Carman+Daddario

1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Technology operations and concepts 3. Research and information fluency
 * Daily Lesson GAME Plan ||
 * **Lesson Title:** Saving Salila’s Turtle: Environmental Engineering |||| **Related Lessons:** 1 of 3 Engineering Lessons ||
 * **Grade Level:** 5 |||| **Unit:** Water, Water Everywhere: Designing Water Filters ||
 * GOALS ||
 * **Content Standards: Maryland Standard 6.B.2.b:** Explain how human activities have a negative impact on the environment. ||
 * **ISTE NETS-S**
 * Instructional Objective(s):** Students will determine the causes of pollution in the Ganges River. Students will develop engineering solutions to the Ganges pollution problems. ||
 * ACTION ||
 * **Before-Class Preparation:**
 * Obtain a copy of “Saving Salila’s Turtle” by the Engineering is Elementary Team.
 * Generate a list of on, above, and below grade level websites on the pollution of the Ganges River. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Total: 60 Min |||| * Discuss term “engineer” with the students.
 * Read chapter 1 of “Saving Salila’s Turtle” to the class
 * Pose the problem, “Why is the Ganges River so polluted?”
 * Hand out “Pollutions and Solutions” Worksheet
 * Allow students to get laptops or use computers in computer lab to do research.
 * As students complete research, the will complete the first column of “Pollutions and Solutions”
 * Allow students to share their sources of pollution.
 * Students get into groups of four to design ideas for the second column “Pollution Solution”.
 * Students share their ideas and how they would work. || * Chalkboard
 * “Saving Salila’s Turtle by The Engineering is Elementary Team.
 * Pollutions and Solutions Worksheet
 * Computer lab or Laptop ||
 * **Notes:**
 * Depending on reading level and technological background, students may choose to use Google, Yahoo, Ask, or Askforkids.com
 * Above grade level websites: [], []
 * On grade level websites: [], []
 * Below grade level websites: [], [] ||
 * MONITOR ||
 * **Ongoing Assessment(s):**
 * Students will be assessed for searching, evaluating, and synthesizing information on the “Pollution and Solutions” worksheet.
 * Students will be assessed for their group work ability while working on the “Pollution Solution” column


 * Accommodations and Extensions:**
 * Students with limited technological experience will use Askforkids.com and below-grade level websites


 * Back-up Plan:**
 * If computers aren’t available, allow students to look through chapters 2 and 3 of “Saving Salila’s Turtle” to identify causes of pollution. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Name: __Date:__ __

**Pollution and Solutions ** Directions: Search the web to find the sources of pollution for each main type of pollutant found in the Ganges River. Then meet with your engineering group to come up with “pollution solutions” for each source of pollution.


 * **Type of Pollution ** || **Source of Pollution ** || **Pollution Solution! ** ||
 * **Oil ** ||  ||   ||
 * **Smoke ** ||  ||   ||
 * **Soap ** ||  ||   ||
 * **Dirt and Twigs ** ||  ||   ||
 * **Bacteria ** ||  ||   ||

1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Technology operations and concepts 3. Research and information fluency Day 2
 * Daily Lesson GAME Plan ||
 * **Lesson Title:** Sharing Your Environmental Engineering |||| **Related Lessons:** 2 of 3 Engineering Lessons ||
 * **Grade Level:** 5 |||| **Unit:** Water, Water Everywhere: Designing Water Filters ||
 * GOALS ||
 * **Content Standards: Maryland Standard 6.B.2.b:** Explain how human activities have a negative impact on the environment. ||
 * **ISTE NETS-S**
 * Instructional Objective(s):** Students will share their pollution solutions and comment on other students’ solutions by means of a wiki. ||
 * ACTION ||
 * **Before-Class Preparation:**
 * Create a class Wikispaces.com account.
 * Create a username and password for each student
 * Create a page for each student on the classroom page for each student.
 * Make sure another class in your grade level is doing the same lesson. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Total: 2 - 30 Min Classes |||| Day 2
 * Review Salila’s problem from previous lesson
 * Share some student “Pollution Solutions” from “Pollutions and Solutions” worksheet.
 * Have students load up and electronic copy of “Pollutions and Solutions” worksheet to transfer their answers
 * Have students log into their school email account to receive student usernames and passwords for Wikispaces.com and have them log in
 * Show students how to navigate and find their page on Wikispaces.com
 * Show students how to copy “Pollutions and Solutions” worksheet and paste to their Wikispace page.
 * Students may add additional solutions they think of during this process.
 * Have students log onto Wikispaces.com and give them the URL address of another class’s wiki page.
 * Show students how to use the discussion tab to comment on other student solutions.
 * Students will navigate through the other class’s wiki pages to leave at least two comments/suggestions on student generated solutions.
 * Students will add on to previous ideas or create new solutions and add that to their wiki page. || * Chalkboard
 * Wikispaces account.
 * Pollutions and Solutions Worksheet (Electronic Copy)
 * Computer lab or Laptop ||
 * **Notes:**
 * Make sure the other class involved has completed their wiki pages prior to engaging in Day 2.
 * Keep master account open during this lesson to correct any errors or accidental deletions of pages. ||
 * MONITOR ||
 * **Ongoing Assessment(s):**
 * Students will be evaluated on the critical thinking involved in their comments, depending on their reading and writing levels.

