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#4387. Environmental Injustice Unit

Reading/Writing, level: Middle
Posted Wed Apr 29 17:02:48 PDT 2009 by Lisa Bachman (Lisa Bachman).
Port Huron, United States
Materials Required: Computer Access
Activity Time: Unit with five lessons

LESSON UNIT
1-5
Environmental Injustice
Reporting the Facts

Student Teacher's Name: Lisa Bachman Date: 04/27/2009

Grade Level 6-8 Topic/Unit: Environmental Injustice School: Port Huron Middle School District: Port Huron Area School District

Content
Utilizing computers and within their groups, students will research the topic, "Environmental Injustice," make notes, and develop an outline that will be used for their final project.


Benchmarks
W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).

Technology Benchmark: Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.


Learning Resources and Materials
Time in the computer lab/Internet Access
Paper and pencils
Group with no more than four students

Development of Lesson
Introduction
The teacher will introduce will open this lesson by asking students the following questions:
- How would you feel if someone from your city came to your home and told you that they were going to build a nuclear power plant right next to your home?
- How would you feel if you had to live right next to a landfill where they dump garbage (amongst other things)?
-In your opinion, who do you think makes these decisions in where plants and landfills are placed within a community?
- Do you think that these plants and landfills can be dangerous to people? In what ways?
Introduce the students to the concept, Environmental Injustice. Inform the students that they will be divided into groups of four. They will then have to gather factual information on environmental injustice and develop an outline that will later be used for their final project. Students will be given ample time to work in the computer lab and can also utilize their home computers if necessary.

Methods/Procedures
Students need to be given time to work in the computer lab to gather their information on environmental injustice. Allow time within the classroom so that students can talk over the information they collected and decide what information they will use and what information they will get discard.

Accommodations/Adaptations
Students with special needs will be placed into groups that will already have four students. In this way, special needs students will not have to take on a role all on their own but can be actively involved in each role in order to remain a part of the overall project.

Assessment/Evaluation
Teachers should create a form (excel, etc.) that has a list of student names where he/she can keep a record of the steps that students are responsible for through this unit. Instead of giving a letter grade, teachers can make a check after each group of students shows their research that they collected as well as their outline.

Closure
Discuss with the students that collecting this information and creating an outline is the first step of a unit titled Environmental Injustice. You can also include that this unit will allow them the opportunity to use many forms of technology.

Teacher Reflection
None at this time.


LESSON PLAN TWO
Environmental Injustice
Reporting the Facts

Student Teacher's Name: Lisa Bachman Date: 04/27/2009

Grade Level 6-8 Topic/Unit: Environmental Injustice School: Port Huron Middle School District: Port Huron Area School District

Content
Utilizing an interactive power point, the teacher will first divide the students up into groups and then work through the power point with the students.

Benchmarks
W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).

Technology Benchmark: Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.

Learning Resources and Materials
Computer with power point capabilities
Screen
Paper and pencils for students to answer the questions that will be asked throughout the power point.

Development of Lesson
Introduction
The teacher will begin the lesson by informing the students that the class will continue learning about Environmental Injustice. Students will be divided into groups in order to work together to answer some of the questions that will be found within the power point. The teacher will act as the facilitator of the power point and encourage discussion throughout the presentation.

Methods/Procedures
The teacher as well as the students will work together with the teacher encouraging discussion as they view the power point.

Accommodations/Adaptations
No accommodations will need to be made regarding the special needs students due to the fact that this is an interactive power point.

Assessment/Evaluation
The teacher can gather the answers that were completed by each group and either provide a letter grade or just a check for completion.
Closure
Ask the students what they learned from viewing the power point.
How did they feel about the photos that they viewed in the power point?
Any additional comments or questions can be taken at this time.

Teacher Reflection
None at this time.

