Download pdf - Deforestation in Africa: "Unless someone like you cares..."

Module15111.pdfPage of 1 18

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 Approaches

Expectations 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


cohesion, with fewerrors. Responseincludes language

Demonstrates andmaintains a

well-developedcommand of


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?


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

the room.


• 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.


none


• 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.


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

15 minutes

15 min

solution.


•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?


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

the In-Text citation refers to a specific article.


• 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 to follow in completing your task. Be sure to

30 minutes

address each section by providing the evidence and explanations contained within those

sections.


students are actively engaged.


• Provide sample letter template; ask students to explain what kind of information is in

each section of the letter.

• Ask students to re-examine the Teaching Task and ask how they will include all

necessary information required by the task in the letter format. Discuss expectations for

each component of the letter.

• Ask students which causes and effects they will discuss in their letters. Have students

return to their notes and highlight the evidence they will use to explain those causes and

effects. Remind them that when they use this information in their letters, they must include

a parenthetical citation.

OUTLINE

Today, you will examine the posters each group has created after reading articles and

taking notes. As you complete your gallery walk, gather any important evidence your

group may have overlooked that you could use in your letter.


Students fill out their graphic organizer with appropriate evidence.


Students are to examine each poster and gather evidence for their letters. They should

connect causes with effects as well as come up with solutions to some of the problems.

Notes:

Each group of students could be given a pad of sticky-notes to leave comments on

posters. If students see problems with connections between causes and effects, they

could leave notes. After the gallery walk, the teachers could guide discussion of the

relationships between causes and effects and the kinds of evidence required to make

those connections.

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

45 minutes

1 hour

line of thought and structure.

LONG CONSTRUCTED RESPONSE

Using your cause/effect graphic organizer and the provided letter template, create a rough

draft making sure to address all parts of the teaching task.


Teacher checks off that the student has all of the required components as mentioned in

the letter template.


• Monitor and provide constructive feedback as necessary.

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.


Have two students peer-edit your paper using the peer-editing checklist. After you receive

their comments, write final draft of your letter.


• Provides complete draft with all parts.

• Provides completed checklists.


• Monitor and provide constructive feedback as necessary.

Notes:

Please see resources for checklist.

COMPLETION: Ability to submit final piece that meets expectations.


Turn in your complete set of drafts, plus the final version of your piece


• Fits the “Meets Expectations” category in the rubric for the teaching task.


1210L

1320L

1160L

Resources

Selected Articles

MISSING THE FOREST FOR THE TREES.

(http://modulecreator.com/ModuleCreator/#page=login&moduleId=15111&scrollTo=articles)

Earth Island Journal (Winter2013)—Heuler, Hilary

The article focuses on the significance of tree plantations in Uganda to deal with the deforestation

crisis. It is noted that Ugandan government believes tree plantations are a perfect solution to

these problems trees on about 40,000 hectares of land will be planted in the country by 2013. It is

mentioned that the critics of such plantations argue that more harm than good could be caused by

these plantations.

Up in Smoke.


Earth Island Journal (Winter2009)—Farrell, Bryan

This article reports on the tobacco industry in Malawi and how it has affected the country's

environment. The tobacco cultivation industry is estimated to cause 26 percent of the country's

annual deforestation and has resulted in soil erosion, water-stress, and increased use of harmful

fertilizer and pesticides on unsuitable land. The article describes the spread of the industry

between 1990 and 2008, noting that the rate of destruction is not sustainable. It is also noted that,

while the industry provides jobs for 70 percent of the workforce, it does not provide a decent

standard of living. Information is also provided on Malawi's history and government, as well as on

the social consequences of tobacco farming.

who's to blame?


Geographical (Campion Interactive Publishing) (Apr2005)—

Discusses the factors contributing to the increasing rate of global deforestation as of April 2005.

Contribution of clearance for small-scale agriculture to the deforestation in tropical Africa and

South Asia; Effects of deforestation on the local wildlife; Impact of commercial logging and

natural-resource exploitation on tropical forests.

Uploaded Files

Causes and Effects Impact on Ghana article.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1731814423_May_02_2013_123639624.docx)

Graphic Organizers to use while reading to gather causes and effects

Causes and Effects Up in Smoke.docx

(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/728995186_May_02_2013_123640887.docx)


Causes and Effects Africa is losing battle.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1753641963_May_02_2013_123637533.docx)


Causes and Effects Deforestation is faster.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1304502229_May_02_2013_123638438.docx)


Causes and Effects Missing the Forest article.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/372529621_May_02_2013_123640201.docx)


Causes and Effects Who's to Blame.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/973199434_May_02_2013_123641979.docx)


evidence graphic organizer.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1156386240_May_02_2013_123732258.docx)

Graphic Organizer to use on gallery walk to gather and organize evidence

Module Tentative Timeline.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/462897031_May_02_2013_134331863.docx)

Timeline of how we taught our module

Lorax Viewing Guide.pdf(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1403987843_Oct_23_2013_135234542.pdf)

Simply an outline to remind students of writing 5 environmental issues from the movie.

Deforestation Sample Letter.docx

(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/1527207269_Oct_23_2013_141718123.docx)

Sample letter format along with helpful information for effective writing (SEE ART strategy)

Proofreading Checklist for letter.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/15111/673854881_Jan_15_2014_151307654.docx)

Checklist for students to use when peerediting

Keywords

Links*

Missing the Forest for the Trees Article (N/A)

(http://proxygsu-hlai.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fth&AN=84198754&site=eds-live&scope=site)

Who's to Blame? (N/A)


Article on deforestation

Up In Smoke (N/A)


"Big Tobacco Ruins a Small African Nation"

Africa is losing its deforestation battle (N/A)

(http://www.afdb.org/en/news-and-events/article/africa-is-losing-its-deforestation-battle-and-action-needed-say-experts-8654/)

Deforestation "Faster in Africa" (1390L)

(http://news.bbc.co.uk/2/hi/africa/8066871.stm)

The Impact of Deforestation on Forest Livelihoods in Ghana (N/A)

(http://www.africaportal.org/articles/2013/01/16/impact-deforestation-forest-livelihoods-ghana)

* These Lexile measures were computed automatically and did not undergo human review. They

are not certified measures and should not be published or recorded in any way.

Other Resources

Section 4: What Results?

Classroom Assessment Rubric

Not Yet

Focus Attempts to address prompt but lacks focus or is off-task.

Reading/Research Attempts to present information relevant to prompt.

Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.

DevelopmentTends to retell rather than present information in order to answer questions, solve problems; lacksdetails to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies arelevant gap or unanswered question.

Organization Applies an ineffective structure; composition does not address requirements of the prompt.

ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language and toneare inappropriate to audience and purpose.

Meets Expectations

Focus Addresses prompt with a focused response.

Reading/Research Presents and applies relevant information with general accuracy.

Controlling IdeaEstablishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addressesthe credibility of sources.

DevelopmentPresents sufficient information in order to examine or convey topics or issues, answer questions, solveproblems; identifies salient themes or features; explains key information with sufficient detail. *L2Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

Organization Applies a generally effective structure to address specific requirements of the prompt.

ConventionsDemonstrates a command of standard English conventions and cohesion; employs language and toneappropriate to audience and purpose.

Classroom Assessment Task

No Classroom Assessment Task for this module

Exemplar Work

Uploaded Files

Comments

Author Notes

Other Comments