StaceyS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Lesson 1: What happened 20 years ago?= Students will write a skit for Radio Disney sharing their take on the Exxon Valdez disaster and what their “role” was in the clean-up efforts. Maine Parameters: ELA- A3- Informational Text: Students read, paraphrase, and summarize informational texts, within grade appropriate span of text complexity, for different purposes. ELA- B1-Writing: Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes. ELA-B2- Writing: Students write narratives that relate events, ideas, observations or recollections. ELA-B3-Writing: Students write to identify and explain a position to an identified audience. ELA-C1-Research- Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings. ELA-D1-Language: Students use parts of speech and vary sentence structure to communicate. ELA-D2-Mechanics: Students apply the rules of capitalization, punctuation, and spelling to communicate. ELA-E2- Speaking: Students use active speaking skills to communicate effectively in a variety of contexts. H.Students will watch a video segment from the following site: http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.exxon/ Students will see what happened on March 24, 1989 in Prince William Sound, Alaska. E.Students will watch the video segment and ponder what they viewed and heard. What happened on that dreadful day? What did they see or hear that worked or didn’t work in the response of the disaster? What were the facts of the event? Pair-share with their neighbor their learnings, then share in a group of four. Take a few minutes as a class to discuss what their thoughts are. Compile the newly learned information with the information learned from your on-going research on a specific job, discuss with other from your “job” about how your role impacted the response and clean-up. R.Students will experience what happened on that tragic day, twenty years ago when the Exxon Valdez dumped oil into the Prince William Sound. Teacher will use the SmartBoard to show the video segment and students will work individually or in pairs to write a documentary skit, which will need to be typed as a final copy. E.Students will work individually or in pairs to write a skit for a radio talk show about their specific role in the Exxon Valdez response and clean-up. Disney Radio will be airing your interview during a special documentary twenty years after the disaster. T.Visual- Video Segment Physical- Students can act out their radio show as they are creating it. Logical- Sequential order of events for interview script. Aural- Record your interview skit and add introduction and ending music. You can add commercial music. Verbal- Written skit Social- Discuss your role in the disaster with your “colleague” and with classmates about the video. Solitary- Students have the option of writing skit with a “colleague” or alone. O.1. Students will view the video segment on the Exxon Valdez disaster. 2. Students will discuss the events of the disaster. 3. Either in pairs (by the role you have been researching) or individually, students will compile findings from the video with the research they have been doing. 4. Write a skit for Radio Disney’s Anniversary Documentary Special. 5. Record interview on enhanced podcast for Radio Disney 6. Add introduction music and ending music. Optional: Students can add commercials and transition music. Technology: SmartBoard Garageband to record skits. Allow time before today to teach how to use Garageband; recording, editing and adding jingles. Model how the podcast should be done by sharing teacher sample of the project. || =Lesson 2: Danger to the Environment=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W.Students will understand what caused the Exxon Valdez oil spill and what how their “job” (which you have been researching previously) has impacted the clean-up. Students will write a skit for their Radio Disney interview.

