Deforestation in Africa: "Unless someone like you cares..."

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    Overview

    Overview Deforestation in Africa: "Unless someone like you cares..."

    Deforestation in Africa: "Unless someone like you cares..."

    by Audrey Mazzotta, David Abbott, and Jan Powell

    "Unless someone like you cares a whole awful lot, Nothing is going to get better.

    It's not" (Dr. Seuss, The Lorax). This module incorporates the themes of The

    Lorax into the Science and Social Studies Curriculum by having students

    investigate the deforestation of Africa in both classes. The module is designed for

    a science and social studies teacher to divide the reading materials and mini-tasks

    so that students are working on some tasks in science class and some in social

    studies. Each teacher can then have students discuss the content from each

    disciplinary perspective, enriching the content learning.

    Grades: 6 7 8

    Discipline: Interdisciplinary

    Teaching Task: Task Template 25 (Informational or Explanatory and

    Cause/Effect)

    Course: Science and Social Studies

    Author Information:

    Audrey Mazzotta (Lanier County)

    David Abbott (Lanier County)

    Jan Powell (Coastal Plains RESA)

  • Informational & Cause/EffectTask Template 25 [1 Level]

    Section 1: What Task?

    TEACHING TASK

    L1: After"Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not."

    reading on selected articles and viewing The Lorax by Dr. Seuss the causes and effects of

    , write deforestation a letter to the African Environmental Research and Consulting Group (AERCG)

    that examines the causes of and explains the effect(s) deforestation on the African environment as

    . What conclusions or implications can you draw?well as possible solutions for limiting its impact

    Support your discussion with evidence from the text(s).

    STUDENT BACKGROUND

    No Student Background for this Module

    EXTENSION

    No Extension for this Module

  • Rubric

    Scoring ElementsNot Yet ApproachesExpectations Meets Expectations Advanced

    1 1.5 2 2.5 3 3.5 4

    FocusAttempts to address

    prompt, but lacksfocus or is off-task.

    Addresses promptappropriately, but

    with a weak oruneven focus.

    Addresses promptappropriately andmaintains a clear,

    steady focus.

    Addresses allaspects of promptappropriately and

    maintains astrongly developed

    focus.

    Controlling Idea

    Attempts to establisha controlling idea,but lacks a clear

    purpose.

    Establishes acontrolling idea witha general purpose.

    Establishes acontrolling idea with

    a clear purposemaintained

    throughout theresponse.

    Establishes astrong controllingidea with a clear

    purpose maintainedthroughout the

    response.

    Reading/Research

    Attempts to presentinformation in

    response to theprompt, but lacksconnections or

    relevance to thepurpose of the

    prompt. (L2) Doesnot address the

    credibility of sourcesas prompted.

    Presents informationfrom reading

    materials relevant tothe purpose of theprompt with minorlapses in accuracyor completeness.

    (L2) Begins toaddress the

    credibility of sourceswhen prompted.

    Presents informationfrom reading

    materials relevant tothe prompt withaccuracy and

    sufficient detail. (L2)Addresses the

    credibility of sourceswhen prompted.

    Accurately presentsinformation relevant

    to all parts of theprompt with

    effective selectionof sources and

    details from readingmaterials. (L2)Addresses thecredibility ofsources and

    identifies salientsources when

    prompted.

    Development

    Attempts to providedetails in response

    to the prompt,including retelling,but lacks sufficient

    development orrelevancy. (L2)Implication is

    missing, irrelevant,or illogical. (L3)

    Gap/unansweredquestion is missing

    or irrelevant.

    Presents appropriatedetails to support thefocus and controlling

    idea. (L2) Brieflynotes a relevant

    implication or (L3) arelevant

    gap/unansweredquestion.

    Presents appropriateand sufficient detailsto support the focusand controlling idea.

    (L2) Explainsrelevant and

    plausibleimplications, and(L3) a relevant

    gap/unansweredquestion.

