Calendar
Biology |
English |
ELD Bridging |
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Standards |
HS-LS2-7. Design,
evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity. |
9-10.RI.1: Cite strong
and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. |
9-10.Presenting.9:
Plan and deliver a variety of oral presentations and reports on
grade-appropriate topics that express complex and abstract ideas well
supported by evidence and sound reasoning, and are delivered using an
appropriate level of formality and understanding of register. |
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Objective |
After completing the
integrated thematic unit activities, students will be able to design,
evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity, as demonstrated through their designed
solutions for improving the safety of drinking water. |
After reading various
articles about water quality, students will be able to articulate their
insights and questions during group discussion, and create a group
presentation which incorporates visual and literary elements pertinent to
audience and in which every group member speaks. |
After reading various
articles about reducing the impacts of human activities on the environment,
particularly those related to water quality, students will be able to design,
evaluate, and refine a solution and create an oral presentation that allows
them to express complex and abstract ideas well supported by evidence and
sound reasoning, and are delivered using an appropriate level of formality
and understanding of register. |
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Assessments w/ rubrics |
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Student Activities - Service and Art |
PSA Poster |
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Student Activities w/ rubrics - Content |
DAY 1: WARM-UP - Think about
the causes of water pollution. Share your thoughts with your table group and
write them on the whiteboard. (5 minutes) With your elbow
partner, view slides of pond water, tap water, and filtered water under the
microscope and record your observations. (10 minutes) With your elbow
partner, test the pH, nitrate levels, and phosphate levels in pond water, tap
water, and filtered water and record your observations. (10 minutes) Use Chromebooks to
logon to the Water Pollution Gizmo. Explore the Gizmo and then use the
information to complete the water pollution graphic organizer. (10 minutes) In your table group, take
turns sharing out the description, causes and consequences of water pollution
and propose a solution to reduce the impacts of human activities on the water
supply. (10 minutes) Use Chromebooks to go
to the CDC’s website on Water-related Diseases and Contaminants in Public
Water Systems. Each table group selects one of
the “Top 10 Causes - Outbreaks in Public Water Systems” and researches it,
including how it enters the water system, its effect on humans, and how it
can be prevented and/or controlled. Each group member takes notes on his/her
research. Each group uses a whiteboard to summarize their findings and design
a solution. (15 minutes) Each group shares their findings and solution with
the class. Each member of the group speaks and the audience takes notes. (25
minutes) Self-assess and write
a reflection on your learning experience. (5 minutes) DAY 2: WARM-UP - In your
table group, review the four types of water pollution, their causes and
consequences. Review your solution design. (10 minutes) Brainstorm individually
how you would create a poster/PSA that visually and linguistically makes
people aware of the causes, consequences of water pollution and your solution.
(15 mins.) Come together as a
group (English and Biology classes) and discuss your ideas (20 mins).
Make sure everything on the rubric is included (peer review and self
-assessment). Draft a sketch of what
the group’s poster would look like and create a final poster on paper.
Teachers come around and assist. (45 mins.) Day 3: Final poster
presentation day with biology kiddos! Create the poster with
your combined group--Biology AND English). See VTW sheet for group member roles.
(20-30 minutes). (10 groups. 5-7
minutes each w/ time for questions. 50-70 minutes). Reflection: Self-Assessment and reflection on
group experience (10 mins). |
DAY 1: DO NOW: “If I found
questionable looking water coming out of my sink, I would…” (5 mins. to write
and 5 to discuss (Table Talk)) Read the jigsawed
articles individually, annotating and take notes (10 mins). Then get
into groups and discuss article. Choose a way to present the
information from the activities we’ve done previously. YOU MUST: FIRST find 3-5 key
ideas OR select 3-5 keywords that summarize the article THEN find 1 quote that
exemplifies the article OR draw a picture AND write the group’s
opinion (solution) of what should be done about the problems that article
details. Also, do the Vocab
Matrix Activity as a group. (25 mins.) Present your findings
to the class. Every group member speaks and audience takes notes. (35
mins.) Self-assess and write
a reflection on your learning experience. (10 mins.) DAY 2: DO NOW: Get in your
table groups. Recap the main ideas from all the articles yesterday.
Write 1 key idea from each article (there are 6) on a piece of paper
(each person must write these). (10 minutes). Brainstorm
individually how you would create a poster/PSA that visually and
linguistically makes people aware of the problems with water quality in
certain areas OR of the other issues discussed (poverty, money etc.) in your
group. (15 mins.) Come together as a
group and discuss your ideas (20 mins). Make sure everything on the
rubric is included (peer review and self -assessment). Draft a sketch of what
the group’s poster would look like and create a final poster on paper.
