ci 406 unit plan

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A Healthy Biosphere

6th – 7th Grade

CI 406

Instructor Amanda Toomey

December 3, 2011

Andrew Koshatka, Elementary Education

[email protected]

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Table of Contents

Scope and Sequence of Unit ………………………………………………. Pg. 3

Rationale …………………………………………………………………... Pg. 4

General Objectives ………………………………………………………… Pg. 6

Bulletin Board ……………………………………………………………... Pg. 7

Daily Lessons and Multicultural Aspects…………..……………………… Pg. 8

Lesson 1 – Blogs …………………………………………………….. Pg. 13

Lesson 2 – What Is Pollution ………………………………………... Pg. 15

Lesson 3 – Pollution In Depth ………………………………………. Pg. 17

Lesson 4 – Food Chain ……………………………………………… Pg. 19

Lesson 5 – What’s In Your Fish …………………………………….. Pg. 21

Lesson 6 – What’s Everywhere ……………………………………... Pg. 23

Lesson 7 – How You Can Help ……………………………………... Pg. 25

Lesson 8 – In Your Own Backyard ………………………………….. Pg. 27

Evaluation Plan ……………………………………………………………. Pg. 29

Example Rubric …………………………………………………….... Pg. 30

Reference List …………………………………………………………….... Pg. 31

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Scope and Sequence of Unit

This environmental health unit would cover a variety of topics related to

environmental health and consumer health. Topics would include: identification of

sources of pollution, biomagnification in fish, biomagnification of selenium, hazardous

substance exposure and treatment, and the use of blogs a tool for reflection. This unit

would work well in an environmental science classroom or a health classroom.

This unit will be acceptable for 6th or 67th grade students. This unit will require

students to think about their own lives and how the human species can alter the natural

environment. Throughout this unit students will learn what pollution is, the different

types of pollution, and how they can help the environment.

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Rationale

“Humans are part of the overall ecosystem of our planet, and as intelligent

members of the ecosystem humans have both rights and responsibilities concerning the

environment” (Anspaugh, 2010, p. 435)). Humans are the dominating species on out

planet. We have learned how to use natural resources to meet our needs and desires. With

the rise of technology and the advancement of science we are able to see the

repercussions of our actions.

“Ecology is the study of interactions in the environment. From this study, three

principles have been determined:

1. Every system within nature is connected to every other system.

2. Matter is never destroyed but is recycled in one way or another.

3. Natural resources are finite, and nature’s capacity to absorb the by-products of

human technology is limited.

Each of us has a responsibility both to understand the principles of ecology and to realize

that as individuals what we do affects the operation of these principles” (Anspaugh, 2010,

p. 435). As we continue to develop new technology and our population continues to rise,

we need to be conscious of our actions and how we affect the environment. If we intend

to make a change in the way we use and abuse the environment we need to start with our

students. Education is a powerful tool that will enable our students to make wise choices.

They will become our leaders and should possess a healthy respect for our environment.

The lead in our pencils, the metal in our machines, the food in our bellies, and the fibers

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we make into clothing all come from nature. When we damage the environment we

damage ourselves.

The R2D2 (read, reflect, display, and do) model is designed to “…address the

diverse preferences of online learners or varied generations and varied Internet

familiarity” (Bonk, 2006, p. 1). Online and distance education is continuing to grow at a

rapid rate, becoming more and more popular. Educators who are able to use a variety of

teaching modalities will be more successful in connecting and engaging their students

than those who do not. This model provides for a more “…engaging, dynamic, and

responsive teaching and learning in online environments” (Bonk, 2006, p.1).

I have used the R2D2 model to create four online resources to teach future students

about environmental health. This unit is just one part of a complete online course

covering environmental science. These resources were designed for 5th – 6th grade

students that are learning through a distance program. They will do the majority of their

classwork at home or another location other than a traditional school. Ideally my learners

and I would meet four times a year. We would cover material they are struggling with

and participate in experiments they would not be able to do at home. The nature of this

unit requires that students have access to a reliable Internet connection, a personal

computer, digital camera/video recorder, and support from their parents or guardians. I

have a heterogeneous mix of students. Some are upper middle class performing at grade

level while others are lower/lower middle class performing below grade level. Two of my

students have a reading disability and will require more time to complete assignments

and readings, material at a lower reading level, and videos to explain concepts in more

detail. These are accommodations that I will make in order to help my students.

