Where is the electricity in your voice?

Enlightened Stewards, Illuminated Citizens

Humanities Grade 9A blended ELA and Science Inquiry Unit

Alexandra PletchMarch 9 – April 25, 2015

Arbour Lake School, Calgary

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Table of Contents:Overview

General Information Daily Instruction Workshop Schedule Summative Assessments Presentation Connections to 6 LA strands

23 – 4556

Rationale 7 – 8

Essential Questions 8

Unit Intentions 9

Curriculum Outcomes/Goals 9 – 12

Resources 13 – 15

Materials 16

Instructional Activities 16-18

Assessment Plan 21 – 25

Extension and Enrichment 26

Connections to other areas of Curriculum 26

Bulletin Boards/Displays 27

Reflections 27

Lesson Plans Appendix A

Research Log Template Appendix B

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Overview:Topic: Writing task unit (essay and business letter) paired with an inquiry focus/theme:

Where is the electricity in your voice? Enlightened Stewards, Illuminated Citizens.

Grade: ELA 9 (Humanities-focus). This unit blends Science Unit D4 outcomes with ELA

outcomes.

Timeline: 22 class periods – 50 min each (approx. 4 weeks) **I will not know the length

of the period I have until the week-of. I may have 50 min every day with both classes or

100 min with a class every other day.

Central Emphasis: This unit is based on two writing tasks – the 5 paragraph essay and

the business letter - to prepare students for the PATs. The unit is inquiry-based and will

require students to research, evaluate perspectives, take a position, and communicate

their stance on the issue of energy production and its impact on the environment.

Daily Instruction: The first few lessons will be an introduction to the inquiry process

and issue. Students will begin to research and evaluate different perspectives on energy

production and environmental concerns in Alberta. After students have brainstormed

areas to research in small groups, they will begin independent research and essay-

writing. Many of the following classes will take the form of a Writers Workshop.

Depending on the day, I may have a single or double period. Here is the format of the

class in either case:

Writers Workshop Schedule* Single period with Mini-Lesson (50 min)

Teacher Sharing

(Meaningful Text)

10 min Students read, listen or view a text and

reflect in their Research Log (quick-write)

Mini-lesson 5-10 min Review and extend understanding of

components of essay writing (introductions,

transitions, sentence starters, etc.)

Writing 30-35 min Student write and conference with teacher on

self-selected basis*Adapted from Thompkins, Bright, and Windsor (2015) Language Arts Content and Teaching Strategies (6th ed)

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Alternate mini-lesson with peer-feedback for time-sake

Writers Workshop Single Period with Peer-Feedback (50 min)

Teacher Sharing 10 min Students read, listen or view a text and

reflect in their Research Log (quick-write)

Writing 25 min Student write and conference with teacher on

self-selected basis

Sharing 15 min Peers review work and highlight 2 strengths

of the piece and comment on one potential

improvement*Adapted from Thompkins, Bright, and Windsor (2015) Language Arts Content and Teaching Strategies (6th ed)

Writers Workshop* Double Period (100 min)

Teacher Sharing 10 min Students read, listen or view a text and

reflect in their Research Log (quick-write)

Mini-lesson 10 min Review and extend understanding of

components of essay writing (introductions,

transitions, sentence starters, etc.)

Writing 45-50 min Student write and conference with teacher on

self-selected basis

Sharing 15 min Peers review work and highlight 2 strengths

of the piece and comment on one potential

improvement

Reflect 5 min Students read feedback and decide on which

suggestions they will keep or “delete”.*Adapted from Thompkins, Bright, and Windsor (2015) Language Arts Content and Teaching Strategies (6th ed)

The business letter will be introduced as a double period writers workshop.

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Summative Assessment/Major Projects: (see Assessment Plan for more detail)

The summative assessment for this unit will be in the form of an “Illuminated Stewards, Enlightened Citizens” Portfolio. The Portfolio will include:

Source Analysis using Notsche’s “The Elements of Reasoning”

Essay: 5-paragraph essay answering the inquiry question: ““How should Alberta

balance its electrical demand with its stewardship responsibilities?”

