Timeline:
~1 day
Discipline:
Any
|
BIG IDEA 1: What is a case study and how should we approach it?
Essential Questions:
- How does the case study differ from what I may be used to in the classroom?
- What will I be expected to do?
- How and why do people work in teams?
|
In these three lessons students are introduced to the case study approach.
Lesson 1-1 asks students to discuss how they prefer to learn. Lesson 1-2 is a description of the what the students should expect. Lesson 1-3 is a discussion the challenges, strategies, and benefits of working in teams. |
Lesson 1-1: Introduction to Learning Styles
Lesson 1-2: Expectations for the Case Study
Lesson 1-3: Working in Teams
|
|
Ask the Questions:
1. What concerns do you have about the upcoming case study? What are you excited about?
2. Have you worked in teams before? What was it like? |
Timeline:
~1 day
Discipline:
Social Studies
|
(Inception)
BIG IDEA 2: Choosing paper or plastic has societal, environmental, and economic repercussions.
Essential Questions:
- Is a plastic bag ban good or bad for communities?
- What is the impact of choosing paper or plastic?
|
In these lessons, students are introduced to the topic of the case study and become invested in it.
Students are polled on environmental sustainability and watch an inception video on a plastic bag ban, and discuss the impact of this ban. |
Lesson 2-1: Polling the students
Lesson 2-2: Inception Video
|
|
Ask the questions:
1. Who does the plastic ban impact?
2. Which statements in the video were true?
3. Which statements in the video were untrue?
|
Timeline:
~3 days
Discipline:
Science, Environmental Studies, Social Studies
|
(Engagement)
BIG IDEA 3: Defining environmental sustainability and recognizing its scope.
Essential Questions:
- What is environmental sustainability?
- What are the three pillars of sustainability?
- How is the "paper vs. plastic" debate an environmental sustainability issue?
- What are other environmental sustainability issues?
|
Through these lessons students become engaged in the topic of environmental sustainability.
Students will research and debate over the question of paper vs. plastic, will participate in a sticky-note activity to determine the 3 pillars of sustainability, and will create a class list of environmental sustainability issues. Each team will pick an issue.
|
|
Lesson 3-1: Engagement Question
Lesson 3-2: Sticky-note Activity
Lesson 3-3: Sustainability Issues List
|
Ask the question:
1. Which of the following issues are related to environmental sustainability and which are not? How do you know?
- War on drugs
- Obesity
- Climate Change
- Zika
- Littering
- Oil Spills
- Vaccines
- Factory Farming
|
Timeline:
~1 week
Discipline:
Science
|
(Research)
BIG IDEA 4: Scientific inquiry skills can be used to address issues in environmental sustainability.
Essential Questions:
- What is known about this topic? What is not known?
- How do you write a research question?
- How should I collect my information?
- Which sources are reliable and reputable?
|
In these lessons, students collect background information on their topic, write a research question, and collect data and information to answer their research question |
Lesson 4-1: Topic Diagram
Lesson 4-3: Form a hypothesis
Lesson 4-4: Designing the study
|
Lesson 4-2: Writing a Research Question
Lesson 4-5: Conducting the Research
|
Discuss with each team whether they have gathered enough information to answer their research question. Do they have the evidence to support their position? Are they missing a piece of information? |
Timeline:
~1-2 days
Discipline:
Science, Social Studies
|
(Create)
BIG IDEA 5: Scientific communication can be used to issues in environmental sustainability.
Essential Questions:
- How do you draw conclusions from research and data?
- Who would benefit most from hearing your conclusion?
- How do you articulate your conclusion clearly and scientifically?
- Could your research impact environmental sustainability?
|
In these lessons, students will draw a conclusion based on their research, communicate their conclusion to an audience outside the classroom, and present their team’s project to the class.
|
Lesson 5-1: Drawing a conclusion |
Lesson 5-2: Communicating Your Findings
Lesson 5-3: Peer-editing
Lesson 5-4: Presenting
|
Ask the following questions:
Compare and contrast yours and your classmates communication pieces. What do you think these communication pieces will accomplish? |
Timeline:
~1 day
Discipline:
Any
|
(Reflect)
BIG IDEA 6: Reflection is a tool for improving your scientific inquiry skills and for identifying the next steps for addressing environmental sustainability.
Essential Questions:
- What have I learned?
- What have I done well?
- How can I improve?
|
In this lesson students will reflect on their process recognize their strengths, their opportunities for growth, and what they have learned and accomplished. |
Lesson 6-1: Reflect |
|
|
Comments (0)
You don't have permission to comment on this page.