Unit: Environmental Issues
| Grade:6-8 |
Established Goals (Standards)
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1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
- apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
- interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
- and media.
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| Enduring Understandings | Essential Questions |
- Students will become aware of and understand that they are connected to nature and that their individual daily choices will have positive and/or negative consequences. In other words, what they do counts!
- Students will realize they have to the power to make a positive difference in the world and can change the world in small steps.
- Students will see how technology can be used to connect the world allowing us to collaboratively work together to fight common causes and be a part of the solution.
- Students will learn that ‘sustainability’ is the way of the future and in order for something to be sustainable it must include: Environmental, Socially, and Economic sustainable.
| - How do your daily choices impact on the world?
- What is the size of your environmental footprint?
- If you were to make 25 changes to reduce your footprint size what would they be?
- How can you apply your knowledge and understanding for sustainability (Environmental, Social, and Economical) to live a more sustainable lifestyle?
- How can you spread your message to a larger audience? How will technology play a part?
- How will collaboratively working with others around the world enhance the process? How can technology be used to allow this?
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| Stage 2 – Assessment Evidence |
| GRASPS Task | Six Facets of Understanding |
Goal:
- To improve tourism in Thailand by highlighting and supporting sites and organizations that are sustainable (environmental friendly, socially responsible, involved in community and economic development, against animal cruelty)
- Help locals, ex pats, overseas visitors, and travel agents make informed decisions about what they visit and support.
Role:
- In your groups you will research about different regions of Thailand (North, South, North East, Central), Find what tourism exists; especially eco tourism.
- Develop a set of criteria/rankings for eco tourism (kind of a star system. For example, “Elephant Nature Park” gets 5 start approval.)
- Put information together on a wiki including rankings, videos, pictures, recommendations, etc.
- Collaborate with actual local travel agents and/or clients from all over the world.
Audience:
- ISB community (especially new students and teachers)
- Local travel agents
- Any tourist visiting Thailand
Situation:
- You are all working for the world's most eco friendly travel agency and you want your clients to visit the most eco friendly and sustainable places in Thailand.
- Develop a Wiki that allows people to see your information and findings so they can make wise decisions about what places to visit and what places to avoid.
Product Performance:
- Your Wiki/project will be assessed using the following rubric (Will add rubric later)
Extension:
- You can go above and beyond the minimum requirements by making and adding your own video, by visiting the sites and writing personal reflections about your experience. If you have more ideas you can discuss with me.
| (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize)
Perspective - see and hear points of view through critical eyes and ears; see the big picture.
- Students will express themselves though the eyes of someone else.
- Students may express themselves through various forms such as: written story, video, skit, poem, or any other form if they get approval from me.
- Students can look through various view points such as:
- an elephant from an abusive camp
- a poor farmer in a rural area
- a businessman/woman engaged in eco hotel tourism
- a fish hanging out on the coral reef
- a tree in the forest
- A gibbon in a tree
- Any other appropriate example.
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| Lesson Notes: |
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