Overview

Cycle and year: Cycle 3, grade 6

Goals To provide experiences for our students to become active citizens in society. Allow students to recognize the problems in our society and take the actions necessary to solve

them. Understand different media platforms to create a product.

Language Arts competencies Competency 1: To read and listen to literary, popular and information-based texts (QEP, 2019) Competency 2: To write self-expressive, narrative, and information-based texts. (QEP, 2019) Competency 3: To represent his/her literacy in different media (QEP, 2019) Competency 4: To use language to communicate and learn (QEP, 2019)

Intent of the unit- How will it raise consciousness in students? Our rationale for this unit is to encourage students to realize the negative consequences related

to pollution around us. We would like students to be aware of their surroundings in their society, in order to be active citizens. The overall goal of the lesson is for students to be knowledgeable in many subject areas, while focusing on English Language Arts.  

A link with another subject area, including competencies, and a reflection on how they are connected to the inquiry.

1. Science and Technology Competency 1: To propose explanations for or solutions to scientific or technological problems

(QEP, 2019).o Students will be learning about the effects of pollution, in order to help create a solution

to the problem. They will use a variety of exploration strategies in order to find the best type of solution to the problem.

      2. History, Geography and Citizenship Competency 2: To interpret change in a society and its territory (QEP, 2019).

o As students will be evaluating their current environment in regard to the problem of pollution, they will be encouraged to look at how the society changed over time in order to get this way. This unit will also help students to become better citizens as they are promoting change.

Rubric

4 (all the time) 3 (most of the time)

2 (some of the time)

1 (rarely)

Presentation Student presents the material in a clear manner, including many photos, descriptions and/or diagrams, and proper grammar. The student speaks in a clear manner, using expression and enthusiasm about the topic.

Student presents the material in a sufficiently clear manner, includes several photos, descriptions and/or diagrams, and good grammar. The student speaks clearly enough, using some expression and enthusiasm about the topic.

Student presents the material in a somewhat clear manner, with some photos, descriptions and/or diagrams, and somewhat clear grammar. The student speaks somewhat clearly, with little expression and enthusiasm about the topic.

Student presents the material in a superficial manner, with little to no photos, descriptions and/or diagrams and poor grammar. The student does not speak clearly, using little to no expression and enthusiasm about the topic.

Organization of the booth

Student presents the research material in an organized manner, designing their booth in a structured, aesthetically pleasing, and organized manner. The booth and accompanying material and information flow cohesively.

Student presents the research material in a mostly organized manner, designing their booth in a mostly structured, aesthetically pleasing, and organized manner. The booth and accompanying material and information have a logical flow.

Student presents the research material in a somewhat organized manner, designing their booth in a somewhat structured, aesthetically pleasing, and organized manner. The booth and accompanying material and information has an unclear flow.

Student presents the research material in a disorganized manner, designing their booth in an unstructured, not aesthetically pleasing, and disorganized manner. The booth and accompanying material and information includes information that is not broken down and that does not have a cohesive flow.

Content Student has demonstrated thorough research of the topic of choice concerning an issue of pollution, the severity of the

Student has demonstrated adequate research of the topic of choice concerning an issue of pollution, the severity of the

Student has demonstrated little research of the topic of choice concerning an issue of pollution, the severity of the

Student has demonstrated no research of the topic of choice concerning an issue of pollution, the severity of the issue (on the

issue (on the environment, animals, people), why it is relevant and/or important, and what we can do to help.

issue (on the environment, animals, people), why it is relevant and/or important, and what we can do to help.

issue (on the environment, animals, people), why it is relevant and/or important, and what we can do to help.

environment, animals, people), why it is relevant and/or important, and what we can do to help.

Mechanics Student demonstrates excellent use of research and information regarding the topic of choice concerning pollution. The student implements knowledge of pollution around us, and our role to help, in an excellent manner.

Student demonstrates good use of research and information regarding the topic of choice concerning pollution. The student implements knowledge of pollution around us, and our role to help, in a good manner.

Student demonstrates weak use of research and information regarding the topic of choice concerning pollution. The student implements knowledge of pollution around us, and our role to help, in a weak manner.

Student demonstrates poor use of research and information regarding the topic of choice concerning pollution. The student implements knowledge of pollution around us and our role to help, in a poor manner.

Evidence of student self-assessment (Min. 2 occasions during LES) Lesson 2: Self-assessment about their understanding about recycling. Lesson 4: Self-assessment about their comfort level with letter writing and their letter. Lesson 7: Self-assessment about their presentation to their peers.

Bianca Medeiros Rega (260805437)

PLANNING THE LESSON/SUBTASK:  Part 1                      

Date:      Lesson 1 (3 classes)                             Grade: 6 (Cycle 3)         Timeframe (time available): 3 lesson (45-75 minutes each)                           

Curriculum Area:  Science and Technology & History, Geography, Citizenship                                     Title of Unit (if appropriate): How can we address the issue of pollution in our community?

