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MERLOT II


    

Learning Exercise


Material: Extreme Ecosystems
Submitted by: Dr. Troy Tenhet Ed.D. on Jun 27, 2005
Date Last Modified: Jul 05, 2005
Title: ELL ECOSYSTEMS WITH NASA
Description: This site is a great starting point for ELD Ecosystem instruction. It is very visual and be sure and use the STREAMING AUDIO!
Type of Task: Supplemental activity, Team
Time Required 1-2 hours
Topics: Ecosystems
Course: 6th Grade Multiple Subjects
Audience: Middle School
Categories:
Prerequisites Skills: Can work together, familiar with the context in which we use the Internet, some notetaking skills.
Learning Objectives: 1. Students will discuss elements of our diverse ecosystems. 2. Students will discuss elements of grade level appropriate text. 3. Students will create and answer posed questions with one or two word responses (or more). 4. Students will use the Internet to further research the discussion.
Technical Notes: Need LCD and Internet.
Text of Learning Exercise: Lesson Title: ELL Ecosystems with NASA


Grade Level: Sixth


Objectives: 1. Students will discuss elements of our diverse ecosystems. 2.
Students will discuss elements of grade level appropriate text. 3. Students will
create and answer posed questions with one or two word responses (or more). 4.
Students will use the Internet to further research the discussion.


Primary Website: http://science.nasa.gov/headlines/y2004/13may_ecosystem.htm


Anticipatory Website: http://www.spacedaily.com/news/weather-00e.html


CDE Science: Ecology 5e: Students know the number and types of organisms an
ecosystem can support depends on the resources available and on abiotic factors,
such as quantities of light and water, a range of temperatures, and soil
composition.


CDE Language Arts: Comprehension and Analysis of Grade-Level-Appropriate
Text?2.3 Connect and clarify main ideas by identifying their relationships to
other sources and related topics. ?2.4 Clarify an understanding of texts by
creating outlines, logical notes, summaries, or reports.?2.5 Follow
multiple-step instructions for preparing applications (e.g., for a public
library card, bank savings account, sports club, league membership).


CDE ELD Standards: Comprehension of Oral Communication: Listening and Speaking:
Beginning: Answer simple questions with one to two word responses.
Respond to simple directions and questions using physical actions and other
means of non-verbal communication (e.g., matching objects, pointing to an
answer, drawing pictures). Begin to speak with a few words or sentences, using a
few standard English grammatical forms and sounds (e.g., single words or
phrases). Intermediate: Ask and answer instructional questions using simple
sentences. Listen attentively to stories/information and identify key details
and concepts, using both verbal and non-verbal responses. Ask and answer
instructional questions with more extensive supporting elements (e.g., "What
part of the story was the most important?"). Advanced: Negotiate and initiate
social conversations by questioning, restating, soliciting and providing
information, and paraphrasing the communication of others.


BTSA/CSTP 1-1: STANDARD FOR ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING:
Teachers build on studentsÂ’ prior knowledge, life experience, and interests to
achieve learning goals for all students. Teachers use a variety of instructional
strategies and resources that respond to studentsÂ’ diverse needs. Teachers
facilitate challenging learning experiences for all students in environments
that promote
autonomy, interaction and choice. Teachers actively engage all students in
problem
solving and critical thinking within and across subject matter areas. Concepts
and
skills are taught in ways that encourage students to apply them in real-life
contexts that make subject matter meaningful. Teachers assist all students to
become self-directed learners who are able to demonstrate, articulate, and
evaluate
what they learn.


ISTE/NETS Technology Standards: 3: Technology productivity tools: Students use
technology tools to enhance learning, increase productivity, and promote
creativity.
Students use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce other creative
works.


Critical Tasks: 1. Teacher will navigate the websites. 2. Students can
collaboratively take notes. 3. Peer grouping helps here. 4. This starts whole
group then moves to collaborative groups. 5. There is an oral sharing period. 6.
Teacher is facilitating (not leading) the instruction. 7. This is an oral
exercise with some note-taking required.


Assessment: Informally per teacher observation and formally with a created
rubric from http://rubistar.4teachers.org/index.php .Keep it simple.


Additional Information URL: http://rubistar.4teachers.org/index.php
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