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The Oil Spill Project

Page history last edited by mariaelizabethbunn@... 3 years, 3 months ago

INTRODUCTION TO THE TEACHER

INTRODUCTION TO THE PROJECT

 

Timeline

Big Ideas

Lesson Overview   Eliciting and Engaging the Student Developing the Ideas Checking for Understanding  

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:

Science, Environmental Studies

 

(Inception)

BIG IDEA 2: Oil spills have a significant impact on marine life and on communities close to the spill.


Essential Questions:

  • What did you know about the BP oil spill?
  • What are the lasting effects of the BP oil spill?
  • What are the possible biases from this video? 

In these lessons, students are introduced to the topic of the case study and become invested in it.


Students are polled on oil spills and watch an inception video on the BP oil spill in 2010. 

Lesson 2-1: Polling the students

 

Lesson 2-2: Inception Video 

 

Ask the question:


1. What have you learned about the BP oil spill?  

Timeline:

~2 days

 

Discipline:

Science, Environmental Studies 

(Engagement)

BIG IDEA 3: Understanding cleanup methods for oil spills.


Essential Questions:

 

  • How do dispersants work?
  •  What would you have done during the BP oil spill? 

Through these lessons students become engaged in the topic of oil spills.


Students will discuss the engagementquestion of “if dispersants were the best course of action during the BP oil spill,” and will gain a deeper understanding about the cleanup options for an oil spill. Each team will pick a cleanup method. 
 

Lesson 3-1: Engagement Question

 

Lesson 3-2: Topic Exploration 

Ask the question:


1. What are the options for cleanup after an oil spill?  

Timeline:

~1 week

 

Discipline:

Science 

(Research)

BIG IDEA 4: Scientific inquiry skills can be used to address oil spill cleanup


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 

(Create)

BIG IDEA 5: Scientific communication can be used to address oil spill cleanup


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 lead to a change in the treatment of oil spills? 

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 oil spills.


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     

 

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