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General Objectives

• Every system within nature is connected to every other system.

• Matter is never destroyed but is recycled in one way or another.

• Natural resources are finite, and nature’s capacity to absorb the by-products of

human technology is limited.

• Students will learn how to identify different types of pollution.

• Determine ways to clean up the environment.

• Identify different types of hazardous substances.

• Discuss differences between a food chain and food web.

• Explain how biomagnification impacts animals and humans.

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Bulletin Board

A bulletin board or learning center would be ideal to have in a physical

classroom. This unit exists in a fully online environment, requiring a different type of

bulletin board. I will be using a “News Feed” inside of Moodle to serve as the class

bulletin board. I will be able to publish important information, notes about the current and

past topics, and provide additional material for students. Students will be automatically

subscribed to this feed, that way whenever something is published it will be emailed

directly to them. Students will also be able to post here. They can ask questions, start a

discussion, or post links to other useful information. This is an additional resource

available to students. Anything published here will not be graded.

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Daily Lessons

Lesson 1 – Blogs:

The first thing students will do in this unit is create a blog on Blogger. Students

will watch the video “Blogs in Plain English” and read 2-3 articles about blogs and how

they are set up. In order for students to create an effective blog students will need to

understand what make blogs effective. Students will be required to reflect on their

learning and create their own understanding of the material through their blogs. As Bonk

recommends, students will be assigned a “critical friend” “…who gives them

weekly/daily feedback and hopefully some encouragement on their blog-related postings”

(Bonk, 2006, p. 9). This resource will provide students with a place to record their

thoughts, feelings, struggles with material, insight they discovered, and reflections.

Multicultural- This lesson will include the video “Blogs in Plain English”. This

will assist those students who have a reading disability. Students who are deaf or have an

auditory impairment will benefit from the numerous articles that are included.

Lesson 2 – What is Pollution:

This activity will introduce students to what pollution is and the different types of

pollution. Students will begin by reading an excerpt from Tiki the Penguin. A comic strip

is included of Tiki in different places where pollution exists. Finally students will watch a

video of Dr. Seuss’ The Lorax. As the first part of the R2D2 model focuses on knowledge

acquisition, students will learn about pollution from Tiki and The Lorax. By using a

video students will have the opportunity to visually and verbally internalize the

information presented (Bonk, 2006, p.7).

Multicultural- This lesson also includes a video. Students who have a reading

disability, who are visual learners, or do not have the finances to purchase the book can

still complete the task. By using an animated video like The Lorax , students will not be

exposed to stereotypes that might influence another media.

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Lesson 3 – Pollution In Depth:

Before students can use their knowledge they must first build their knowledge

base. This activity is designed to challenge students and requires them to seek out

information. This will be a type of webquest for students to complete. According to Bonk

(2006), this first quadrant of the R2D2 model may include an activity where students

select articles based on their interests related to the course (p.8). Students will be assigned

a major pollution group and then have to find relevant information to present to other

students. The student will become an expert in one area and share their knowledge with

others.

Multicultural- This activity requires students to find information relating to their

pollution type and learn about it. Not only will I be able to assign them a specific

pollution type but I will also be able to given them a geographical area to focus on. This

will allow me to have students with information from around the globe. Students will be

learning about pollution as a world wide issue and how culture affects pollution.

Lesson 4 – Food Chain:

During this activity students will learn about the food chain and food webs.

Students will watch an interactive video about producers and consumers then examine the

transfer of energy throughout a food chain. Finally students will create their own food

web from an ecosystem of assigned to them. This falls within the first quadrant of the

R2D2 model for online learning. Students are gathering and acquiring information.

Information is being presented in the form of video-streamed presentations helping the

student internalize the information presented.

Multicultural- Similar to lesson 3, students will be assigned an ecosystem and

asked to create a food web from that ecosystem. I will have different locals including: the

savanna, tundra, plains, jungle, etc. Students will also have to include humans in their

food webs. This will expose students to the different animals that cultures around the

world eat. Finally students will have to create a presentation of their choosing. This will

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allow students to express themselves. Students who have a difficult time writing can

recorded themselves and give an audio report or students can use photos to express the

information visually.