Business Letter to MLA

Social Media Message (pair project)

Self-Reflection

Students will also complete a research log and submit for formative feedback.

Presentation: Students will receive a “Student Portfolio and assignment instructions”

package describing the assignments, tentative formative and final deadlines, and

rubrics. (See Appendix) Students will also receive a template for the research log which

they will use throughout the unit to record their information and their own thoughts. (See

Appendix) Students attending the 4-day sailing trip will need to adjust their schedule

and make up some research outside of class time (I will consult with these students

individually).

Powerpoints/Prezi will be used to introduce the inquiry process and mini lesson topics.

Students will collect their summative assessments in the form of a portfolio. The essay,

research log, and source evaluation will be submitted prior to the end of the unit (see

Calendar Overview). The business letter will have a formative and final deadline before

students mail their letters to their audience. The social media message may be

submitted online and a final self-evaluation will be completed and handed in at the end

on the second-to-last day of class.

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Incorporating the 6 Language Arts Strands:

Listening: Students will listen to direct instruction in mini-lessons and to their

peers when sharing written work for feedback. Students will also listen to various

perspectives presented in videos and audio formats when researching or

listening to teacher-sharing (meaningful texts) at the start of writer’s workshops.

Speaking: Students will speak in groups to brainstorm topics and perspectives to

consider when researching. Students will also speak when they present their

social media message to the rest of the class in the last days of class.

Reading: Students will read a variety of texts such as blogs, editorials, news

articles, and scientific studies as they conduct research for the essay. Students

will apply comprehension strategies to summarize the information and

perspective of the text and evaluate the source.

Writing: Students will complete a business letter and 5-paragraph essay

according to PAT standards. A research log will include student written

responses to prompts/meaningful texts presented at the beginning of each class.

A self-evaluation at the end of the unit will include a written component as well.

Viewing: Students will view video clips, images, and other media as “meaningful

texts” to experience different perspectives on energy production and stewardship

in Alberta. They will record their interpretations of these multimedia texts in their

research log.

Representing: When students create a social media message, they will

represent their position on stewardship and energy production. This is a creative

performance task that will combine visuals and text for a particular audience.

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Rationale:This inquiry unit is designed to engage students in realizing the power of their

voice as informed citizens in a democratic society. Blending Science D4 outcomes with

ELA outcomes, this unit is Humanities-focused and allows students to develop critical

thinking skills as they consider multiple perspectives in order to make and communicate

an informed judgment on an inquiry topic. The science outcomes provide a rich theme,

particularly the attitude stewardship, to explore as students research and write. I also

chose the outcomes related to energy and its impact on the environment because there

are diverse perspectives captured in multiple mediums for students to consider.

Also the resources/ meaningful texts selected demonstrate an attempt to include

differing perspectives regarding the issue and a variety of forms. The instructional

activities are designed to introduce students to the process of inquiry which they may be

unfamiliar with. All of the source evaluation activities relate to GLO 3 in the curriculum,

and the written tasks relate to GLO 4 and take the form of PAT writing tasks to prepare

students.

This unit also demonstrates the Social Studies Program Rationale and Philosophy:

Social Studies values and attitudes in this unit include “demonstrating a consciousness

for the limits of the natural environment, stewardship for the land and an understanding

of the principles of sustainability” (Alberta Education, (2005), p. 2). Also, Social Studies

skills and processes frame this inquiry unit, particularly, engagement in “active inquiry

and critical and creative thinking” and “communicating ideas and information in an

informed, organized, and persuasive manner.” The theme of “where is the electricity in

my voice? Enlightened Stewards, Illuminated Citizens” also prompts consideration of

the role of citizens in Canada’s democratic system.

Inspiring Education: The assessments in this unit are designed according to the

descriptions of “Engaged Thinkers” and “Ethical Citizens”

An Engaged Thinker is someone “who thinks critically and makes discoveries;

who uses technology to learn, innovate, communicate, and discover; who works

with multiple perspectives and disciplines to identify problems and find the best

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solutions; who communicates these ideas to others; and who, as a life-long

learner, adapts to change with an attitude of optimism and hope for the future.”