Context: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? (Prior Knowledge?)

This will be the initial lesson of the unit. This lesson will be composed of three individual lessons of about 75 minutes each. This lesson requires minimal prior knowledge, as the students should see and hear about pollution in their daily lives. However, students should be aware of what pollution is and the basic effects it has on our environment before starting the lesson. These topics will be enhanced and clarified throughout the lesson, as well. This lesson will further their current knowledge in order to complete the future lessons of the unit.

Curriculum Expectations:Academic and social

Academic

Competency 1: “To read and listen to literary, popular and information-based texts” (QEP, 2019)

Competency 3: “To represent his/her literacy in different media” (QEP, 2019) This lesson will present the idea of podcasts in order to inform and raise awareness of the

effects pollution has on the environment to others. In the Progression of Learning, the language-learning processes section relates to the idea of

the production process for media. Students will understand the idea of the steps needed for the preproduction, production, and post-production steps.

Students will be responsible for learning the conventions of a traditional podcast and create their own podcast that can be shared with others. Meaning, students will be listening to several podcasts to understand the requirements that need to be included in their podcasts, which relates to learning a new form of media they have probably not been properly exposed to.

Social

Students will be learning about the effects of pollution on the society around them. They will be going on a field experience (a walk in the local park) to truly see the effects on their daily lives. This will promote change to others and make students realize how easy it can be to get involved.

Big Ideas:

The walk in the park will allow students to realize the depth and gravity of the pollution problem in our society. This activity will help promote thinking and allow students to start thinking about how they can solve the problem. The following questions will be used to guide the learning of this lesson:  

What are the effects of pollution around us? What can I do to get involved? In what ways can I raise awareness?

Connections to Equity, Diversity, And Social Justice:

Cross Curricular ConnectionsScience and Technology:

Competency 1: To propose explanations for or solutions to scientific or technological problems (QEP, 2019).

Students will be learning about the effects of pollution, in order to help create a solution to the problem. They will use a variety of exploration strategies in order to find the best type of solution for the problem.

History, Geography and Citizenship: Competency 2: To interpret

change in a society and its territory (QEP, 2019).

As students will be evaluating their current environment regarding the problem of pollution, they will be encouraged to look at how society changed over time in order to get this way. This lesson will also help students to become better citizens as they are promoting change.

Connections to Students’ lives (local/global):

With this lesson, students will be cleaning their local park which helps shape their perception on the topic locally.

By cleaning the park, the students will start to realize that many areas, locally and globally, are very polluted due to the lifestyle we have adopted over time. This will help students to be willing to start a movement of change.

Assessment:Diagnostic  (assessment for learning) _X_     Formative (assessment for/as learning) ___      Summative (assessment of learning) ___

Observation Learning Log/Journal                   Anecdotal Notes Self-assessment Audio/Video/Technological Presentation

Work Samples                     Peer-assessment ProjectInterview/Conference                Personal Reflection                     Rubric     Checklist                                         Rubric                                         Oral Reports                                   

Other Presentation/Performance Published Work Graphic Organizers Other

Accommodations and/or Modifications/Differentiated Instruction:

Instructional                                                Environmental              Assessment

- Increase time -Peer tutor/Partner-Include visuals, models, organizers

-Change space, seating, quiet area                                            -Change grouping             -Wheelchair access                                                                                              

-Use a tape recorder -Use the computer

Modifications for: _______-________________________________________________________ (name(s) of students).

Materials/Resources:

Teacher Resources                    Human Resources Student Materials Equipment

-SMART Board-Notes about podcasts-Podcast examples to show students

None -Instructions for podcast assignment-Notebook (for notes and writing ideas for their podcasts)-Writing tools

-SMART Board-Computers-Audacity (podcast program)

DELIVERING THE LESSON/SUBTASK - Part 2*Grouping: W = Whole class; S = Small group; I = Independent

Timing

20 minutes

Grouping Mental Set (hook): As a class, the students will be looking at pictures of polluted areas on a local and global scale. A total of 4 pictures will be shown. After each picture is presented, the students will be asked to think about the repercussions and effects that lead to this pollution to occur. Students will be asked to share their thoughts during the whole class discussion. During the discussion, the teacher will monitor the content by asking questions like: “What do you notice in this picture?”; How do you think it got this bad?”; “What can we do to help”; “How does this make you feel”;

Materials/Resources

Smart Board

W

X

S

I

etc. The children will be asked to build off of each other’s ideas in order to create a discussion that is meaningful and thoughtful.

2 minutes

X

Sharing the Purpose/Objectives (in student language)

The purpose of the lesson is to promote critical thinking about pollution by exploring our local environment. Students will be encouraged to think about the effects pollution has in our everyday lives and how we can better our society by being an active member.