Lesson 5 – What’s In Your Fish:

This activity is unique in the sense that little instructional material is given to the

students other than a brief Wikipedia article about biomagnification and a game of the

life cycle. Students are asked to create a glog that would help another person understand

what biomagnification is and how it works. Students will be forced to find additional

sources to supplement their understanding of the material. Students are actively taking

part in creating a definition of biomagnification. By having students create their own

visual representation of the material, “…students are more likely to remember

information [because] they actively construct their own knowledge” (Bonk, 2006, p. 11).

This task will help students think critically about their learning.

Multicultural- In this activity, students will construct their own understanding of

the material. This will be challenging for students but it should allow them to take their

time and digest the information at their own pace. Occasionally students may need

additional time to complete an assignment or understand information. This activity will

allow students to work and complete the assignment once they understand the material.

This is multicultural because students learn at different paces and when in the classroom

we focus on time passed and not content mastery.

Lesson 6 – What’s Everywhere:

Students will be learning how pollution is everywhere. It is in our homes, schools,

water, air, in the streets, and in the food we eat. Students will participate in an online

world showcasing pollution. Students will have to answer question related to the material

and record their finding in their blogs. This activity is designed to engage students and

relate pollution to their lives. Students will discover that pollution and hazardous

substances are everywhere. Humans impact the environment and it is our responsibility to

take care of the environment.

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Multicultural- The online world, ToxTown, shows pollution in numerous

environments. It also shows a variety of people living in all these environments. We see

Caucasian men and women walking their dog, an African American couple in their home,

and a Hispanic man walking down the street. Not only will students learn about our

impact on the environment but that all people contribute and we all can make a

difference.

Lesson 7 – How You Can Help:

During this activity students will be learning about the reduction of pollution and

waste. They will learn numerous ways that humans contribute to the pollution of the

planet. They will also learn that it is our responsibility to help keep the planet clean and

find solutions that reduce our waste and pollution. Students need to understand that

decision they make will influence the lives of future generations to come. We are

responsible for the planet and should act as its caretakers.

Multicultural- The video that students will watch for this lesson describes the

ways that people can reduce waste, recycle products, and help the environment. This

video has several speakers from different nationalities. Students who have reading

disabilities will benefit from this video as well as students who are audio learners and

visual learners.

Lesson 8 – In Your Own Backyard:

Finally students will be “…applying what they have learned, reflected on, and

visualized in practice exercises or in the real world” (Bonk, 2006, p. 12). Students will be

examining the ecosystem of their backyard (playground, schoolyard, etc.) and observing

that microenvironment. They will have to document their observations and examine what

if any pollution is easily identifiable at their location. Pictures should also be taken. This

activity gives students the opportunity to get their hands dirty and partake in the science.

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Finally they will use their observations and pictures/recordings to produce a podcast.

Students will be using their knowledge to conduct an observational experiment and share

their knowledge and findings with others outside of the online class. Through this activity

“…the learner is trying out ideas and concepts, instead of simply listening about them,

reflecting on them, or seeing visual depictions of them as in the first three quadrants of

the R2D2 model” (Bonk, 2006, p. 13).

Multicultural- Students will learn about the different environments they live in.

They will be able to learn about the settings of others and hopefully see that we all come

from different places. This will allow students to express themselves. Students who have

a difficult time writing can recorded themselves and give an audio report or students can

use photos to express the information visually.

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Lesson One - Blogs Grade & Content Area:

6th – 7th Grade 21st Century Skills

Time Requirements:

45-50 minutes

Materials:

Computer, Internet connection, Blogger, email address, password and username,

parental permission

Activity & Purpose:

The first thing students will do in this unit is create a blog on Blogger. Students

will watch the video “Blogs in Plain English” and read 2-3 articles about blogs

and how they are set up. In order for students to create an effective blog students

will need to understand what make blogs effective. Students will be required to

reflect on their learning and create their own understanding of the material

through their blogs. As Bonk recommends, students will be assigned a “critical

friend” “…who gives them weekly/daily feedback and hopefully some

encouragement on their blog-related postings” (Bonk, 2006, p. 9). This resource

will provide students with a place to record their thoughts, feelings, struggles with

material, insight they discovered, and reflections.

