Renewable Nature by Jeremy Parrish

Athens Drive High School Project Based Learning Unit Renewable Nature Jeremy Parrish July 2013

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STEM PBL Instructional Guide for CMAPP Topic/Theme: Renewable Nature

Time: 8 days

Abstract This unit will give students the opportunity to explore 2 major transcendentalist writers, Thoreau and Emerson, and the poetry of Emily Dickinson and Walt Whitman. The focus of the unit is for students to examine the relationship between Man and Nature and ultimately analyze how man can sustain the environment while also making social advances.

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uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learner Objective(s) ● ● ● ● ● ●

Understand and interpret literature from the Transcendentalists Analyze poetic conventions for meaning Relate the themes and ideas of Thoreau and Emerson to the modern world Read and understand non-fiction about current issues in the environment Write an argumentative speech detailing a stance on a global environmental issue Present a 3-5 minute speech on a global environmental issue Wake County Public Schools

â&#x2014;? work collabaoratively to create and deliver a multimedia presentation

The Scenario/ Problem for the PBL You are a part of a team of researchers (3-4) who has been invited to an Environmental conference to discuss the impact of humans on the environment. Your team will be asked to present about the relationship between humans and the environment in context of an emerging environmental issue (global warming, fracking, etc.). Your focus will be on how to sustain our environment while making advances in society. Your product should be a multimedia presentation that takes on a format similar to TED talks. Map the PBL

Performance Indicators

Already Learned

Key vocabulary: diction, syntax, rhetorical strategies

Multimedia presentations

Taught before the Project

Interpret the main ideas of transcendentalists writers

Taught during the Project

X X

Writing an effective argument with supporting evidence

Effective Delivery of Speech

Citation of Research

X Instruction

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X X

Within the instruction provided in CMAPP curriculum writers will embed differentiation, instructional guidance (sequence, steps, divisions, time) instructional resources and materials, opportunities for independent practice, and guidance for assessment of student learning. STEM curriculum writers should use the 5E Lesson Plan format for all instructional activities.

Plan the Assessment Engage: A list of general ideas about humans and the environment Explore: Google Presentation to class (Thoreau), Class Discussion (Emerson), Reverse Engineering Poetry to get at Meaning Graphic Organizer (Dickinson and Whitman), Graphic Organizer on Emerging Global Environmental Issues Research

Explain: Argumentative Paper Elaborate: Group TED Talk on Global Issue Evaluate: Rubric for Technology Project

Story Board

Week 1 Activitie s* More weeks may be added if needed

Day 1

Day 2

Day 3

Day 4

Day 5

Engage ● Discovery Ed Link ● Discuss current Environmental issues (30 min) Explore ● Study “Where I Lived and What I Lived For,” HD Thoreau

Explore: ● Study “Nature” RW Emerson ● Examine the rhetorical strategies and thematic ideas of Emerson ● Draw

Explore

Explore ● Students research an emerging global environment al issue and find 2 articles that support or refute (use procon.org)

Explore/ Explain

●

Explore, “When I Heard the Learn’d Astronomer” and “‘Nature’” is What i see Reverse

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Students will spend time learning about writing an effective arguments. Theoretically, students would have already written an argumentative

●

Complete Jigsaw assignment for “Where I Lived (50 min)

parallels between Emerson and Thoreau to examine Man’s relationship to nature

●

Engineer the poems to get at meaning Draw conclusions about how the 19th century philosophy shapes our own thinking

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and one statistical visual (http://www. un.org/earth watch/issues. html) Explore/ Explain ● Each student will produce an argument that explains his or her stance on the global issue that the student chose incorporating the philosophical teachings of the Transcendentalists and the new research on emerging environmental issues.

paper: - thesis statements - structure of the essay - building the argument, etc Teachers may find it helpful to walk through writing the argument with students, placing scaffolds where appropriate

Week 2 Activitie s

Day 6

Day 7

Day 8

Day 9

Day 10

Explore/ Explain

Elaborate

Students will spend time learning about writing an effective arguments. Theoretically, students would have already written an argumentative paper:

● Develop a multimedia presentation on the issue the group has researched. * multimedia rubric

Evaluate ● Students present their “talks” ● Teacher evaluates the project based on rubric ● students assess each presentation based on a rubric