Students with limited technological background will be sat next to stronger students for aid if teacher is not available.
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * If computers aren’t available, students will share their solutions via a gallery walk and will post comments using Post-It notes. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Daily Lesson GAME Plan || GOALS || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Technology operations and concepts 3. Research and information fluency ACTION || During Class || Time |||| Instructional Activities || Materials and Resources || Total: 3 - 45 Min Classes |||| Day 1 Day 2 Day 3 · Review the basics of Windows Movie Maker. · Show students how to save Windows Movie Maker presentation as a video file. · Allow students time to work on “Pollution Solution Presentation”. · Students will share their movies at the end of class. || * Chalkboard MONITOR ||
 * Lesson Title:** Pollution Solutions Presentations ||||
 * Related Lessons:** 3 of 3 Engineering Lessons ||
 * Grade Level:** 5 ||||
 * Unit:** Water, Water Everywhere: Designing Water Filters ||
 * Grade Level:** 5 ||||
 * Unit:** Water, Water Everywhere: Designing Water Filters ||
 * Content Standards: Maryland Standard 6.B.2.b:** Explain how human activities have a negative impact on the environment. ||
 * ISTE NETS-S**
 * ISTE NETS-S**
 * ISTE NETS-S**
 * Instructional Objective(s):** Students will choose one pollution solution and create a digital story about it using Windows Movie Maker. ||
 * Before-Class Preparation:**
 * Be familiar with Window Movie Maker
 * Make sure each computer has voice recording software and hardware
 * Sign out computer lab ||
 * Sign out computer lab ||
 * Have students log onto their wikispace account to view any comments posted to their wikispace and to review their “Pollutions and Solutions” worksheet.
 * Have students choose one “Pollutions Solution” and write it down “Pollution Solution Presentation Storyboard” sheet.
 * Students will have the rest of the period to think like an environmental engineer and complete that sheet.
 * Students will be asked to present the pollution problem, their solution, the materials needed or steps needed, and how the area will look after their solution. (1 storyboard space for each requirement).
 * Have students open up Windows Movie Maker and Microsoft Power Point.
 * Show students the basics of Windows Movie Maker.
 * Show how to load images and insert them.
 * Show how to load audio file and insert them.
 * Show how to change the length of image to fit audio.
 * Show students how to save Power Point slides as a PDF file so students can place multiple images on one slide and then insert into Windows Movie Maker.
 * Show students how to record audio using Windows Sound Recorder and microphones.
 * Students will begin creating their “Pollution Solutions Presentation” by digitizing their “Pollution Solution Presentation Storyboard”.
 * Wikispaces account.
 * Pollutions and Solutions Worksheet (Electronic Copy)
 * Computer lab or Laptop ||
 * Notes:**
 * May want to make an anchor chart of each discussed step in the movie making process or create a handout with frequently asked questions. ||
 * May want to make an anchor chart of each discussed step in the movie making process or create a handout with frequently asked questions. ||
 * Ongoing Assessment(s):**
 * Students will be evaluated on the critical thinking involved in their solution and their writing skills, depending on their reading and writing levels.
 * Students will be evaluated on the critical thinking involved in their solution and their writing skills, depending on their reading and writing levels.

Students with limited technological background will be sat next to stronger students for aid if teacher is not available. Students who struggle with Movie Maker may make this presentation totally in PowerPoint, a more familiar medium. EVALUATION ||
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * If computers aren’t available, students will create a four page storybook instead of a digital storybook. ||
 * Lesson Reflection and Notes:** ||
 * Lesson Reflection and Notes:** ||

**Pollution Solution Presentation Storyboard ** Draft of Image ||  ||  ||  || <span style="font-family: 'Agency FB','sans-serif';"> || <span style="font-family: 'Agency FB','sans-serif';">Script ||
 * <span style="font-family: 'Agency FB','sans-serif'; font-size: 14pt; line-height: 115%;">Environmental Engineer Name: ________________________________ **
 * <span style="font-family: 'Agency FB','sans-serif';">Directions: **<span style="font-family: 'Agency FB','sans-serif';"> You will be making a Pollution Solution Presentation Movie using Windows Movie Maker. Choose one Pollution Solution from your wikispace to complete this chart. Use the chart to draft your Pollution Solution Presentation. You must create four scenes: A Pollution Problem scene, a Pollution Solution scene, a Materials Needed or Steps Needed scene, and an After Solution scene. Each scene must contain an image and a script describing the scene.
 * <span style="font-family: 'Agency FB','sans-serif';">Scene Name ** ||
 * <span style="font-family: 'Agency FB','sans-serif';">Pollution Problem ** ||
 * <span style="font-family: 'Agency FB','sans-serif';">Pollution Solution ** ||
 * <span style="font-family: 'Agency FB','sans-serif';">Material/Steps Needed ** ||
 * <span style="font-family: 'Agency FB','sans-serif';">After Solution ** ||
 * <span style="font-family: 'Agency FB','sans-serif';">After Solution ** ||

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