Objectives:

• After completing the lesson, students will be able to design their own working

blog.

• After completing the lesson, students will be able to describe what a blog is

and how to use one effectively.

Preparation:

Student – None

Teacher – The specific lesson in Moodle must be visible, links working, and

critical friend assigned.

Procedural Steps:

1) Log in to the Moodle classroom

2) Find the current week and begin the readings and videos

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a. Blogs In Plain English (Required), Anatomy of a Blog (Required),

How Blogs Work (Optional), Huzzah! (Optional)

3) Next students should go to www.blogger.com/ and click “Get Started”

4) Students must sign up for a free Google account or log in

5) Their blog should be named “XXXblog”, where XXX is their initials

6) Now students may take the time to format their blogs

7) Finally students should record their answers to the weekly questions

Process (Weekly) Questions:

Cognitive: What is your definition of a blog? What are different ways that blogs

can be used effectively?

Affective: What aspects of your critical friends’ blog do you like?

Psychomotor: What did you do to create your blog?

Evaluation:

Students will be evaluated on weather or not they have created their blog, their

answers to the questions, and if they have responded to their critical friends’ blog

post.

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Lesson Two – What is Pollution

Grade & Content Area:

6th – 7th Grade Students Environmental Health and Environmental Science

Time Requirements:

45 minutes to 1 hour

Materials:

Computer, Internet access, bubbl.us, parental permission

Activity & Purpose:

This activity will introduce students to what pollution is and the different types of

pollution. Students will begin by reading an excerpt from Tiki the Penguin. A

comic strip is included of Tiki in different places where pollution exists. Finally

students will watch a video of Dr. Seuss’ The Lorax. As the first part of the R2D2

model focuses on knowledge acquisition, students will learn about pollution from

Tiki and The Lorax. By using a video students will have the opportunity to

visually and verbally internalize the information presented (Bonk, 2006, p.7).

Objectives:

• After watching The Lorax, students will be able to identify different forms

of pollution.

• After learning about pollution, students will be able to create a mindmap

that shows different types of pollution.

Preparation:

Student - None

Teacher - The specific lesson in Moodle must be visible, links working, and


Procedural Steps:


2) Find the current week and read the introduction by Tiki

3) Students will then watch Dr. Seuss’ The Lorax

4) After the video students will need to go to www.bubbl.us

a. To begin press “Start Brainstorming”

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b. Make your center bubble “Pollution”

c. Think about the different types of pollution (water, noise, etc) List

each type under the main bubble

d. Now under each type, list as many examples of pollution you can think

of (include as must detail as possible)

5) Once Complete save the map as a jpg file

a. Upload the file in Moodle and embed it in you blog

6) In your blog be sure to answer the weekly questions


Cognitive: What is pollution? How would you define pollution? Give 3 examples

of pollution?

Affective: How do you feel about pollution? Have you polluted before, why?

Psychomotor: What can you do to help fight pollution?

Evaluation:

Students will be evaluated on their answer to the weekly questions and they

should be able to describe what pollution is. Students will also be evaluated on

their mindmap and if they have responded to their critical friend.

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Lesson Three – Pollution In Depth Grade & Content Area:


Time Requirements:

90 minutes to 120 minutes

Materials:

Computer, Internet access, their blogs,

Activity & Purpose:

Before students can use their knowledge they must first build their knowledge

base. This activity is designed to challenge students and requires them to seek out

information. This will be a type of webquest for students to complete. According

to Bonk (2006), this first quadrant of the R2D2 model may include an activity

where students select articles based on their interests related to the course (p.8).

Students will be assigned a major pollution group and then have to find relevant

information to present to other students. The student will become an expert in one

area and share their knowledge with others.

Objectives:

• After completing the lesson, students will be able to explain pollution in

terms of their larger group.

• After completing the lesson, students will be able to describe ways to

reduce pollution in terms of their larger group.

