Collaboration skills and ability to follow directions a plus!
1. Students will compose a research paper. 2. Students will learn how NASA scientists are dealing with potential holes in the ozone layer of our atmosphere. 3.Students will create a written artifact showing understanding.
ELL Literacy with NASA: The Damaged Ozone Layer Situation Grade Level: Tenth Grade Objectives: 1. Students will compose a research paper. 2. Students will learn how NASA scientists are dealing with potential holes in the ozone layer of our atmosphere. 3.Students will create a written artifact showing understanding. CDE Language Arts: Research and Technology:?1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.?1.4 Develop the main ideas within the body of the composition through supporting evidence. 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium. 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.?1.7 Use appropriate conventions for documentation in the text,
notes, and bibliographies by adhering to those in style manuals. Evaluation and Revision?1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. CDE Science: Energy in the Earth System: Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. As a basis for understanding this concept: 4a: Students know the relative amount of incoming solar energy compared with Earth's internal energy and the energy used by society. 4c: Students know the different atmospheric gases that absorb the Earth's thermal radiation and the mechanism and significance of the greenhouse effect. 4d: Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.CDE-ELL Literacy Component: Organization and Focus: Develop a clear thesis and support it, using analogies, quotations, and facts appropriately. Write a multi-paragraph essay, with consistent use of standard grammatical forms. BTSA Component: Use for Standard 19 compliance. Anticipatory Website: http://www.giss.nasa.gov/research/briefs/shindell_02/ Critical Tasks: (in any order) 1. Student teams should create visual images and drawings in order to support their understanding (and compare/contrast when possible). 2. Allow for multiple interactions (individual and group). 3. When implementing lesson, follow the objectives. 4. Teacher must model exploration of the difficult text. 5. Practice own and student ORAL delivery of content. 6. Pre-teach concept of the existence of an ozone layer that is somewhat damaged (use multiple images). 7. Teacher an
d students are to be involved in guided reading. 8. Students must report (orally) what they understand. 9. Student teams must create a written artifact. Assessment: Informally through observation and formally through the rubric building website located at http://rubistar.4teachers.org/index.php