75 minutes

X

Body:  Input, Modeling, Check for Understanding, Guided Practice, Independent PracticeClass 1: Walk in the parkThis class will focus on introducing the topic of pollution to the students in an interactive and engaging way. Students will be taken to the local park, in order to analyze the amount of pollution that is around them. Students will help clean their park to help remove the negative consequences that pollution brings to our

Bloom's Taxonomy:Remembering _X_Understanding _X_Applying __Analyzing__Evaluating_X_Creating

Learning Styles:_X_Visual _X_Auditory

environment. After seeing the pictures

from the mental set, students will have a whole class discussion about what pollution is and the different forms that it could have. Next, the teacher will ask the question “what locations can we find pollution?”. The students will be encouraged to name different areas in their everyday environment. After a couple of students have answered, the teacher will mention a park as a location that could be polluted (if it wasn’t already brought up).

The children will be asked if they would like to go out to the park to see if they can find any trash that has been left in the park. When arriving to the park, students will be asked about what they notice. Then, they will be asked the ways in which they can help improve their park. Students will start to clean the park with their peers to help become an active member of society.

Students will be given clear instructions about the type of debris they will be allowed to pick up themselves, meaning no glass or sharp objects. Each student will be given a trash bag and gloves. While students are picking up objects, the teacher will be taking videos with the class iPad.

Once all the trash has been collected, we will

_X_Kinesthetic

Multiple Intelligences:X Verbal/Linguistic__Logical/    Mathematical__Musical/    Rhythmic__Body/    Kinesthetic_X_Visual/Spatial__Interpersonal __Intrapersonal _X_Naturalist__Existential

45 minutes

X

lay out all the trash bags filled with debris. Students will be asked to look at the amount of pollution that has occurred just in this one specific location. This will push them to start thinking of all the other locations that need help as well.

Class 2: Learning about PodcastsAfter class 1, students will learn about the basic conventions of podcasts in order to create their own. Students will listen to a podcast about science to use as an example for their own work.

The teacher will begin the lesson by asking the students if they know what a podcast is. Students will be asked to share any examples of podcasts they may have heard before.

After the discussion, a podcast will be played on the Smart Board. The podcast “Brains on!” is a science podcast made specifically for children. The class will listen to 5 minutes of the podcast in order to get an example for their own work.

Once the class listened to the 5-minute clip, the class as a whole will fill out a graphic organizer of the elements that were included. The graphic organizer will include the traditional elements of a podcast such as introduction, conclusion, audience, accurate content, bias, opinion, and credibility.

While completing the graphic organizer, the

75 minutes

X

teacher will explain what each element means. This way, the students will be able to evaluate if the podcast accurately obtained each element, while learning about the conventions of a podcast.

Class 3: Making PodcastsStudents will create their own podcast to discuss their reactions to their park and their opinions on pollution. The podcast will be done in groups of 5 (students will pick their own groups).

The students will make their own groups of 5 students, in order to complete their 5-minute podcast. Each group member is responsible for talking for 1 minute. Students will talk about their reactions and opinions on their experience cleaning their local park.

Students will be given a laptop each that includes the program “Audacity”. This is a free recording software that is easy to learn and use.

Students will be given a 15-minute tutorial on the program before creating their podcast. The children will learn how to record, edit and export their podcasts during the short lesson. If they have any questions, they are welcome to ask the teacher for help.

The groups will then have an hour to complete their podcasts. Students will be provided with a quiet

space to record their podcast. They will then move into the classroom to edit and export their podcast.

20 minutes

X

Closure (sharing the learning in some way):

Each group will be sharing their 5-minute podcasts with the rest of the class. Each group will have their turn to introduce and present their podcast. This will allow for all students to practice their presentation skills along with sharing their new knowledge of podcasts with their peers.  

Homework/ Reminders:No homework is associated with this lesson.

Reflections:This lesson and field experience will allow students to visually understand the negative consequences that pollution has on our environment. By making the podcast, students will be shown a tool that can help them raise awareness about the problems that are important to them; which helps them become active citizens in their society.  After this lesson, students will continue the rest of the unit of “Pollution around us”. Their next lesson will be a field trip to a recycling plant in order to continue their journey of learning about solution to help the increasing problem of pollution.

Resources

Pictures for Mental Set

Graphic Organizer for Class #2

References

Gouvernement du Québec. (2019). Languages.In Québec Education Program (chap. 5). Retrieved from

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/

PFEQ_english-language-arts-primaire_EN.pdf

Gouvernement du Québec. (2019). Social Sciences. In Québec Education Program (chap. 7). Retrieved

from

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/

PFEQ_univers-social_EN.pdf

Gouvernement du Québec. (2019). Mathematics, Science and Technology. In Québec Education Program

(chap. 6). Retrieved from

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/

PFEQ_science-technologie-primaire_EN.pdf