Preparation:

Student - None



Procedural Steps:


2) Find the current week and begin by reading the introduction

3) Each student will be assigned a major pollution group (water, air, land, noise,

light)

4) Students will have to do a webquest to find information about their category

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5) Several website will be given to the students to use as a starting point

a. Students should have an understanding to how to evaluate websites but

Kathy Schrock’s evaluation form will be available to them

6) At least 3 different sources must be used and documented

7) Once students have found enough relevant information they will need to

design a way to share that information

a. Powerpoint, Google presentation, Google Doc, flyer, Comic Life,

Podcast, etc.

8) This resource needs to be made available to others


Cognitive: Describe your type of pollution. How is this dangerous to the

environment?

Affective: Have you seen this type of pollution before, how did it make you fee?

Psychomotor: What can you do to prevent this type of pollution?

Evaluation:

Students will be evaluated on their quality of information they present (accurate,

current, etc.), where they retrieved their information, how many sources they

used, and their answers to the weekly questions.

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Lesson Four – Food Chain Grade & Content Area:


Time Requirements:


Materials:

Computer, Internet access, glue, scissors, paper, printer, ink, digital camera,

magazines

Activity & Purpose:

During this activity students will learn about the food chain and food webs.

Students will watch an interactive video about producers and consumers then

examine the transfer of energy throughout a food chain. Finally students will

create their own food web from an ecosystem of their choosing. This falls within

the first quadrant of the R2D2 model for online learning. Students are gathering

and acquiring information. Information is being presented in the form of video-

streamed presentations helping the student internalize the information presented.

Objectives:

• After completing the lesson, student will be able to discuss the differences

between a food chain and a food web.

• After completing the lesson, students will be able to create a food web that

uses four food chains and at least three levels.

Preparation:

Student - None



Procedural Steps:


2) Read the introduction about food chains and food webs

3) Students should then what the interactive video teaching them about food

webs and watch the presentation on energy transfer in food chains

4) Additional resources will be listed for the students

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5) Once the students have completed the required readings they will being

creating their own food webs

a. Students may choose what ecosystem they want to work in

b. The food webs must be comprised for four food chains containing at

least 3 levels each

c. Humans should be present if possible

6) They may create their food webs using a resource of their choosing, they

make cut pictures out and glue they together (a photograph would need to be

take as evidence)

7) Project should be submitted in Moodle and embedded in their blog


Cognitive: How is a food web different from a food chain? What is the name for

an organism that creates its own energy?

Affective: How does eating another animal make you feel?

Psychomotor: What are ways that humans affect food webs?

Evaluation:

The students will be evaluated on their food web and whether or not they

answered the weekly question. Students should also respond to their critical

friend’s blog post.

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Lesson Five – What’s In Your Fish Grade & Content Area:


Time Requirements:


Materials:

Computer, Internet access, Glogster account (free)

Activity & Purpose:

This activity is unique in the sense that little instructional material is given to the

students other than a brief Wikipedia article about biomagnification and a game of

the life cycle. Students are asked to create a glog that would help another person

understand what biomagnification is and how it works. Students will be forced to

find additional sources to supplement their understanding of the material.

Students are actively taking part in creating a definition of biomagnification. By

having students create their own visual representation of the material, “…students

are more likely to remember information [because] they actively construct their

own knowledge” (Bonk, 2006, p. 11). This task will help students think critically

about their learning.

Objectives:

• After completing the lesson, students will be able to distinguish between

biomagnification and bioaccumulation and talk about the different

correctly.

• After completing the lesson, students will be able to make a glog that

accurately represents what biomagnification is.

Preparation:

Students - None



Procedural Steps:


2) Find the current week and begin by reading the introduction

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3) Students will read the required readings

a. Other readings will be available but may be more challenging

4) Students should play the Chain Reaction game and think about how the food

chain affects biomagnification

5) Students will begin working on their glog of biomagnification

a. Go to www.glogster.com and log in or sign up (free)

b. Design a glog describing biomagnification using the articles and

photos

c. The glog should explain:

i. What biomagnification is, how it happens, and how it affects

animals and humans

6) Once finished students should embed their glog in their blog and upload to the

Moodle site


Cognitive: What is biomagnification? How does biomagnification affect animals

and humans? How does biomagnification take place?