(Inspiring Education, 2009)

An Ethical Citizen is someone “who builds relationships based on humility,

fairness and open-mindedness; who demonstrates respect, empathy and

compassion; and who through teamwork, collaboration and communication

contributes fully to the community and the world.” (Inspiring Education, 2009)

This unit may address student interest by integrating several subjects together with a

sophisticated theme. On my orientation day, I witnessed students modelling the House

of Commons. Several students expressed their frustration that they could not ask

questions or participate in the proceedings. The written assessments in this unit plan

encourage students to consider ways they can effectively voice their opinions and

concerns as Canadian citizens.

I also included a social media component which will engage 21st century learners whose

digital literacy skills allow them to share messages quickly and widely. Social media

allows individuals to “electrify their voices” on an extraordinary scale. (How do these

technologies they use daily depend on the energy?) Digital Citizenship will be evoked in

the process of sharing their media messages and examining the appropriate use of the

medium.

Essential Questions: How should Alberta/Canada balance its demand for energy with its

environmental stewardship responsibilities? How do we effectively voice our reasoned judgments on energy

issues as “illuminated” citizens?

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Unit Intentions: Students will develop critical thinking and inquiry skills as they contemplate and

research contemporary “real-world” issues in Alberta

Students will communicate their informed judgments about these issues using

the PAT writing tasks of the 5-paragraph essay and business letter. They will

enhance the clarity of their communication and persuasive techniques.

Students will share their writings with an authentic audience (MLA’s and peers)

Students will realize their voice as citizens in a democratic society and digital

citizens in the 21st century.

Curriculum Outcomes/Goals:Science Objectives:Science Unit D:

D.4.1. identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar (e.g., identify and evaluate renewable and non-renewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines)

D.4.2. describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation)

D.4.4. identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use

Students will be able to do…

Unit D: Stewardship (Attitude): Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment 

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Unit D: Scientific Inquiry (Skill): Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues.

* * * * * * *E.L.A. Outcomes:The Assessment Plan for this unit will assess students primarily on General Learner Outcomes 3: Manage ideas and information and 4: Enhance the clarity and artistry of communication. However, individual lessons will incorporate the remaining GLO’s organically.

2.3.1b: evaluate the effectiveness of different types of media texts for presenting ideas and information

(Example: watch “Alberta has the best solar potential in all of Canada: How do we take advantage of it?” and evaluate how effectively the video communicates information and presents evidence.)

3.1 Plan and Focus1. Focus attention

a. synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressionsb. assess adequacy, accuracy, detail and appropriateness of oral, print and other media texts to support or further develop arguments, opinions or points of view

2. Determine information needsa. select types and sources of information to achieve an effective balance between researched information and own ideas

3. Plan to gather informationa. select information sources that will provide effective support, convincing argument or unique perspectives

3.2 Select and Process3.2.1 Use a variety of sources

obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research

3.2.2 Access information b. distinguish between primary and secondary sources, and determine the usefulness

of each for research purposes c. follow up on cited references to locate additional information

3.2.3 Evaluate sourcesa. evaluate sources for currency, reliability and possible bias of information for a particular research project

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3.3 Organize, Record and Evaluate1. Organize information

a. organize ideas and information by developing and selecting appropriate categories and organizational structuresb. balance all sections of oral, print and other media texts and ensure sentences, paragraphs and key ideas are linked throughoutc. develop coherence by relating all key ideas to the overall purpose of the oral, print or other media text

Record informationa. use own words to summarize and record information in a variety of forms; paraphrase and/or quote relevant facts and opinions; reference sources b. select and record ideas and information that will support an opinion or point of view, appeal to the audience, and suit the tone and length of the chosen form of oral, print or other media textc. choose specific vocabulary, and use conventions accurately and effectively to enhance credibility

Evaluate information evaluate usefulness, relevance and completeness of gathered information; address

information gaps reflect on new understanding and its value to self and others

3.4 Share and Review3.4.1 Share ideas and information

b. integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and engage the audience

