Speaking Out for Louisiana Wetlands Title: Speaking Out for Louisiana Wetlands
Subject: Social Studies
Grade Level: 7 - 8
Overview:
Students will conduct research in groups to locate information concerning the importance of wetlands conservation and the impact that it has on our environment. They will recognize the civic responsibility we have to become involved in protecting our environment. A brochure will be created using Publisher or Microsoft Word to present their findings and express their opinions concerning this important matter in our state.
Approximate Duration: 4 - 60 minute lessons
Content Standards:
Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
Civics: Citizenship and Government
Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.
Benchmarks:
G-1D-M1
analyzing and evaluating the effects of human actions upon the physical environment;
G-1D-M4
identifying problems that relate to contemporary geographic issues and researching possible solutions.
C-1D-M2
identifying the rights and responsibilities of citizens and explaining their importance to the individual and to society;
C-1D-M3
discussing issues involving the rights and responsibilities of individuals in American society;
Grade-Level Expectations (GLEs):
Environment and Society
Grade 8
14. Analyze, evaluate, and predict consequences of environmental modifications on Louisiana landforms, natural resources, and plant or animal life (G-1D-M1)
17. Identify a contemporary Louisiana geographic issue, and research possible solutions(G-1D-M4)
Roles of the Citizen
Grade 7
39. Explain the importance of various rights and responsibilities of citizenship to the individual or to society at large (e.g., Bill of Rights)(C-1D-M2)
40. Explain issues involving rights and responsibilities of individuals in American society (e.g., rights of individuals with disabilities, responsibility to pay taxes)(C-1D-M3)
Interdisciplinary Connections:
English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences.
English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
Science : Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Educational Technology Standards:
Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Objectives:
1. The student will research selected web sites to gain information concerning Louisiana Wetlands.
2. The student will use the information to create a brochure which is void of spelling and grammatical errors.
3. The student will write a persuasive essay in defense of wetlands conservation .
4. The student will visit Black Bayou Lake refuge to take pictures using a digital camera.
Lesson Materials and Resources:
Pencils
Speaking Out for Louisiana Research Guide
Technology Tools and Materials:
Hardware:
Computer
Printer
Digital CameraSoftware:
Publisher
Microsoft WordWebsites:
Black Bayou Lake refuge Track
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=248693
LPB CyberChannel
http://www.lpb.org/education/cyberchannel.cfm
The Louisiana Coastal Wetlands Conservation and Restoration Task Force Web
http://www.lacoast.gov/media/videos/index.htm
- Background Information:
Students will have some understanding of the serious problem Louisiana is facing with the loss of land in the coastal area; however, they may not be familiar with the impact that the loss of land has on our environment, economy, etc.
Students should have some knowledge of wetlands conservation and the impact that conservation has on our environment.
Most of the students will have experience using the computer; however, many of them will not be familiar with the software, Publisher.
Lesson Procedures:
- Day 1
- 1. Introduce the lesson by viewing a part ("Loss of Coastal Wetlands") of the video, "Living on the Edge: Louisiana Seafood Board" from LPB CyberChannel.
2. After discussing the video, lead students to realize that Black Bayou Lake refuge, is in part a bottom land hardwood forest wetland restoration. Tell the students that we will use the internet to research environmental protection topics, as well as visit Black Bayou Lake refuge to take digital pictures and gather information to ultimately create a brochure depicting environmental conservation.
3. Place the students in groups according to the suggested topics illustrated in the research guide. Students will review the Acceptable Use Policy before beginning.
4. Distribute the Speaking Out for Louisiana Wetlands research guide and discuss the topics.
Days 2 - 3
1. State to the students that "Louisiana loses one acre of land every 35 minutes." Ask students if they know what the Breaux Act did for Louisiana? Have students view a part of the Land Loss videos located at this web site The Louisiana Coastal Wetlands Conservation and Restoration Task Force Web.
2. Students begin researching in groups using the research guide. This will take approximately two days; however, as students finalize the research process they may begin proofing and editing their work.- Day 4
1. Now, students will begin to create, within their groups, an article for a brochure. The students will have a rubric for assessment as a guide.
2. Students proofread and edit their work.
3. The facilitators from each group will put together the final brochure.
4. As the facilitators work towards the completed product, remaining students reflect on gained knowledge by writing a summary of what perspective the students now have on what is meant by "Louisiana loses an acre of land every thirty-five minutes".
Assessment Procedures:
Rubric to assess brochure
Brochure
Completed Research Guide
Accommodations/Modifications:
Students will be working in groups to conduct the research. Allow the use of ReadPlease,a free software, to accommodate non-readers. Provide videos and pictures at a lower level to develop concepts.
----- written by Rosemary Dillingham
Reproducible Materials:
Speaking Out for Louisiana Wetlands Research Guide
Speaking Out Rubric for Brochure
Explorations and Extensions:
Students could explore further the political arena and the influence that government has in the restoration process.A study of the animal habitats in the coastal area and how significantly they will change is an interesting topic for students.
Lesson Development Resources:
GLEs and Model Curriculum Framework
http://www.louisianaschools.net/lde/saa/1914.html
Contact Information:
Rosemary Dillingham
rosemary.dillingham@mcschools.net
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