Deforestation/Summary/Teacher Notes

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Objectives

Module Seven Objectives


At the end of this module learners should be able to:

  • Evaluate and reflect on their learning against set criteria.
  • Write a poem using "deforestation" as central theme.
  • Search on-line for applicable images (if Internet is available).



Time Allocation

This module is estimated to take between 1.75 and 2 hours of learner time.

Introductory Activity


If the Internet is not available to the learners, provide the learners with either this, or another photograph to reflect upon. If warned before-hand, learners could bring their own photographs or pictures to school and swap with their peers. Remind the learners not to give any information about the photographs (location, etc.) away.

Activity One: KWL Chart



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Objectives

Teaching Objectives
  • To teach learners to write effective questions.
  • To teach learners to summarise information, i.e. to write in point form.
  • To assess synthesised knowledge gained by learners.


Encourage the learners to reflect upon their journey by completing their KWL chart. At this stage it should be very near completion.

Activity Two: Hypothesis



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Objectives

Teaching Objectives
  • To provide learners with an opportunity to reflect on how much they have learned.
  • To provide learners with an opportunity to reconsider their original hypothesis.
  • To encourage learners to create an action plan to raise awareness of deforestation within their local community.


The educator may choose to encourage the learners to share their hypothesis with a partner, or with the class. The learners could discuss (in pairs, small groups, or as a class) whether their initial hypothesis has changed, and if so, why. Encourage the learners to answer the original big question with at least three reasons.

Activity Three: Poetry



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Objectives

Teaching Objectives
  • To provide the learners with an opportunity to express their knowledge in a creative form.


The learners may be encouraged to use any of the images provided in this unit for inspiration, as well as any of the words they have added to their Word Bank. Their poems could be something special to share with their parents and/or wider community, or it could be treasured as a keepsake.

Assessment One: Rubric



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Objectives

Teaching Objectives
  • To enable the learners to self-assess their learning.


Provide a copy of this rubric to each of the learners. If preferred, this could be given to them at the beginning of the unit, so that they are able to track their progress on a daily (or lesson) basis.

Did not achieve objectives Objectives met Outstanding and amazing work
I can define deforestation with the help of visual aids or friends. I can define deforestation. My ideas about deforestation are clear and I can articulate a definition in my own words.
I was not sure how to write a hypothesis, so I wrote a statement which is not entirely related to the question. I can hypothesise an answer using my own prior knowledge. I can hypothesise and check my hypothesis for accuracy on completion of research.
I can name some of the levels of a rainforest. I can name the levels of a rainforest. I can name the levels of a rainforest and place them in the correct order.
I can recognise the formulae of carbon, oxygen and carbon dioxide with assistance. I can recall and recognise the formulae of carbon, oxygen and carbon dioxide with assistance. I can recall and recognise the formulae of carbon and oxygen independently.
I have limited understanding of photosynthesis. I can visually represent or verbally explain the process of photosynthesis. I can draw and explain the process of photosynthesis and am able to include a word equation in my explanation.
I can list less than six causes and effects of deforestation. I can identify six causes and effects of deforestation. I can speak knowledgeably about the effects of deforestation and link my knowledge to the causes.
I needed help to finish a resource to educate my community about deforestation. I created a resource to educate my community about deforestation. My resource educated someone from my community and made a difference to the way they view forests and/or life.
I understand there is a link between deforestation and greenhouse gases. I understand how deforestation contributes to greenhouse gases. I can articulate the link between deforestation and greenhouse gases and speak knowledgeably about ways to reduce deforestation to preserve our planet.
I understand how either hybrid cars or fuel cell cars are eco-friendly. I can compare and contrast hydrid cars and fuel cell cars. I have created an opinion about the best eco-car available at this time and can share it with others.
I can identify solutions to deforestation from either a global or local perspective. I can identify solutions to deforestation both from a global and local perspective. I can identify and implement solutions to deforestation from a global and local perpective and educate others in my community.
I did not always participate in my group work. I participated in group activities and supported others in their learning. I significantly contributed to the learning of my classmates and was generous with my time and ideas.
I have ideas or opinions but am not confident justifying them. I can justify my ideas and opinions by using the resources I have read. I can confidently justify my ideas and opinions by referring to a variety of texts. I also acknowledge that other people may have ideas different from my own and that these ideas may also be valid.


Summary

If applicable, allow the learners to invite friends, family and members from the community to see their displays. A picnic in the school grounds, park or in a nearby forest would be an ideal way to end this unit.

Photo Gallery

A number of photographs are provided in the Photo Gallery as additional resources for the Module Summary. Alternatively, these can be used at the educator's discretion at any other point in the Module.