3.4.2 Review research process a. reflect on the research process, identifying areas of strength and ways to improve

further research activities

4.1 Enhance and Improve4.1.1 Appraise own and others' work

a. share sample treatments of a topic with peers, and ask for feedback on the relative effectiveness of each 

b. work collaboratively to make appropriate revisions based on feedback provided by peers 

4.1.2 Review and edit a. revise to ensure effective introductions, consistent points of view, effective

transitions between ideas and appropriate conclusions b. revise to enhance effective transitions between ideas and maintain a consistent

organizational pattern 

4.1.5 Enhance artistry experiment with the language and components of particular forms to communicate

themes or represent the perspectives of a variety of people or characters

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4.2 Attend to Conventions

4.2.1 Attend to grammar and usage a. identify and use parallel structure in own writing  b. identify and use coordination, subordination and apposition to enhance

communication (Mini-Lesson if needed) c. use a variety of strategies to make effective transitions between sentences and

paragraphs in own writing

4.2.2 Attend to spelling a. demonstrate the deliberate, conscientious and independent application of a variety

of editing and proofreading strategies to confirm spellings in own writing b. identify situations in which careful attention to correct spelling is

especially important

Attend to capitalization and punctuation use quotation marks to distinguish words being discussed in own writing

4.3 Present and Share4.3.1 Present information

a. select, organize and present information to appeal to the interests and background knowledge of various readers or audiences

Resources (work in-progress)

Teacher TextsFor instructional ideas, writing strategies, and concepts

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Critical Thinking and Inquiry Teaching Concepts“Mystery Meatloaf”

activity

Writer’s Workshop and Instructional Strategies for

Teaching Writing

Writer’s Handbook with essay-writing guidelines

Lesson Plan ideas for Mini-Lessons

PAT standards and Rubrics

Business Letter Rubric

Essay Rubric

Bailin, S. & Battersby, M. (2010). Reason in the

Balance: An Inquiry Approach to Critical Thinking

(1st ed.) Canada: McGraw-Hill Ryerson.

Tompkins, G., Bright, R., and Windsor, P. (2015).

Language Arts Content and Teaching Strategies

(6th ed.) Canada: Pearson Education.

Davies, R., and Kirkland, G. (2000). Canadian

Writer’s Handbook. Toronto: Gage Education.

Donaldson, C. (2000). Canadian Student Writer’s

Guide. Toronto: Gage Education.

Jennings Dixon, C. (Ed). (2007). Lesson Plans for

Teaching Writing. USA: National Council of

Teachers of English.

Functional Writing. (2012). Example of Standards for

Students’ Writing 2012: English Language Arts

Grade 9. Alberta Education. Retrieved from:

http://education.alberta.ca/media/6989676/

05%20ela9%20eosw%20functional% 202012.pdf

Narrative/Essay Writing. (2012). Examples of the

Standards for Students’ Writing 2012: English

Language Arts Grade 9. Alberta Education.

http://education.alberta.ca/media/6989689/

05%20ela9%20eosw%20narrative%202012.pdf

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Meaningful TextsTo prompt thinking about the issue, quick-writes, and evaluation of

sources.

Books(Students will listen as

the teacher reads aloud)

Kelsey, Elin. (2010). Not your typical book about the

environment. Vancouver: Raincoast Books.

Blogs(Students will read)

Green Energy Futures: (Blog and Video site)

http://www.greenenergyfutures.ca/episodes

89. Wind and solar reduce the price of electricity in

Alberta. (2012). Green Energy Futures.

Retrieved from:

http://www.greenenergyfutures.ca/episode/how-

wind-and-solar-are-driving-down-prices-

canadas-most-fossil-fuel-friendly-province

Videos links(Students will view and

listen)

Leonardo di Caprio project

19 Sunny solar Alberta. (2012). Green Energy

Futures. Retrieved from:

http://www.greenenergyfutures.ca/episode/sunn

y-solar-alberta

[NEW Technology documentary] Renewable

Energy. (2014). History Network. Retrieved

from: https://www.youtube.com/watch?v=0KhD

Uz13kBc

Carbon. (2014). Green World Rising. Retrieved

from: https://www.youtube.com/watch?v=pP-

Twj2lzB8#t=453

Indigenous activists from Canada protest tar sands

oil at Durban Climate Change Summit.