Teachers come around and assist. (45 mins.) Day 3: Final poster
presentation day with biology kiddos! Create the poster with
your combined group--Biology AND English). See VTW sheet for group member
roles. (20-30 minutes). (10
groups. 5-7 minutes each w/ time for questions. 50-70 minutes). Reflection:
Self-Assessment and reflection on group experience (10 mins). |
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Rubrics
RUBRIC POSTER with BIOLOGY HS-LS2-7 AND ENGLISH 9-10.RI.1 CONTENT
STANDARDS
:( BELOW BASIC |
EMERGING/BASIC |
EXPANDING/PROFICIENT |
BRIDGING/ADVANCED |
Off topic and cites 0 pieces of evidence. Visuals are lacking or irrelevant. No evidence is used on the poster. Does not design, evaluate, or refine a
solution for reducing the impacts of human activities on the environment
and/or biodiversity. |
Has 1 visual and cites 1 piece of evidence
that may or may not be strong and thorough from Bio or English articles. Visuals are confusing or un-engaging 1 piece of evidence is shown to on the poster. Designs, evaluates, or
refines a solution that would have minimal to no impact of human activities
on the environment and/or biodiversity. |
Has 2 visuals and cites 2 strong and thorough
pieces of evidence from articles (1 from Bio class, 1 from English class). Visuals may or may not be well-thought out and
appealing. 2 pieces of evidence are shown on the poster. Designs, evaluates or refines
a solution that would likely reduce impacts of human activities on both the
environment and biodiversity. |
Has 3 visuals and cites 3+ strong and thorough
pieces of evidence from articles (from Bio and English classes). Visuals are well-thought out and appealing. 3 pieces of evidence are shown on the poster. Designs, evaluates,
and refines a solution that you are confident would reduce the impacts of
human activities on both the environment and biodiversity. |
RUBRIC PRESENTATION with
ELD BRIDGING STANDARD 9-10.Presenting.9
:( BELOW BASIC |
EMERGING/BASIC |
EXPANDING/PROFICIENT |
BRIDGING/ADVANCED |
Not everyone in group speaks. Off topic. Neither poster nor articles are discussed. Does not articulate complex ideas using
evidence that has a connection to their point. Demonstrates no critical thought and
reasoning. Does not plan and
deliver a cohesive oral presentation expressing complex and abstract ideas
well supported by evidence and sound reasoning, and are delivered using an
appropriate level of formality and understanding of register. |
Everyone in group speaks. Poster is discussed but not articles. Articulates complex ideas Articulates complex ideas using evidence that
has some connection to their point. Demonstrates a little critical thought and
reasoning. Plans and delivers an
oral presentation expressing some complex ideas that are somewhat supported by
evidence and sound reasoning, and is delivered using an appropriate level of
formality and understanding of register. |
Everyone in group speaks. Articles and poster are discussed. Articulates complex ideas using evidence that
somewhat proves their point. Demonstrates some critical thought and
reasoning. Plans and delivers a
cohesive oral presentation expressing complex or abstract ideas that are
supported by evidence or sound reasoning, and are delivered using an
appropriate level of formality and understanding of register. |
Everyone in group speaks. Articles,
poster, and potential solutions to problem are discussed. Articulates complex ideas using evidence that
strongly proves their point. Demonstrates excellent critical thought and
reasoning. Plans and delivers a
cohesive oral presentation expressing complex and abstract ideas well
supported by evidence and sound reasoning, and are delivered using an
appropriate level of formality and understanding of register. |
Peer Review Prompts for Poster and Presentation
Water Quality Poster
Poster Group Participant
____________________________ Peer Reviewer
____________________________
1. Are visuals included on the poster?
If so, how
many?
Are the
visuals interesting and engaging?
2. Does the poster include evidence from both Biology and English?
If so, would
you characterize the evidence as strong and thorough?
How many
pieces of evidence are included from Biology?
How many from
English?
3. Does the poster include a solution to reduce the impacts of human
activities on the environment and biodiversity?
How confident
are you that the proposed solution would be effective?
Water Quality Presentation
Presentation Group
__________________________________ Peer
Reviewer __________________________
1. Did everyone in the group speak?
2. During the presentation:
·
Were the articles discussed?
·
Was the poster discussed?
·
Were solutions to water quality issues
discussed?
3. Did the presentation articulate complex ideas?
If so, was
evidence presented that strongly proved their points?
4. Was the presentation cohesive (connected and united)?
5. Did the presenters treat the information with the appropriate level of
seriousness?
6. Overall, were the ideas in the presentation well supported with evidence
and sound reasoning?
7. Did you find the presentation interesting and informative?