- thesis statements - structure of the essay - building the argument, etc Teachers may find it helpful to walk through writing the argument with students, placing scaffolds where appropriate

Teachers may also want to extend this time to allow for work in class. If time is given for work outside of class, Days 9 and 10 of this guide may not come consecutively after day 8

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5 E Model Instructional Guide Topic/Theme: Renewable Nature

Time: 8 Days

Common Core/Essential Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authorâ&#x20AC;&#x2122;s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authorâ&#x20AC;&#x2122;s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learner Objective(s) Understand and interpret literature from the Transcendentalists Analyze poetic conventions for meaning Relate the themes and ideas of Thoreau and Emerson to the modern world Read and understand non-fiction about current issues in the environment Write an argumentative speech detailing a stance on a global environmental issue Present a 3-5 minute speech on a global environmental issue work collabaoratively to create and deliver a multimedia presentation

Essential Question(s) In our quest to make advances, have we neglected nature, and have we as humans disrupted the delicate balance between man and nature? How do we sustain the environment as we are looking to advance? Has the environment been compromised because of our advancements? Can we restore any environmental damage that we may have done due to our social and technological advances? How can understanding the Transcendentalistsâ&#x20AC;&#x2122; perspectives on nature reshape our contemporary understanding? How can we use the Engineer Design Process to better understand how poetry is created?

Engage Activity Overview: Students will watch a video clip, â&#x20AC;&#x153;The Consequences of Global Warmingâ&#x20AC;? and discuss general environmental changes over time.

1. Students will watch the Segment from Discovery Ed and take notes on the most significant 2.

points in the segment (http://app.discoveryeducation.com/search?Ntt=Consequences+of+Global+warming) At the conclusion of the segment, students will evaluate and choose what they feel are the 2 most significant points made in the segment. They will share with their group and arrive at consensus about what the group thinks is the most significant point. Wake County Public Schools

3. As a class, we will record these on the board (hopefully getting a few different ones) 4. As a class, we will discuss two overarching questions: a. What impact have humans had on the environment? Is all of the discussion about b.

Global Warming rooted in fact? What environmental changes have you seen over the course of your lifetime in your own environment?

Products and Artifacts: A list of general ideas about humans and the environment

Materials/ Equipment: Projector, speakers, chart paper (to record ideas) and markers

Resources: http://app.discoveryeducation.com/search?Ntt=Consequences+of+Global+warming

Explore Activity Overview: The purpose of this section of the lesson is to give students insight into significant writings from the Transcendentalists movement. The overall purpose is for students to draw the conclusion that the transcendentalist believed in a spiritual connection with nature. In addition, the poetry from Whitman and Dickinson will give students the opportunity to think about the balance between art and science and emotion and logic. Students will also do some research on current, emerging global environmental issues in this portion of the lesson. The overall groundwork that is being set here is that students begin to draw connections between these philosophies and our response to the global, emerging environmental issues today.

“Where I Lived and What I Lived For,” Henry David Thoreau 1. Students will read “Where I Lived and What I Lived For”-http://grammar.about.com/od/classicessays/a/Where-I-Lived-And-What-I-Lived-For-By-Henry-DavidThoreau.htm. Depending on the class, students can read this independently or in class. Teachers may also take significant passages to scale down the reading for some groups. The AP class will read prior to class. 2. Students will read the selection with one of the specific ideas in mind. 1. Dawn 2. Sleep 3. Sight 4. Railroad/Industrialization 5. Spirituality/ rebirth 6. Self-reliance

