CDunagan

Human Activity Affects You || 5-3.6 Explain how human activity has affected the land and the oceans of Earth. 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts how human activity can pollute the Earth and ocean how humans clean-up an oil spill to preserve our lands and oceans || Check Internet sites to be certain they are not blocked by school filters. Preview book and links so you are familiar with the story and information. If you have a class web page, it would be a good idea to post links and embed codes for videos for the Internet hunt. Gather/purchase needed materials. Put students into groups of four. Set-up a materials table prior to science class.
 * Daily Lesson GAME Plan 1 of 3 ||
 * ** Lesson Title: ** Oil Spill Clean-up || ** Related Lessons: ** Polluted Creeks and Beaches, Oh My!
 * ** Grade Level: Five (5) ** || ** Unit: Landforms and Oceans ** ||
 * ** Description: ** Students use the Internet to find out how an oil spill affects our land and water and investigates ways we might clean-up an oil spill to protect our environment. ||
 * GOALS ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * Instructional Objective(s): ** Students learn:
 * ACTION ||
 * ** Before-Class Preparation: **

For each group you will need 3 tubs or foil pans, 3 plastic cups with 250 ml of vegetable oil and 1 Tbsp of cocoa ½ of the groups will need 3 plastic cups one each containing 250 ml of hay, and 250 ml of wool, and a plastic spoon for each student The remaining groups will need 3 plastic cups one each containing 250 ml of polypropylene strips, 250 ml of pine litter, and a pipette for each student Each group should have a supplies manager, recorder, speaker, and a timer. Their duties are as follows: supplies manager gets materials for the group; the timer keeps track of how much time the group spends on each activity; the recorder takes notes and records group observations; the speaker will present the group’s information to the class. || 15 minutes
 * During Class ||
 * Time |||| Instructional Activities ||

Computer lab: 30 – 45 min

15 minutes

45 - 60 minutes |||| Read the story, __Washing the Willow Tree Loon__, by Jaqueline Briggs. Ask students, “What does this story make you think about?” Answer: The oil spill in the gulf. Ask students to share what they know about the oil spill to access background knowledge.

Pass out Internet hunt to students. Direct students to science class website and click on the link to the online video, //Oil Spill Disaster in the Gulf of Mexico May 2010// []

Next watch Ocean Odyssey - Oil Exploration & Production // [] // Watch: //17 Ways To Clean Up The Spill// []

Finally, students take a Kids’ Poll on their opinion of the gulf oil spill. []

Lead the students in a discussion about how the gulf oil spill has not only affected wildlife but how it is affecting the ocean and the land as well. Refer back to the slide show, //17 Ways To Clean Up The Spill.// List on board or chart paper some of the ways students chose to clean up an oil spill. Explain that today you will investigate some of these methods and determine which method would be most effective in cleaning an oil spill.

Divide students into groups of four and explain they will simulate various methods of cleaning an oil spill. Have half of the groups use plastic spoons, wool, and hay and the other half use pipettes, pine litter, and polypropylene 1.) Fill tub or pan ¾ full with water 2.) Label each graduated cylinder with the removal material using post-its 3.) Create 4 containment booms with bamboo skewers and masking tape 4.) Mix 250 ml of vegetable oil with approximately 1 tablespoon of cocoa for each tub. 5.) Pour oil mixture in the middle of the water in each tub when you are ready to work on it. 6.) Use the containment booms to contain the water in one tub Use either the skimmer (spoon) or vacuum (pipette) to remove as much oil as you can in 10 minutes and place in the graduated cylinders labeled “skimmer” or “vacuum.” 7.) Continue removing oil from each tub using one sorbent material per tub, allowing 10 minutes for each clean-up. Place the removed oil, where possible, into the graduated cylinder labeled with the sorbent material. 8.) Allow groups 10 minutes to discuss and list (best to worst) which material cleaned the oil spill the best. 9.) Have groups share their findings with the rest of the class.

Each group should address the following questions: · What method cleaned-up the oil spill the best? (What is the consensus of the class?) · Which clean-up method do you think would be the most time-consuming? (What is the consensus of the class?) · Which method do you think would work best in the open ocean? (What is the consensus of the class?) · What additional factors would you need to consider in the ocean? (Possible answers: marine life, waves, currents, weather) Did the groups that tested the same materials agree with each other’s findings? Why or why not? || Book: __Washing the Willow Tree Loon__ by Jaqueline Briggs.
 * ** Materials and resources: ** ||

Computers with Internet access 1 per student (pairs may be used)

// Oil Spill Disaster in the Gulf of Mexico May 2010 // video link // Ocean Odyssey - Oil Exploration & Production video // link