Affective: How do you feel about eating fish that may have high levels of

mercury?

Psychomotor: How to peoples cause mercury biomagnification?

Evaluation:

Students will be evaluated on the information presented in their glogs and whether

or not they answered the weekly questions. Students’ glogs should accurately

describe biomagnification. Students should also respond to their critical friend’s

blog post.

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Lesson Six – What’s Everywhere Grade & Content Area:

6th – 7th Grade Students Environment Health and Environmental Science

Time Requirements:


Materials:

Computer, Internet access, blog

Activity & Purpose:

Students will be learning how pollution is everywhere. It is in our homes, schools,

water, air, in the streets, and in the food we eat. Students will participate in an

online world showcasing pollution. Students will have to answer question related

to the material and record their finding in their blogs. This activity is designed to

engage students and relate pollution to their lives. Students will discover that

pollution and hazardous substances are everywhere. Humans impact the

environment and it is our responsibility to take care of the environment.

Objectives:

• After completing the lesson, students will be able to indicate different

hazardous substances in their environment that were previously unknown.

• After completing the lesson, students will be able to identify ways to clean

up brownfields effectively.

Preparation:

Student - None



Procedural Steps:


2) Read the introduction to hazardous substances

3) Begin the required readings to learn about hazardous substances

4) After reading, students should go to

http://toxtown.nlm.nih.gov/flash/city/flash.php

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a. Note that students can access the other locations via the link on the

right

5) Students will have a worksheet to complete that will have them explore the

different locations and what chemical are present

6) Once students have found the answers they should post their answers to

questions 4, 9, and 11


Cognitive: What are some hazardous substances in you home that you didn’t

know about? Where is mercury located besides in fish?

Affective: Look at the beach, how would you feel if you went to a beach that was

polluted and had hazardous substance?

Psychomotor: My science teacher wants me to do an Earth Day project on local

brownfields and what we can do to clean them up. What's wrong with

a brownfield?

Evaluation:

Students will be evaluated on the answers to the three questions from their work

sheet. Students should answer all of the weekly questions and respond to their

critical friend’s blog post.

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Lesson Seven – How You Can Help Grade & Content Area:


Time Requirements:


Materials:

Computer, Internet access

Activity & Purpose:

During this activity students will be learning about the reduction of pollution and

waste. They will learn numerous ways that humans contribute to the pollution of

the planet. They will also learn that it is our responsibility to help keep the planet

clean and find solutions that reduce our waste and pollution. Students need to

understand that decision they make will influence the lives of future generations

to come. We are responsible for the planet and should act as its caretakers.

Objectives:

• After completing the lesson, students will be able to evaluate ways they

can reduce pollution in our environment.

• After completing the lesson, students will be able to defend the fact that

decisions we make now affect the earth and our future generations.

Preparation:

Students - None



Procedural Steps:


2) Read the introduction to this weeks topic

3) Watch the video that explains how people can reduce their contributions to

pollution and waste

4) Read the given articles and learn about green, ecofriendly alternative for our

society

5) Students will answer question from a worksheet in their blog

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6) Finally students should critically evaluate the recommendation of their critical

friend and give reasons why those alternatives would or would not work


Cognitive: What does it mean to reduce ones carbon footprint?

Affective: How does it make you feel when you see someone litter?

Psychomotor: What are ways that we can reduce pollution and waste in our

everyday lives?

Evaluation:

Students will be evaluated on their answers documented in their blogs. The

answers should show evidence of higher level thought and reasoning. Students should

also respond to their critical friend’s blog post and provide reasonable alternatives to their

recommendations.