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Aboriginal perspective, impact

on health and environment.

(2011). DemocaracyNow.org. Retrieved from:

https://www.youtube.com/watch?v=L0yAPoAGtfs

Tipping Point: Age of the Oil Sands. (2013). The

Nature of Things with David Suzuki. Retrieved

from: http://www.cbc.ca/natureofthings/

episodes/tipping-point

*18:00 – contradictory research and confusion with

studies meant to confuse ordinary people.

22:00 Avatar movie: allegory for Alberta?

Online Articles Gillespie, C. (2008). Scar Sands. Canadian

Geographic. Retrieved from:

http://www.canadiangeographic.ca/magazine/

jun08/feature_tar_sands.asp

Kunzig, Robert. (2009). Scraping Bottom. National

Geographic Magazine. Retrieved from:

http://ngm.nationalgeographic.com/print/2009/

03/canadian-oil-sands/kunzig-text

What is a carbon tax or carbon fee? David Suzuki

Foundation. Retrieved from:

http://www.davidsuzuki.org/issues/climate-

change/science/climate-solutions/carbon-tax-or-

cap-and-trade/

In defense of the oilsands- a celebration of a

national treasure. (2011). The Canadian

Business Journal. Retrieved from:

http://www.cbj.ca/in_defense_of_the_oilsands_-

_a_celebration_of_a_national_treasur/

Other Breaking up with fossil fuels love letter contest.

(2015). Alternatives Journal. Retrieved from:

http://www.alternativesjournal.ca/community/

blogs/backstage-aj/breaking-fossil-fuels

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MaterialsLaptop Cart for Research and WW Days (Computers for 36 students)

Copies of print texts for students (see Meaningful Texts in Resources)

Elements of Reasoning – Evaluating Sources handout.

Poster Paper and Tape

Research Log Templates

Conference Logbook (for teacher)

Envelopes

Stamps

Instructional ActivitiesIntroductory: I have planned 3 lessons at the beginning of the unit dedicated to the

process of inquire to provide a foundation for students in research for an inquiry unit.

What is an inquiry unit? Activities to introduce students to the principles of inquiry

and critical thinking will involve recognizing types of judgments (image

challenge), personal reflections on situations when students made important

decisions (brainstorm the process in groups), introducing the elements of

reasoning, and an introduction to the context and issue.

o I will present a scenario to the class to simulate making a reasoned

judgment Eg: Which computer should I buy? Students must identify the

process they will use to make this decision: for example, they may outline

a list of criteria to consider, consult websites and reviews, ask their

friends, compare prices, etc. Essentially they must gather information

before they can make an informed consumer decision.

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o Students will read “Mystery Meatloaf,” a dialogue between a group of

students who demonstrate close-mindedness in the first take, and the

spirit of inquiry in the second version. Students will identify the qualities in

each dialogue, record three of these on stickies, and post them on the

white board. Clustering the stickies into groups will provide a visual of the

attitudes associated with critical thinking and the process of inquiry.

Brainstorm perspectives to consider and possible sources to consult when

researching. Work with table groups to develop a plan for research.

Introduce the “Elements of Reasoning” and practice analyzing source material

(“Breaking up with fossil fuels Love Letters” and “In defense of the Oil Sands”)

according to these standards. Begin adding sources to the research log.

Watch David Suzuki The Nature of Things episode: Tipping Point: Age of the Oil

Sands. Evaluate the perspective using the Elements of Reasoning guide. Identify

arguments and supporting evidence. Give each table group an argument or

perspective to pay attention to while watching. Prepare to jigsaw perspectives.

Developmental/Ongoing

Research Sessions: Allow students time to research and analyze sources using

the Elements of Reasoning, in pairs and small groups. Students will reflect on

source material and add their own ideas to the Research Log.

