Green School Lesson Plan
8th-Grade Science/Ecology
(Spring—a problem-solving activity covering 2 to 3 weeks)
Objective: For students to apply knowledge gained in their study of ecology to a real-world problem. It is my hope that in doing so their new-found knowledge gels into real concern about the environment and the desire to be responsible stewards. Essential Questions: How does the interconnectedness of the parts of an ecosystem result in interdependence between those parts? What kinds of human activities are most likely to have far-reaching impacts on ecosystems, and what helpful or ameliorative alternatives could be substituted for harmful actions? What questions do you ask about the problem?
Material: Students are presented with a scenario about a fictional town that has discovered a precipitous decline in the local freshwater mussel population. They are provided with additional information about the town and environs along the waterway (which may or may not be contributing factors to the species decline). Students use the Internet for research as well as other sources of information about freshwater mussels, habitat destruction, pollution, predation, wastewater and any other factors that may contribute to an improvement. Student-created Powerpoints, trifolds, brochures, reports, and other collateral.
Subjects Covered/Skills: Science. Ecology/Students develop their skills in research, critical and evaluative thinking, hypothesizing, collaboration, communication, and public presentation.
Activity: Students are presented with a realistic problem and many possible causes or contributors to that problem. They must assess the problem and decide which cause(s) of population decline is most likely. They must develop a realistic solution to the problem. They must take into consideration various constituencies that play a part in an environmental problem and solution.
Assessment/Celebration: Student groups present their decision about the cause of the problem (based on evidence they must include) and their proposed solution to a group of adult judges. They dress as for a formal presentation to a “board of town decision-makers.” They present evidence for their interpretation of the problem and proposed solutions, including charts, diagrams, photographs, and maps.
Resources/Partnerships: Environmental scientists from the local community and faculty members representing various academic disciplines serve as the panel of judges.
8th-Grade Science/Ecology
(Spring—a problem-solving activity covering 2 to 3 weeks)
Objective: For students to apply knowledge gained in their study of ecology to a real-world problem. It is my hope that in doing so their new-found knowledge gels into real concern about the environment and the desire to be responsible stewards. Essential Questions: How does the interconnectedness of the parts of an ecosystem result in interdependence between those parts? What kinds of human activities are most likely to have far-reaching impacts on ecosystems, and what helpful or ameliorative alternatives could be substituted for harmful actions? What questions do you ask about the problem?
Material: Students are presented with a scenario about a fictional town that has discovered a precipitous decline in the local freshwater mussel population. They are provided with additional information about the town and environs along the waterway (which may or may not be contributing factors to the species decline). Students use the Internet for research as well as other sources of information about freshwater mussels, habitat destruction, pollution, predation, wastewater and any other factors that may contribute to an improvement. Student-created Powerpoints, trifolds, brochures, reports, and other collateral.
Subjects Covered/Skills: Science. Ecology/Students develop their skills in research, critical and evaluative thinking, hypothesizing, collaboration, communication, and public presentation.
Activity: Students are presented with a realistic problem and many possible causes or contributors to that problem. They must assess the problem and decide which cause(s) of population decline is most likely. They must develop a realistic solution to the problem. They must take into consideration various constituencies that play a part in an environmental problem and solution.
Assessment/Celebration: Student groups present their decision about the cause of the problem (based on evidence they must include) and their proposed solution to a group of adult judges. They dress as for a formal presentation to a “board of town decision-makers.” They present evidence for their interpretation of the problem and proposed solutions, including charts, diagrams, photographs, and maps.
Resources/Partnerships: Environmental scientists from the local community and faculty members representing various academic disciplines serve as the panel of judges.