27

Lesson Eight – In Your Own Backyard

Grade & Content Area:

6th – 7th Grade Students Environmental Health and Environment Science

Time Requirements:


Materials:

Computer, digital camera/video recorder, notebook, pencil, Internet access,

Audacity (or another recording program)

Activity & Purpose:

Finally students will be “…applying what they have learned, reflected on, and

visualized in practice exercises or in the real world” (Bonk, 2006, p. 12). Students

will be examining the ecosystem of their backyard (playground, schoolyard, etc.)

and observing that microenvironment. They will have to document their

observations and examine what if any pollution is easily identifiable at their

location. Pictures should also be taken. This activity gives students the

opportunity to get their hands dirty and partake in the science. Finally they will

use their observations and pictures/recordings to produce a podcast. Students will

be using their knowledge to conduct an observational experiment and share their

knowledge and findings with others outside of the online class. Through this

activity “…the learner is trying out ideas and concepts, instead of simply listening

about them, reflecting on them, or seeing visual depictions of them as in the first

three quadrants of the R2D2 model” (Bonk, 2006, p. 13).

Objectives:

• After completing the lesson, the student will be able to evaluate the

microsystem of their land and determine sources of pollution.

• After completing the lesson, the students will be able to explain how

living and non-living things in their land are connected correctly.

Preparation:

Students – None

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Procedural Steps:


2) Read the introduction to the final assignment

3) Students will then select a location that they examine extensively

4) Students should then begin making observations about their location

a. Observations should be as detailed as possible

b. Note any animals, plants, sources of water, trees, etc.

c. Think about how all of these are related

5) Students should take photos/record their findings

6) The observation should take at least 30 minutes

7) Students should write a reflection stating how these factors are related and

how pollution can affect them all


Cognitive: What are different ways that pollution may get into your land?

Affective: How would you feel about playing somewhere that is polluted?

Psychomotor: What are some tasks you can do to reduce pollution?

Evaluation:

Students will be evaluated on the photos/video recording they submit as evidence

for completing the assignment. Students will be graded on the rubric given to them

corresponding to their reflection paper. Students should also respond to the weekly

question and reply to their critical friends’ blog post.

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Evaluation Plan

Each lesson requires a different type of assessment or evaluation of the students’

learning. Some lessons will require photographic evidence while others will require

students to complete a worksheet. Each evaluation is described in detail in the daily

lesson plans but every lesson will require a blog post.

Every week students will be asked to complete a task, reflection on what they did,

and record their ideas, thoughts, and findings on their personal blogs. Students will be

required to reflect on their learning and create their own understanding of the material

through their blogs. As Bonk recommends, students will be assigned a “critical friend”

“…who gives them weekly/daily feedback and hopefully some encouragement on their

blog-related postings” (Bonk, 2006, p. 9). This resource will provide students with a

place to record their thoughts, feelings, struggles with material, insight they discovered,

and reflections. This type of evaluation will be beneficial to students who need more time

to think about the material. Students will be able to reflect on what they have done or

learned and synthesize that information.

An example rubric follows.

30

Name ____________ Lesson _____________ Date_______________

Grade______________ Weekly Questions Not Answered

0 Partly Answered

(Lack of reasoning, thought, or reflection)

1

Fully Answered (Shows thought and

reflection) 2

Cognitive Affective

Psychomotor

Critical Friend

Did Not Respond 0

Partly Responded (Commented on post but lacked

thought) 1

Fully Responded (Commented on

post with thought and details)

2 Response

Total ____________

Blogs Not Completed 0

Completed 1

Title

Link

Not

Completed/Incorrect 0

Completed (Shows

understanding) 1

Completed (Shows

understanding above and beyond and includes links)

2 Definition

Total ____________

31

Reference

Anspaugh, D., & Ezell, G. (2010). Teaching today’s health. San Francisco, CA: Pearson

Benjamin Cummings.

Bonk, J. C., & Zhang, K. (2006). Introducing the R2D2 model: Online learning for the

diverse learners of this world. ProQuest Education Journals, 27(2). Retrieved

from http://www.acousticslab.org/dots_sample/general/BonkAndZhang2006.pdf

Idaho department of health and welfare. (n.d.). Environmental health education: Lesson

plans for all grade levels. Retrieved from

http://www.healthandwelfare.idaho.gov/LinkClick.aspx?fileticket=66izwsYN25w

%3D&tabid=182&mid=1482

Lynas, B., Prevett, J., & Ward, A. (n.d.) Pollution muck, stink and posion. Retrieved from

http://tiki.oneworld.net/pollution/pollution2.html

Duchesne, E. (n.d.) Chain reaction: Build a food chain. Retrieved from

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

ci 406 unit plan

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