Meaningful Texts: Share a video, cartoon, or article (see Resources) and have

students identify the perspective, purpose, and record their own ideas about the

text in their Research Log.

Writers Workshop: Allow students time to write a thesis based on their research.

create an essay outline and draft with teacher and peer feedback.

Mini-Lessons for writing strategies and tips.

Explore the PAT rubrics and view samples.

Research Essay on balancing human energy needs with stewardship in Alberta

Introduce business letters and their purpose. Have students identify a “real”

audience and what they will write to them about.

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Culminating

Mail complete business letters (and essays if students feel these will add to their

letter)

Social Media Message Presentation: Pairs will share their multimedia message

to the class

Self-Reflection on the research process and their thoughts on finding the

“electricity” in their voices

Assessment PlanPre-Assessment: Questionnaire (see Appendix)

Formative Assessment:

Exit Slips

Research Log: A chart which students use to record information and summarize

perspective, purpose, possible bias, and information for their sources.

Student-Teacher conferences. During Writer’s Workshop periods, I will attempt to

check-in with students to view their progress.

Formative deadlines: The essay and business letter each have formative

deadlines (see Calendar Overview) to allow me time to read their work and

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provide descriptive feedback. The formative use of the assignments will give me

an idea of mini-lesson topics and activities to inform further writing.

Summative: assessment of learning will be in the form of an “Illuminated Stewards”

Portfolio. The Portfolio will include:

Source Analysis: In conjunction with the research log, students will analyze one

of their sources (not studied in-class) using the elements of reasoning model

(see Appendix). A research reflection component will be included as

Essay: Students will write a 5-paragraph essay according to the PAT standards

to answer the inquiry question “How should Alberta balance its electrical demand

with its stewardship responsibilities?”

Business Letter: Students will write a letter to an MLA (Minister of Energy or

Minister of Environment and Sustainable Resource Development). This letter will

express their informed opinion regarding the inquiry question they explored in

their essay. The letter will summarize their findings and

Social Media Message: Recognizing that social media is a powerful means of

voicing concerns, students will create a message that may be shared on social

media.

Self-Reflection (in-class after the rest is handed-in)

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Calendar Overview 26 daysMonday Tuesday Wednesday Thursday Friday

9Unit Pre-

Assessment and Learner Profiles

10Intro to Critical

Thinking Concepts and

Unit

11Principles of CT

Sailing Trip #1

12Elements of Reasoning –

Practice source analysis

----------------------

13Watch Tipping

Point and Jigsaw Elements of

Reasoning------------------------

16

Research

17

Research

18

Research and essay draft

19Essay Outline due formativeResearch Log

due (formative)

20

NON-Instructional DAY

23 24

SPRING25

BREAK26 27

30Writer’s

Workshop

Sailing Trip #2

31

--------WW-------

-----------------------

April 1Source Analysis

due------------WW--

-----------------------

2Formative

Deadline for Essay

----------------------

3

GOOD FRIDAY

6

EASTER MONDAY

7

WW

8

Begin business letters

Final Essays due

9

WW

10

CHECK-IN DAY

13 14

FORMATIVE DEADLINE

15 16 17

PARENT/TEACHER INTERVIEWS

20 21

MASTERY DEADLINE

22

Share Social Media Messages

23In-class self-

reflections due (Portfolio

24

MAIL BUSINESS LETTERS

20

complete)

Where is the electricity in your voice?Enlightened Stewards, Illuminated Citizens

Student Portfolio and Assignment InstructionsOver the course of this inquiry unit, we will explore different perspectives on energy production

in Alberta and environmental concerns which arise from an increasing demand for non-renewable

energy resources.

This is an inquiry unit. This means that there are no “right” answers to the questions we will explore.

Instead, you will need to think deeply about these issues and present an informed judgement. As

citizens of a democratic society, you will need to learn skills to think critically about current issues and

communicate your thinking effectively to others.