    Presents thoroughand detailed

    information tostrongly support the

    focus andcontrolling idea.(L2) Thoroughly

    discusses relevantand salient

    implications orconsequences, and

    (L3) one or moresignificant

    gaps/unansweredquestions.

    OrganizationAttempts to organize

    ideas, but lackscontrol of structure.

    Uses an appropriateorganizational

    structure to addressthe specific

    requirements of theprompt, with some

    lapses in coherenceor awkward use ofthe organizational

    structure.

    Maintains anappropriate

    organizationalstructure to address

    the specificrequirements of the

    prompt.

    Maintains anorganizationalstructure that

    intentionally andeffectively

    enhances thepresentation ofinformation asrequired by thespecific prompt.

    Attempts todemonstrate

    standard English

    Demonstrates anuneven command of

    standard Englishconventions and

    Demonstrates acommand of

    standard Englishconventions and

    cohesion, with fewerrors. Responseincludes language

    Demonstrates andmaintains a

    well-developedcommand of

    standard Englishconventions and

    cohesion, with fewerrors. Response

  • Conventionsconventions, but

    lacks cohesion andcontrol of grammar,

    usage, andmechanics. Sources

    are used withoutcitation.

    cohesion. Useslanguage and tone

    with someinaccurate,

    inappropriate, oruneven features.

    Inconsistently citessources.

    and tone appropriateto the audience,

    purpose, andspecific

    requirements of theprompt. Cites

    sources using anappropriate format

    with only minorerrors.

    includes languageand tone

    consistentlyappropriate to the

    audience, purpose,and specific

    requirements of theprompt.

    Consistently citessources using

    appropriate format.

    ContentUnderstanding

    Attempts to includedisciplinary contentin explanations, but

    understanding ofcontent is weak;

    content is irrelevant,inappropriate, or

    inaccurate.

    Briefly notesdisciplinary content

    relevant to theprompt; shows basic

    or unevenunderstanding of

    content; minor errorsin explanation.

    Accurately presentsdisciplinary content

    relevant to theprompt with

    sufficientexplanations that

    demonstrateunderstanding.

    Integrates relevantand accurate

    disciplinary contentwith thorough

    explanations thatdemonstrate

    in-depthunderstanding.

  • STANDARDS

    Georgia Characteristics of Science

    S7CS1: Students will explore the importance of curiosity, honesty, openness, and skepticism in

    science and will exhibit these traits in their own efforts to understand how the world works.

    S7CS6: Students will communicate scientific ideas and activities clearly.

    S7CS10: Students will enhance reading in all curriculum areas.

    Georgia Life Science

    S7L4: Students will examine the dependence of organisms on one another and their

    environments.

    Georgia Geographic Understandings

    A.SS7G2: The student will discuss environmental issues across the continent of Africa.

    A.SS7G2.B: Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.

    A.SS7G2.C: Explain the impact of desertification on the environment of Africa from the Sahel to

    the rainforest.

    A.SS7G3: The student will explain the impact of location, climate, and physical characteristics on

    population distribution in Africa.

    A.SS7G3.A: Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain

    forest affect where people live, the type of work they do, and how they travel.

    Anchor Standards Reading

    R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences

    from it; cite specific textual evidence when writing or speaking to support conclusions drawn from

    the text.

    R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize

    the key supporting details and ideas.

    R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical,

    connotative, and figurative meanings, and analyze how specific word choices shape meaning or

    tone.

  • R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

    R.CCR.10: Read and comprehend complex literary and informational texts independently and

    proficiently.

    Anchor Standards Writing

    W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and

    information clearly and accurately through the effective selection, organization, and analysis of

    content.

    W.CCR.4: Produce clear and coherent writing in which the development, organization, and style

    are appropriate to task, purpose, and audience.

    W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

    trying a new approach.

    W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and

    research.

    W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision)

    and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and

    audiences.

    Custom Standards

  • Section 2: What Skills?

    Selected