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 Skills

    Preparing for the Task

    TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,

    experiences, interests, and concerns

    TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

    Reading Process

    ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)

    by locating words and phrases that identify key concepts and facts, or information.

    ACTIVE READING AND NOTE- TAKING: Ability to identify the central point and main supporting

    elements of a text. Ability to read purposefully and select relevant information; to summarize

    and/or paraphrase.

    ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

    Transition to Writing

    BRIDGING: Ability to begin linking reading results to writing task.

    Writing Process

    PLANNING AND DEVELOPMENT: Ability to develop a line of thought and text structure

    appropriate to an information/explanation task. Ability to construct an intial draft with an emerging

    line of thought and structure.

    REVISION AND EDITING: Ability to refine text, including line of thought, language usage, and

    tone as appropriate to audience and purpose. Ability to proofread and format a piece to make it

    more effective.

    COMPLETION: Ability to submit final piece that meets expectations.

  • 30 min

    2 hours

    Section 3: What Instruction?

    MiniTasks

    Preparing for the Task

    TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,

    experiences, interests, and concerns

    LIST

    As you watch the movie "The Lorax", make a list of environmental issues that appear in

    the movie.

    Scoring Guide (Work Meets Expectations If):

    Students have listed at least 5 environmental issues that appear in the movie (See Lorax

    Viewing Guide).

    Instructional Strategies:

    Link this task to earlier class content.

    Discuss student responses and how the movie relates specifically to Science and Social

    Studies.

    Relate the movie to the real-life "Lorax" Michael Fay who is a modern day

    conservationist.

    Notes:

    Save some class time at the end of each period for students to complete the viewing guide

    individually or in small discussion groups. While many students will be able to identify the

    environmental issues raised in the movie while they are watching the movie, they may

    need to connect those issues to "real world" events while they are not viewing.

    TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

    LIST

    In your own words, what are the important features of a good response to this prompt?

    Scoring Guide (Work Meets Expectations If):

    Students are actively engaged in content related discussions as the teacher moves about

    the room.

    Instructional Strategies:

    Share the prompt and provide students with a copy of the task as well as the rubric that

    will be used to score the letter.

  • 1 day in both classes (2 class periods total)

    10 min

    Group students to brainstorm key evidence and ideas that may be needed to effectively

    achieve the desired product.

    Create a classroom list on poster paper by asking students to share a few ideas their

    group has compiled.

    Place posters around the classroom at the end of the day to aid students in generating

    ideas for completing their prompt throughout the duration of the assignment.

    Reading Process

    ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)

    by locating words and phrases that identify key concepts and facts, or information.

    LIST

    Here is a list of words that you may encounter while reading. As you read, refer to the list

    provided and add any vocabulary to the list that you feel is important to the understanding

    of the article.

    Scoring Guide (Work Meets Expectations If):

    none

    Instructional Strategies:

    Prior to reading, go over the list and answer any questions that the students may

    generate.

    Notes:

    Please see the list of words located in the uploaded resources.

    ACTIVE READING AND NOTE- TAKING: Ability to identify the central point and main supporting

    elements of a text. Ability to read purposefully and select relevant information; to summarize

    and/or paraphrase.

    NOTES

    As you read the selected articles, look for causes and effects of deforestation in Africa.

    Once you have completed the causes and effects list, go back and reread your article

    looking for possible solutions to minimize the impact that humans have on the

    environment of Africa.

    Scoring Guide (Work Meets Expectations If):

    Students have completed graphic organizer with at least 3 cause and effects as well as 1

  • 15 minutes

    15 min

    solution.

    Instructional Strategies:

    Provide students with a graphic organizer that will aid them in generating cause-effect

    relationships in the deforestation of Africa.

    Provide students with the selected articles.

    After students have completed the assignment individually, assign numbers to allow no

    more than four students to a group. Have students meet with their group members and

    share their supporting evidence from their assignment.

    Groups will create a poster with their group's information.

    ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

    LIST

    Look at the top of your graphic organizers. You have been provided with both the In Text

    Citation information and the Bibliography of your source. What are the important features

    you see in the Bibliography entry? How can a reader use the In-Text Citation to determine

    which article information comes from?

    Scoring Guide (Work Meets Expectations If):

    students note author, title, date, and publication in bibliographic entry; students note how

    the In-Text citation refers to a specific article.

    Instructional Strategies:

    Pass out Graphic Organizers for reading articles.

    Draw students' attention to the correct format for citing information by providing real life

    examples of how to utilize citations within their writing.

    Discuss the importance of citing information the students have reworded to provide credit

    to the original authors.

    Explain that students will need to present the bibliographic information alphabetically to

    properly create a Works Cited page. Have students organize bibliographic information

    accordingly.

    Transition to Writing

    BRIDGING: Ability to begin linking reading results to writing task.

    OUTLINE

    Here is the letter format you will be expected...

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