// 17 Ways To Clean Up The Spill slide presentation // Kids’ Poll Newspapers to cover desks/work area

3 per group: 10 x 12 plastic tubs or 9x13 foil cake pans 500 ml graduated cylinder 2 pieces – each 35 cm long of nylon stocking legs (used stocking with runs can be used but should be clean)

Use vegetable oil mixed with cocoa to create a safe mixture that will look and behave like oil

Sorbent materials: Polypropylene coveralls cut into 2 ½ cm wide and about 30 cm long strips Feathers pine litter hay wool fabric pieces or wool yarn

booms: (per group) 4 bamboo skewers and masking tape 1 pad mini post-its

Vaccum and skimmers: 1 Pipette per student for half the class 1 Plastic spoon per student for the other half of the class || Oil Spill Internet Hunt, Group investigations Student groups should be monitored to ensure they are focusing on their observations (Cennamo, Ross, & Ertmer, 2009).
 * ** Ongoing Assessment(s): **
 * ** Ongoing Assessment(s): **

Computer access Pairs may be used for Internet hunt Students may use word processing or write answers on paper for Internet hunt Small groups
 * Accommodations and Extensions: **

Extend - this lesson could be extended to focus on the effects of an oil spill as a limiting factor of food, water, space, and shelter for populations within an ecosystem, including foodchains.


 * Back-up Plan: ** Use sand, cotton balls, paper towels, grass, and dryer lint to clean oil spill and this website [] ||
 * EVALUATION ||
 * ** Lesson Reflection and Notes: ** ||

References Cennamo, K., Ross, J. & Ertmer, P. (2009). //Technology Integration for Meaningful Classroom Use: A Standards-Based Approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Martin, Jacqueline Briggs. (1995). //Washing the willow tree loon.// New York, NY: Simon & Schuster.

Oil Spill Clean-up Human Activity Affects You || 5-3.6 Explain how human activity has affected the land and the oceans of Earth. || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts Make arrangements with another classroom teacher to e-collaborate with on this project. E-pals is a good resource for finding cooperating teachers. Make sure students have e-mail accounts. Check URLs and preview websites. Set-up a class account at [|www.storybird.com] and familiarize yourself with creating, saving, and publishing a Storybird. Be sure to review the website’s rules for publishing to the web. ||
 * Daily Lesson GAME Plan 2of 3 ||
 * ** Lesson Title: ** Polluted Creeks and Beaches, Oh My! |||| ** Related Lessons: **
 * ** Grade Level: Five ** |||| ** Unit: Landforms and Oceans ** ||
 * ** Description: ** Students read and explore information on the pollution humans create. Students discuss what they read via e-mail with an e-partner. They then e-collaborate to create a short e-picture book using Storybird.com to tell a story about conservation, pollution, restoration, or recycling. ||
 * GOALS ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * Instructional Objective(s): ** ||
 * ACTION ||
 * ** Before-Class Preparation: **
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

30 minutes

30 minutes

Day 2 repeat on Day 3, and 4.

30 minutes each day

30 minutes each day |||| Day 1: Set the purpose for reading: Students will discuss 3 articles with an e-pal, 1 article per lab session about the following topics: oil spills, storm water pollution, and other pollutants. (Read the article in class – can be printed - and then construct an e-mail.) The e-mail should ask/answer a question and share something new, important, or interesting. Students should also discuss a storyline for their picture book they will create with their e-pal. Together they will write a short e-picture book using Storybird.com to tell a story about conservation, pollution, restoration, or recycling.

The teacher uses computer and projector to show students where they can link to the websites for this project. Provide each student with the name and e-mail address of his/her e-pal. Next, demonstrate how to use [|www.storybird.com] to create a storybird with their e-pal, taking turns to add pages and lyrics and editing as needed. Be sure to review Storybird’s rules as well as your own publishing rules with students – especially no full names!

Have students compose a basic e-mail introducing themselves to their e-pal. Allow students to explore Storybird.com. and other project web sites if desired. Have them play a game to test what they already know about storm water and urban runoff pollutants. []

Have students use the following web sites (1 topic per lab session) to gather information about storm water runoff pollution, pollutants, and oils spills. Tell students to find one article that interests them to read under each topic to prevent them from being overwhelmed with too much information. (Everyone reads the same information on Storm water pollutants).

Oil spills: Day 2 [] []

Storm water pollutants: Day 3 []

Pollutants: Day 4 []

Construct and answer email. The e-mail should ask/answer a question and share something new, important, or interesting. Work on Storybird – this can also be worked on at home. Teacher should have students print e-mail conversations at the end of each period daily. ||

Computer w/projector or interactive whiteboard

Computers w/Internet access 1 per student ||
 * ** Notes: ** Additional day/time may possibly be needed for Storybirds especially for students without home Internet access.