(Why) Students will read an article about the Exxon Valdez Oil Spill and will complete the anticipation guide to interpret information before and after reading. Maine Parameters: ELA- A1: Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency, Students will read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. ELA- A3: Informational Texts: Students read, paraphrase, and summarize informational texts, within a grade appropriate span of text complexity, for different purposes. Science- A1: Systems: Students explain interactions between parts that make up whole man-made and natural things. H. Introduce to students the article they are about to read about the Exxon Valdez Oil spill. Give a brief synopsis of what this article is going to tell them. Then hand then the anticipation guide that has four statements based from the article. Together examine the anticipation guide and what it is all about. Read the first statement together, then have them take a moment before reading the article to decide if they strongly agree, agree, disagree or strongly disagree with that statement and write a brief explanation why. Continue to have them do this for all four statements before reading the article. E. Students will analyze the four statements before reading the article about the Exxon Valdez disaster and will give an educated explanation to why they feel that way about the statement. Students will then read the article. As they read they will evaluate what they originally thought about each statement. Do they agree or disagree with their first thought? Students will continue to analyze the article and statements an make informed judgements on whether they agree or disagree with the statements after reading the article and why. R. Students will need to reevaluate their original thought about each statement and why they felt that way with how they feel after they have read it. Do they still strongly agree, agree, disagree or strongly disagree? Or do they need to make a new judgement based on what they read? E. Students will complete the anticipation guide based on the article about the Exxon Valdez Oil Spill. T. Visual- Copy of article, reading the text, copy statements on post-its and have columns set up on the floor and have them manipulate the stickies into the strongly agree, agree, disagree, strongly disagree columns. Physical- Students could act out their reactions to the statements, ties in with the manipulating of stickies into agreement columns from visual learners. Logical- Make connections and follow the anticipation guide in a sequential way. Aural- Clap out the correct statements as a class in the end to reinforce the facts. Verbal- Written explanation of each statement with personal judgement, discussion with class why you strongly agree, agree, disagree, strongly disagree. Social- Discussion judgements of each statement before reading the article and then again after everyone read and completed the anticipation guide. Solitary- Students may complete the anticipation guide on their own. O. 1. Students will be given the article about the Exxon Valdez Oil Spill as the teacher gives a brief synopsis. 2. Students will read each statement and determine (before reading the article) if they strongly agree, agree, disagree, or strongly disagree with each statement. Then they must write an explanation statement to support their judgement. 3. After everyone has completed the before piece, have a discussion about each statement and what students feel and why. Can they convince other to think differently? 4. Students will read the article (teacher may help those that struggle with reading). 5. When finished reading the article, students will now make informed judgements on each statement. Do the still strongly agree, agree, disagree, or strongly disagree or do they need to change their original thinking. Students need to write an explanation based on their post judgement. 6. Discuss as a class how our views changed and why. What does this tell us about the many different individuals involved in this disaster? Are they all thinking of the same issues? Technology: Type information on anticipation guide. || =Lesson 3: Animal Clean-up of an Oil Spill=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W (Where) Students will understand that there were many different views and ideas of the happenings of the Exxon Valdez Oil Spill and/or clean-up efforts.

(why) Students will create a simulation of the Exxon Valdez oil disaster. Through the process students will keep an observation log and will take digital photos. Maine: Parameters- Science- A2: Models- Students use models to represent objects, processes, and events from the physical setting, the living environment, and the technological world. Science- B1: Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests. Science- C3: Science, Technology, and Society: Students identify and describe the influences of science and technology on people and the environment. Science- D3: Matter and Energy: Students describe properties of objects and materials before and after they undergo a change or interaction. Science- E2: Ecosystems: Students describe ways organisms depend upon, interact within, and change the living and non-livig environment as well as ways the environment affects organisms. H. Students will view photos around the room of animals that were affected by the Exxon Valdez Oil Spill. They will be asked the question: “How would you suggest cleaning up these animals? You will find the best way to clean up through this simulation.” Next to each photo there will be chart paper to write your thoughts.You are a member of the EPA (Environmental Protection Agency) and you have been asked to help with the clean-up of the animals affected in the disaster. How will you clean them? E. The students will experience the clean-up of the Exxon Valdez Oil Spill through this simulation. Students will need to following items: digital camera, salad oil, stuffed animals or bundles of feathers, dish detergent, carpet cleaner, water, hair towel, other cleaning devices, observation log. R. Students will take digital photos of through the simulation process, while also keeping an observation log of their observations, findings, connections and suggestions for the clean up. After simulation they will use the digital photos to create a photo journal of sequence and findings. E. Students will take digital photos and create a sequence of events and explain what worked in the clean-up and what didn’t. T. Visual- Photos, process in the actual clean-up simulation Physical- Walk around the room making observations, manipulating the cleaning off of the oil, sequencing of the photos. Logical- Sequential process display Aural- Create a song explaining what happened during application instead of sequential photos. Verbal- Written explanation with photos, discuss with group what they observe happening or new discoveries. Social- Discussion during application & product process Solitary- Students have the option of performing the simulation alone. O. 1. There will be photos of the animals affected by the Exxon Valdez oil spill. Students will be asked to talk around and observe the photos. 2 Do a pair-share about what you just observed, Questions you may have, or any concerns. 3. With your partner you are now going to simulate the event by taking a stuffed animal or a bundle of feather and cover them in salad oil. 4. Decide which ingredient you think will work best to clean up your oil covered animal. 5. Together, you and your partner will need to take photos of the animals before, during and after the procedure. 6. Make observations in your observation log about what is happening to the salad oil on the animal? To the animal? Is it cleaning up the oil? 7. With the photos you have taken, and the observations you have made, create a photo journal of your findings and observations. As the professional from EPA, what would you suggest in the best clean-up method for this disaster. Technology: Digital Camera || =Lesson 4: What is Your Job in the Clean-up Efforts?=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W. (where) Students will understand the concerns people and organizations had about the Exxon Valdez Oil Spill through the simulation of an oil spill clean up.