Where is the electricity in your voice? We will revisit this question throughout the unit as you complete

the following 6 tasks:

1. Research Log and ResponsesTo record your research and your own thoughts, there will be a template to summarize

the perspectives and information in a source. You will also record your own thoughts about

each source. This is extremely important when you want to separate your own ideas from the

ideas in your sources. This is an ongoing assignment and will not be for marks. Requirements:

1. Inclusion/Consideration of at least five of the following perspectives: First Nations, AB

government, scientist, energy company, Alberta resident/citizen (blog perhaps),

Alternative energy proponent, and environmental group (NGO).

2. Brief Summary (1 paragraph) of each source with citations.

3. Identify the perspective, purpose, and evidence in each source.

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4. Your own response to the source: Do you agree with the perspective? Why might this

source be important to your argument?

Check-in date: Thursday, March 19.

2. Source AnalysisThis is a mini-assignment to demonstrate how you can evaluate sources and

perspectives critically. You will select one source from your research log and provide a more in-

depth analysis of the source using the ELEMENTS of REASONING template (see attached).

Due date: Wednesday, April 1.

3. EssayTo prepare for the PATs essay writing, you will use your research to write a 5-paragraph

essay on the following question:

How should Alberta balance its demand for energy with its stewardship responsibilities?

You will need to develop a THESIS and use sources from your Research Log to provide

supporting evidence.

Essay Outline due (Not for marks): Thursday, March 19.

1st Draft Check-In Date (Hand-in for feedback): Thursday, April 2.

Final Due Date (Hand in for marks): Wednesday, April 8.

4. Business LetterUsing your conclusions and arguments from your essay, you will write a business letter

to inform your audience of your position on Alberta’s energy and environmental issues. You will

select and address the letter to one of the individuals below:

a) Frank Oberle, Minister of Energy (Alberta)

b) Kyle Fawcett, Minister of Environment and Sustainable Resource

Development (Alberta)

c) An MP, or another individual related to the energy sector (must be approved)

We will mail these letters to your selected audience at the end of the unit (April 24).

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Hand in first draft of letter for feedback: Friday, April 10

Final Due Date for letter: Thursday, April 16

5. Social Media Message

How can we “electrify our voices?” How can we share our informed positions to our

peers and communities effectively?

In pairs, you will create a social media message to appeal to an audience of your peers. There

are three requirements for your message:

1. Your message must incorporate visuals (photographs, drawings, sketches, cartoons, or

video)

2. Your message must have a clear message or slogan related to the question “How should

Alberta balance its energy needs with its stewardship responsibilities?”

3. It should persuade or inspire your audience to take action and share your message to

others.

Form: You may choose to create any of the options below:

A Video, Vine, Advertisement, or PSA

A series of three Instagram or Facebook photos with captions

A cartoon strip, series of memes with appropriate captions

A poem with visuals or a photo blog entry

Another project – must be approved

We will present these messages to the class on April 22.

6. In-class Self-Reflection

At the end of the unit, you will complete a brief self-reflection on what you have learned

throughout the unit. What have you learned about essay-writing, business letter-writing,

research, evaluating sources, environmental stewardship, raising your voice for environmental

issues. Answer the question: “Where is the electricity in my voice?”

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Evaluation Guide (Rubrics)

Source Analysis Rubric

3 = Meeting Expectations

2 = Approaching Expectations

1 = Not meeting expectations

Perspective, Purpose 3 2 1

The perspective and purpose of the source is identified accurately

Context and Issue 3 2 1

The context and issue is carefully described

Bias and Assumptions: 3 2 1

Any bias is carefully identified in the source. Underlying assumptions are questioned.

Information and Concepts: 3 2 1

Identify information, or a potential lack of information. Describe concepts essential to understanding the source.

Conclusions and Implications: 3 2 1 (x2)

Conclusions and implications are accurate and considered.

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Social Media Message Rubric

Meeting Expectations Approaching Expectations

Not meeting Expectations

Inclusion of Relevant Visuals

The message uses one or more compelling visuals

The message includes at least one appropriate

visual

The message does not include any visuals.

Clear and Creative message/slogan

An explicit and provoking message is communicated.

An implied and/or unoriginal message is communicated.

No message is communicated

Persuasive Power and awareness of audience.