I usually use rubrics to assess student projects. I always create the rubrics with my students. I may guide their thinking but they quickly become experts at creating rubrics and having high standards. In this cas you may want to collaborate with your e-partner teacher as well. || Teacher should informally monitor students as they work in computer lab to make sure they understand objectives and stay on task. e-mails Storybirds – I suggest students have teacher approval prior to publishing Storybirds (or the teacher could publish them). Scholastic word wizard assistance with vocabulary available Students who need extra time creating their e-mail could finish constructing it as homework and then start the next lab session e-mailing their e-pal. E-collaborate with another class within the district or school. ||
 * MONITOR ||
 * ** Ongoing Assessment(s): **
 * Accommodations and Extensions: **
 * Back-up Plan: **
 * EVALUATION ||
 * ** Lesson Reflection and Notes: ** ||

Polluted Creeks and Beaches, Oh My! || 5-3.6 Explain how human activity has affected the land and the oceans of Earth. || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts Students recognize that human activity pollute the Earth in various ways and that humans must also take precautions in their actions and do what they can to protect our Earth through restoration, conservation, and even recycling. ||
 * Daily Lesson GAME Plan 3 of 3 ||
 * ** Lesson Title: ** Human Activity Affects You |||| ** Related Lessons: ** Oil Spill Clean-up
 * ** Grade Level: ** Five |||| ** Unit: ** Landforms and Oceans ||
 * ** Description: ** Students make public service announcements on how human activities have affected Earth’s lands and oceans both negatively by pollution and positively through restoration and conservation efforts using [|www.Voicethread.com]. This lesson assumes students have prior knowledge/experience of VoiceThread, scanners, digital cameras and video. ||
 * GOALS ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * Instructional Objective(s): **
 * ACTION ||
 * ** Before-Class Preparation: ** Sign-up for VoiceThread account. If students have an e-mail address, you could have them sign up and get the free account where they can create 3 free VoiceThreads and they can comment on any of the ones that you or someone else create. If students don't have e-mail accounts, you can use your Gmail account to set them up with the trick, of using the '+' sign to add accounts under your main Gmail account. See: http://www.digitalalchemy.tv/2006/09/use-gmail-generate-unlimited-e... for information on how to do this. Of course you can always sign-up for Ed.VoiceThread for about $10 a month or $60 a year for a class of 30 students. VoiceThread is very simple to use and prior to this lesson, I suggest a mini lesson on how VoiceThread works. Be sure to review your publishing to the Internet rules. Full names should never be used. Be certain the following URLs are unblocked by school and district filters:
 * ed.voicethread.com ** (for the main Ed.VoiceThread site)
 * ed.voicethread.com ** (for your school or classroom sites)
 * cdn.voicethread.com ** (for browsing content)
 * media.voicethread.com ** (for recording audio and video)

You may also want to locate some copy free photos, clip art of oil spills, dumps and other pollutants. Teach students to always give credit to their source(s). Gather “clean” empty containers of pollutants such as aerosol cans, batteries, oil cans, pesticides, paint cans, etc. to use as props in photos or video. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 minutes

20 - 30 minutes

60 minutes |||| Explain to the class that they will be taking what they have learned in this unit and making a product, a short video or photo story on VoiceThread to inform the public of ways they can stop pollution and or conserve our lands and water. Brainstorm a list of possible ideas with students.

Place students in groups of four. Allow groups to brainstorm ideas for their public service announcement and create a storyboard of their project idea.

Allow students to practice and record their video or to find, take, draw, or scan photos as needed. Students edit videos as needed using MovieMaker. Finally, students can upload their photos or video to VoiceThread adding dialogue if needed. || Oil spill photos Digital cameras and video recorders Computers with Internet access

MovieMaker or video editing software empty containers of pollutants such as aerosol cans, batteries, oil cans, pesticides, paint cans, etc. ||
 * ** Notes: ** I usually use rubrics to assess student projects. I always create the rubrics with my students. I may guide their thinking but they quickly become experts at creating rubrics and having high standards.

You may want students to make comments to a minimum number of their peers’ VoiceThreads using both text and voice. || During the lesson, the teacher should informally assess students’ understanding of the objectives. Students could express their ideas artistically by making posters using [|www.glogster.com] or express their thoughts via words using [|www.wordle.com] to make word clouds. Drawing software could be used or hand drawn pictures could be scanned or photographed. Students use pictures (digital or drawn) to make posters on poster board. ||
 * MONITOR ||
 * ** Ongoing Assessment(s): **
 * Accommodations and Extensions: **
 * Back-up Plan: **
 * EVALUATION ||
 * ** Lesson Reflection and Notes: ** ||