(why) Students will research and write a report on their role during the handling of the Exxon Valdez Oil Spill. Maine Parameters: ELA- A3- Informational Text: Students read, paraphrase, and summarize informational texts, within grade appropriate span of text complexity, for different purposes. ELA- B1-Writing: Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes. ELA-B2- Writing: Students write narratives that relate events, ideas, observations or recollections. ELA-B3-Writing: Students write to identify and explain a position to an identified audience. ELA-C1-Research- Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings. ELA-D1-Language: Students use parts of speech and vary sentence structure to communicate. ELA-D2-Mechanics: Students apply the rules of capitalization, punctuation, and spelling to communicate. ELA-E2- Speaking: Students use active speaking skills to communicate effectively in a variety of contexts. Science-E2: Ecosystems: Students describe ways organisms depend upon, interact within, & change the living & non-living environments as well as ways the environment affects H.Students are specialized researchers who work for Radio Disney. Groups of two will select a concentration for research out of the following choices: Marine Biologists, Botanists, Oceanographers, Environmental Protection specialists. E. Students will work in pairs to research their specialized concentrations. From the research found, they will need to write a written report to teach other specialists in the room. This information will later be used in an interview segment for Radio Disney. R. Students will need to take compiled research and transfer it into language to teach their fellow “researchers” about their specialized concentration and its use in the clean-up of the Exxon Valdez Oil Spill. E.Students will prepare a detailed research paper about their specialized concentration and how it was used in the clean-up of the Exxon Valdez Oil Spill. T. Visual- Videos, photos and research about specialized concentration & the disaster Physical- Write facts on index cards as they find it, then order them for the order of how they would be introduced in the paper Logical- Keep research in a organized fashion and information will need to be sequential in research paper. Aural- Listen to Mrs. Holman's podcast which introduces the final product and explains a specific "job" in the clean-up efforts. Verbal- Written research paper Social- Discussion with team member. Solitary- Students may complete the research and paper on their own O. 1. Students will be introduced to the unit through viewing Mrs. Holman’s enhanced podcast (student sample). 2. Students will choose their role for a specialized researcher. 3. Groups will come together to hear the remainder of lesson and ask any questions that they may still have. 4. Students will begin researching about their specialized concentration and how it helped in the clean-up of the Exxon Valdez Oil Spill. 5. Students will use the remaining two weeks to research, compile information and write a detailed research paper to educate the other “researchers” in the room. Technology: Internet for research Word processing for typing paper SmartBoard or sound system to listen to podcast || =Lesson 5: "Sam the Sea Otter"=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W. (where) Students will analyze what their specific “job” was during the Exxon Valdez Oil Spill.