The message attempts to persuade a specific audience

The message attempts to persuade a general audience

The message lacks power to persuade an audience

I will use the rubrics from the PATs to grade the business letter and 5 paragraph essay.

Source:

Functional Writing. (2012). Example of Standards for Students’ Writing 2012: English Language Arts

Grade 9. Alberta Education. Retrieved from:

http://education.alberta.ca/media/6989676/05%20ela9%20eosw%20functional%202012.pdf

Narrative/Essay Writing. (2012). Examples of the Standards for Students’ Writing 2012: English Language

Arts Grade 9. Alberta Education.

http://education.alberta.ca/media/6989689/05%20ela9%20eosw%20narrative%202012.pdf

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Extension and EnrichmentDepending on how students grasp the critical thinking concepts, I could add mini-

lessons about the standards of thinking, types of fallacies, and argument mapping

(deductive reasoning, inductive reasoning).

Digital Citizenship: How do we use our voices to advocate for the environment

respectfully and with empathy for fellow humans and the environment? I would ask

students to find an effective example or “viral” social media message (ex. Kony2012).

Students would analyze the techniques of the message and theorize why it became

viral. Students could use their examples to inspire their own messages.

Connections to other areas of curriculumIn addition to the science curriculum objectives identified in the Curriculum

Outcomes, this unit makes a natural link to the Social Studies curriculum as the theme (Where’s the electricity in my voice?) emphasizes citizenship, a central theme in Social Studies K through 12, and active participation in current issues affecting Canada. Specific links to the Social Studies grade 9 includes:

9.2.5: Assess, critically, the relationship between consumerism and quality of life in Canada and the United States

o How does individual consumer behaviour impact quality of life (eg. Environmental issues)?

o How do government decisions on environmental issues impact quality of life? (eg. Preservation, exploitation, and trade of natural resources)

Research for Deliberative Inquiryo 9.S.7: Apply the research process

Especially “develop a position supported by information gathered during research,” and “integrate and synthesize concepts to provide an informed point of view on a research question or an issue”

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An inquiry into the production of an electronic device (such as a cellphone) could incorporate the marketing tactics and how consumerism affects the environment, within the sphere of quality of life.

Plan for bulletin board/displayI plan to create a display with key vocabulary related to the inquiry process and the issues we are exploring:

1. A Word-Wall of critical thinking terms and definitions. Examples include: Inquiry, Reasoned Judgment, Attitudes (Open-Mindedness, Fair-mindedness), Bias, Process of inquiry (Criteria, gathering evidence)

2. Stewardship articles: A collection of meaningful texts related to our role as stewards and a working definition of what it means to be stewards of the earth.

3. Essay-Writing and Business-Writing: tips from a Writers Handbook, samples, and templates for students to access as needed.

4. (Digital Citizenship – towards end of unit: Examples of Tweets, Facebook Posts, etc. which relate to the topic of environmental stewardship)

ReflectionMy unit has developed into cross-curricular/humanities unit with a strong inquiry

focus. This unit convers many outcomes from three different subject areas, although I only selected ELA and Science outcomes to use when developing the assessments.

Some challenges I forsee is that students will not have the experience or independence in the research process. I included the Research Log as a scaffolding tool to support students in summarizing information and separating their own thoughts from the source’s conclusions. I also fear that I may have underestimated the time it will take students to research and write despite my many Writers Workshop periods.

I also do not know the particulars of individuals with learning disabilities or IPPs. At this point, I do not yet know how to differentiate for learner readiness. I will use my Pre-Assessment Questionnaire and collaboration with my TA to meet the needs of individual students. Until I have completed my pre-assessment, I will not know which writing mini-lessons I plan for. This planning will emerge from formative assessments

Another concern is that my inquiry unit is too ambitious and the essay question too sophisticated. I plan to break up the question during research and help students

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structure their essay outlines. As I am unfamiliar with the scientific aspects of energy production, I hope to find additional meaningful texts that summarize research and provide the facts without data that I will not know how to interpret. Fortunately, I am able to work closely with the science teacher as she may teach some of my lessons to keep the classes at a similar pace.

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