SciTech 2008 GREEN Teens!
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Summary
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Project Title: GREEN Teens! Teacher(s): Jennifer Murphy School / Academy: San Diego High School-SciTech Grade Level(s): 12 Core Subject(s): English Career Technical Education (CTE) Class(es): |
Contents |
Theme
The theme that resonates is the ever changing environment and the impact of us as humans on our environment. The most important facet of this project is educating teens so that they are environmentally AWARE. This project is a continuation of SciTech's student driven GREENBEAT website that will periodically be updated and added to by students throughout the semester as well as writing and producing a monthly newsletter that is attached to the GREENBEAT.
The "big ideas" being connected in Ms. Murphy's 2008/09 Contemporary Voices class will revolve around defining the phrase "OUR environment" and taking responsibility for our own actions, recognizing human consumption (specifically the U.S.), understanding conservation, efficiency, alternative energy sources, "greenification", and then teaching teens how they can make a difference.
At the School of Science and Technology, we are very fortunate to have several laptops for our students and those will play an instrumental role when researching, writing, and presenting several mixed media projects. Hopefully, we will work hand in hand with San Diego's own Union Tribune to create a section called GREEN TEENS where students create a weekly contribution to the newspaper.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
Media:SciTech2008 curriculum map.doc
| Subject | Content Standard | Assessment |
| please see above link to curriculum map | ||
Begin with the End in Mind
- A. What is being produced?
- A monthly on-line newsletter will be uploaded by students once a month to our GREENBEAT website along with a weekly article for the Union Tribune in a section titled GREEN TEENS.
- B. How is that being assessed?
- A journalist and editor will review written materials along with myself, the teacher. Peer editing will also take place. We will also have Socratic Seminars that allow the students to give and share imput regarding the process.
- C. What is the individual student producing?
- Journal entries, interview questions, one-pagers, public service announcements, PowerPoint presentations, Cornell notes, advertisements using mixed media, debates, on-line research, and essays!!!
(please see curriculum map for specific projects per unit of study)
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Students will identify, organize, plan, and allocate resources. | Students will create written, oral, and other mixed media projects that will be presented to their peers, the local newspaper, and of course thier teacher! |
| Students will work with others. | Students will collaborate in groups for projects and presentations. They will also communicate with peers in Socratic Seminars. Students will also have a chance to work with community partners in order to gain real world experience in the workplace. |
| Students will aquire and use information. | Students will be able to participate in on-line research, interview professionals, and create projects and presentations. |
| Students will understand complex relationships. | Students will learn about their impact on the environment, work in groups, and work with community partners. |
| Students will work with a variety of technologies. | Students will continuously use laptops with wireless internet to access electronic databases as well as using digital cameras and camcorders to record visual and audio information. |
Driving Question
Why should anyone care about the environment???
Significant Questions
How do we get teens to care about the environment?
Do teens even know their impact on the environment?
Why don't teens care about the environment?
Why don't teens take responsibilty for their environmental actions?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
-get students to understand what it's like to write for a newspaper; familiarize them with deadlines, editing techniques, etc
During the Project:
-foster relationships with community partners; improve writing skills
End of the Project:
-compile published articles and come up with some type of publication for presentation (hopefully at a GREEN conference!!!)
Step 2
State the criteria for exemplary performance for each product
Product:
-on-line newsletter (upkeep of GREENBEAT website)
Criteria:
-understanding of computer programming (1 or 2 students who upload)
-read appropriate readings and formulate written responses
Product:
-Union Tribune column
Criteria:
-partnership with professionals and community
-writings for newspaper
-edit
-meet deadlines
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: Union Tribune column entitled "GREEN TEENS" | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| how to write an article | X | X | |
| how to edit an article | X | X | |
| how to meet deadlines | X | X | X |
| how to form relationships in the workforce | X | X | |
| how to maintain relationships in the worrkforce | X | X | |
| how to appropriately respond to community questions | X | X | |
| interview techniques | X | X | |
| how to effectively communicate with fellow teens, community members, and other professionals | X | X | X
|
What project tools will you use?
-editors
-writers
-laptops
-internet
-digital cameras
-camcorders
Project Timeline
(Outline the project timeline with activities, resources, timelines, and milestones.)
- Week 1: Who Am I/Who Are You
-getting to know you activities; team builders; ice breakers; interview "colleagues", introduce colleagues, present "3 things"
- Week 2: Define the phrase "OUR Environment"
-journal entries, share out; listen to Marley lyrics, one pager; gallery walk; on-line newsletter; Union Tribune contribution
- Weeks 3,4,5,&6: Human Consumption
-read "Stuff" and "From Excess to Enough"; field trip to local dump; view photography exhibit; journal entries; public service announcements; guest speaker; beach clean-up; on-line newsletter; Union Tribune contribution
- Weeks 7,8,&9: "Greenification"
-define GREEN; relected readings; field trip to green construction site; guest speaker from green construction company; watch David Wann's film (creating Boulder's sustainable community); write essays; on-line newsletter; Union Tribune contribution
- Weeks 10,11,&12: Alternative Energy Sources
-discussions and readings regarding wind, solar, water, and geothermal energy; energy webquest on City of San Diego's website; on-line research; watch "Great Debaters"; debates; Cornell notes; on-line newsletter; Union Tribune contribution
- Weeks 13,14,&15: Conservation and Efficiency
-field trip to Balboa Park's Natural History Museum H2O exhibit; reuse and recycle discussion; Socratic Seminar; guest speaker from the City of San Diego's Energy Conservation and Management Division; green advertisement; on-line newsletter; Union Tribune contribution
- Weeks 16,17,&18: Teens Making a Difference
-beach clean-up; selected readings; Cornell notes; journal entries; writing essays; Teen fact sheet (mixed media, presented to school? community? in local newspaper?); on-line newsletter; Union Tribune contribution
- What challenges or problems might arise in the project?
We might not be able to work with the Union Tribune. :(
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
-scaffolding
-groups of mixed abilities
-Socratic Seminars
-SDAIE methodology
-HOTS
-Into, Through, and Beyond
-Costa's Level of Questioning
-Bloom's Taxonomy
How will you and your students reflect on and evaluate the project?
At the end of each month, there will be an online newsletter to reflect back on and by the end of the year, we will have compiled a group of newsletter as well as the additions to the actual website.
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
3. What revisions have you made to the project since the Summer Institute?
4. Summer Institute participants: What is it like working with your PBL team?
4. Solo participants: How have you made any of your campus colleagues aware of the project?
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
6. What has been the students’ response to the project?
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