(why) Students will take on the role of Sam the Sea Otter living in the Prince William Sound to gain an understanding on how the animals were effected by this disaster. Students will write journal entries from March 24, 1989 to March 30, 1989 about what happened to “Sam”, how it has impacted him and his emotions through it all. Maine Parameters: ELA-B2: Narrative: Students write narratives that relate events, ideas, observations, or recollections. ELA- D1: Grammar & Usage: Students use parts of speech and vary sentence structure to communicate. Science- A3: Systems: Students explain interactions between parts that make up whole man-made and natural things. Science- D3: Matter and Energy: Students describe properties of objects and materials before and after they undergo a change or interaction. Science- E1: Biodiversity: Students compare living things based on their behaviors, external features, and environmental needs. Science- E2: Ecosystems: Students describe ways organisms depend upon, interact within, & change the living & non-living environment as well as ways the environment affects organisms. H. Students will view photos of sea otters and picture themselves as being “Sam the Sea Otter” that lived in the Prince William Sound. E. Through photos, videos, and discussions we will learn about the life of a sea otter and see how they were affected by the Exxon Valdez Oil Spill. Students will use this knowledge to write a journal as if they are “Sam the Sea Otter” who lived in the Prince William Sound and experienced the disaster. R. Students will need to think of themselves as “Sam the Sea Otter” to connect people’s emotions to what has happened to them. Students may need to revise how they have previously thought of this disaster to take on this role and to pull on readers heart strings. E. Students will write journal entries from March 24, 1989 to March 30, 1989, as if they are Sam the Sea Otter, on what has happened and how he is affected by the events. T. Visual- Photos and videos of animals affected by disaster. Physical- Can do a “share walk” where students will move around the room to share quick excerpts of their journal entries. Logical- Students can write procedures that occurred in Sam’s life as this disaster happened and relocation. Aural- Students can write a song, as Sam, expressing his emotion about the disaster. Verbal- Journals and sharing during "share walk" Social- Share journal entries to be sure students are reaching their point and emotional attachment. Solitary- Journals will be done alone, personal reflections O. 1. Students will view photos and videos about animals affected by the Exxon Valdez Oil Spill. 2. Students will discuss with pairs, small groups and large groups about animals affected in this disaster and what they have learned through their research (previous lessons) that helps them to gain a better understanding of events and situation as a whole. 3. Discuss empathy. What does that mean? How do we gain empathy for other? Why? How do we express that? etc. 4. Introduce their new role of “Sam the Sea Otter” who they will take on as themselves. Students need to “put themselves in Sam’s shoes” to gain the empathy of what he is going through during this time. 5. Through these realizations and learned knowledge, students will keep a journals and write entries about the events that occurred during and after the Exxon Valdez Oil Spill. Technology: You tube video about animals affected by oil spill disaster || =Lesson 6: What about the People?=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W. (where) Students will understand how the disaster impacted the sea otter by putting themselves in the role of “Sam the Sea Otter.”

(why) Students will write a letter to the producers of Radio Disney reflecting on their personal feelings, worries, and concerns as if they are a resident of Alaska to convince the producers that the people of Alaska need to be interviewed and heard during the documentary as well. Maine Parameters: ELA- B1: Interconnected Elements: Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes. ELA- B2: Narrative: Students write narratives that relate events, ideas, observations, or recollections. ELA-B4: Persuasive: Students write to persuade a targeted audience. Science- A1: Systems: Students explain interactions between parts that make up whole man-made and natural things. H. Students will be asked to put themselves in the role of an Alaskan resident during the Exxon Valdez Oil Spill disaster. They will write a letter to the Radio Disney producers explaining their feelings, worries and concerns for the people of Alaska and to convince them that they should be interviewed during the documentary special. E. Students will need to compile the research they have found and notes they have taken throughout the unit an analyze it. R. Students will reflect on research they have found throughout the unit as well as from other “research” classmates and become aware of how they are feeling about this disaster situation. E. Students will write a letter to the producers of Radio Disney recalling the events and how they have affected the people of Alaska. They are to also convince the producers that they should be interviewed during the documentary special so that the people of Alaska have a voice. T. Visual- Research and notes Physical- act out characters of Alaskan resident to Radio Disney producers (teachers and class) Logical- Make connections of the events and the people of Alaska Aural- Record their "letter" on a podcast to submit to Radio Disney Verbal- Written a letter to producers of Radio Disney Social- Share letters with paris, groups, class Solitary- Reflecting and writing own personal letter. O. 1. Students will compile all of notes and research about the disaster found throughout the unit. 2. Students will analyze the information found. 3. Students will put themselves in the shoes of an Alaskan resident and will reflect on how they feel about this disaster and what it has done to them. 4. Students will write a letter to the producers of Radio Disney recalling the events and how they have affected the people of Alaska. They are to also convince the producers that they should be interviewed during the documentary special so that the people of Alaska have a voice. Technology: Garageband to record podcast ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W. (where) Students will reflect on their person reactions to a disaster like the Exxon Valdez Oil Spill as if they were a resident of Alaska.

2004 ASCD and Grant Wiggins and Jay McTighe