virtual tours desired sequences of growth and change should be measureable.

Reflection of a specific checklist for these learning skills and standards will show strengths, weaknesses, and goals of this project. It will be equipping the students with the skills, techniques, and values needed to properly manage the environment they live in.