LESSON PLAN THREE
Environmental Injustice
Reporting the Facts

Student Teacher's Name: Lisa Bachman Date: 04/27/2009

Grade Level 6-8 Topic/Unit: Environmental Injustice School: Port Huron Middle School District: Port Huron Area School District

Content
Each group of students will walk through the Environmental Injustice Web Quest that will provide the directions needed to complete their unit project. The Web Quest can be found at http://zunal.com/webquest.php?user=28776.

Benchmarks
W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).

Technology Benchmark: Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.

Learning Resources and Materials
Computer accessibility for the groups of students.
Pencil and paper to take notes
Printers can be used in order to provide hard copies to the special needs students as well as any other students who feel they need to have a hard copy.

Development of Lesson
Introduction
The teacher will begin the lesson by informing the students that the class will continue learning about Environmental Injustice. Students will be taken to the computer lab where they will be able to view the above link to view the Web Quest lesson. Make sure to tell students to take good notes because the Web Quest lesson provides the details they will need to complete their final project.

Methods/Procedures
Students will view the Web Quest and take notes in order to be able to complete their final project.

Accommodations/Adaptations
Provide hard copies of instructions for any student that struggles with taking notes or following directions.

Assessment/Evaluation


LESSON PLAN FOUR
Environmental Injustice
Reporting the Facts

Student Teacher's Name: Lisa Bachman Date: 04/27/2009

Grade Level 6-8 Topic/Unit: Environmental Injustice School: Port Huron Middle School District: Port Huron Area School District

Content
Students will utilize the class period to complete the following tasks:
Decide what role they will play: reporter, broadcaster, behind the scenes, cameraperson
Using their outline that they developed in the first lesson, decide what they will include in their television news broadcast.
Decide when they will create their video or power point.
Create a timeline in order for everyone to remain on task
Provide markers and construction paper to make cue cards
Allow students to use the computer lab if they need to research more on environmental injustice.

Benchmarks
W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).

Technology Benchmark: Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.


Learning Resources and Materials
Computer accessibility
Pencil and paper to take notes
Markers
Construction Paper
Students will have to locate either a video recorder or a digital camera to complete their project. Make sure that each group will have access to this equipment.

Development of Lesson
Introduction
Inform the students that they will have the entire class period to work on their TV broadcast project. Write the objectives on the board that they need to complete in order to get credit for the class period. Do not allow students to waste time during the class period because this will be the only time they will have in class to work together. Otherwise, they will have to meet outside of class to complete the project.

Methods/Procedures
Students will work in their groups for the entire class period.

Accommodations/Adaptations
No accommodations need to be made for this lesson.

Assessment/Evaluation
The teacher can ask each group to show what they were able to get accomplished during the class period. A check can be given to each student who followed directions.

Closure
Discuss in detail the steps that each group needs to follow in order to complete their project and get a good grade. Take questions and clarify the assignment if needed.

Teacher Reflection
None at this time.

LESSON PLAN FIVE
Environmental Injustice
Reporting the Facts

Student Teacher's Name: Lisa Bachman Date: 04/27/2009

Grade Level 6-8 Topic/Unit: Environmental Injustice School: Port Huron Middle School District: Port Huron Area School District

Content
Each group will present their either their video or their power point presentation to their peers in class.

Benchmarks
W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).

Technology Benchmark: Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.


Learning Resources and Materials
Video and/or DVD Player
Computer with power point capabilities
Development of Lesson
Introduction
Students will be given a total of 15 minutes to present their project on Environmental Injustice. Power point presentations may take a bit longer so flexibility of time limits should be considered. The teacher should also allow a question and answer period so that their peers can ask questions of each group.

Methods/Procedures
Students will present their projects in class.

Accommodations/Adaptations
No accommodations need to be made for this lesson.

Assessment/Evaluation
The rubric that was created on the Web Quest will be utilized to evaluate each project presented, http://zunal.com/evaluation.php?user=28776.

Closure
Provide positive feedback regarding the projects that were presented in class. Allow students to reflect on the assignment and offer praise to their peers for their projects. Explain the importance of speaking up and speaking out when faced with community concerns that can hurt others in the community.