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Process for Thoreau portion: 1. The teacher will assign a specific idea to students before they read, and students should read the selection with a focus on that particular idea: How does Thoreau develop the idea of ____________________ in his writing? 2. Remind students that as they read they should annotate and find specific examples to support this idea. 3. Students should be able to clearly articulate the answer to the question: How does Thoreau develop the idea of _________________________in his writing? 4. In class, students will group together according to the big idea they were assigned and come to an agreement about what Thoreau is saying about that idea and offer specific textual references to support the claims. 5. Each group will record their findings and thoughts in a Google presentation. (You will want to share this on your Google Drive for your students.) 1. Prior to the class, the teacher should set up a google Presentation with a slide for each of the big ideas. 2. Make sure that the presentation is marked so anyone with the link can edit 3. Let students know that they ONLY space they have to record their thoughts is on the one slide to ensure that they think about economy of thoughts. 6. Students will then do a 3-5 minute presentation about their idea. This is an informal presentation to share information. . Students in each group will present 1. Other students will have the opportunity to ask questions or add their thoughts. 7. As a class, we will come to a conclusion about what Thoreau says is our relationship and ultimately responsibility to nature and the environment. 8. We will end the class with a brief video clip from Discovery Ed: http://app.discoveryeducation.com/search?Ntt=Transcendentalism to look at the Legacy of Thoreau to later link the idea of our modern relationship to nature and to have students begin to ponder the essential question of how we can sustain the environment and make social, technological advances.

â&#x20AC;&#x153;Natureâ&#x20AC;? by Ralph Waldo Emerson (Explore) Process: 1. Students will read a selection from Emerson (Nature Chapter One) http://oregonstate.edu/instruct/phl302/texts/emerson/nature-emerson-a.html#Chapter I. This is a relatively short selection, and the purpose is to give students more insight into the philosophy of the Transcendentalists. 2. Students should read this prior to class or it is short enough for students to read at the beginning of the class, if time permits 3. The teacher will direct a discussion and record the class thoughts about the following 1. What does Emerson say about Nature? What are his core beliefs? Cite text to support. 2. Given the 2 writers, Emerson and Thoreau, what is the overarching philosophy they have about man and nature? 3. Is this idea still valid today? (Perhaps more valid)? How so? Wake County Public Schools

4. What would Thoreau and Emerson think of our society today?

Reverse Engineer the Poetry of Dickinson and Whitman

Students will reverse engineer the following poems (see handout) Dickinson, “Nature is what we see,” http://www.poemhunter.com/poem/nature-is-what-we-see/ Whitman, “When I Heard the Learn’d Astronomer: http://www.bartleby.com/142/180.html

This lesson is designed to help students apply the engineer design process to poetry while uncovering the significant components of each poem. Through studying the poems, students will focus on 1. the structure of the poem and the impact that the structure has on the meaning 2. word choice in each poem and how the words contribute to the overall meaning of the poem 3. The message of the poem and the purpose of the writer Process:

Here is a sample of a poem reverse engineered as an example for the teacher.

1. Students will read the poems to hear them. The teacher should read the poem aloud and then have another student read it to help understand the poem. 2. Students will use the graphic organizer to take the poem apart and think about why the poet wrote the poem. 3. Describe the design: students here will discuss and record the physical properties and the design of the poem itself (stanzas, repetitions, patterns, etc.) 4. Component Part(s): This is where students will look at specific words, lines, titles, shapes, etc. of the poem. Students will record what they think the purpose of that part is. For example, “The writer uses the word ‘coils.’” The Design part expounds on what role that part contributes to the poem. For example, the student may think that the word coil reminds them of a snake. 5. Students should come up with 4 significant parts of the poem to analyze. 6. Understanding the Design: This is the part where students will draw conclusions about what all of the parts together are designed to do. You may want to reiterate to the students that this section should take the form of a purpose statement: Walt Whitman wrote______________________ to explore/ state/ uncover________________________. Students should also discuss whether the design of the poem achieves the overall purpose. 7. The class will discuss the two poems and share their findings. In general, the points that you want students to leave with are: a. Reiterate what Thoreau and Emerson have said about man and nature b. Whitman: This is a good place to reiterate the idea of Science and Emotion, to ensure that students understand that according to Whitman a scientist can explain and show the stars in a scientific way, but the greater Wake County Public Schools

power is the experience and the communal spirit with nature. (Note the language here when the students reverse engineer) c. Dickinson: Again, the point here is the reverence for nature and the sheer power of nature over manâ&#x20AC;&#x2122;s own wisdom. Here the point is that Natureâ&#x20AC;&#x2122;s simplicity is so much more powerful than that of human wisdom. 8. The discussion of the two poems should lead into a deeper understanding and discussion about science and nature, which will begin that link to the larger question: In our quest to make advances, have we neglected nature, and have we as humans disrupted the delicate balance between man and nature? How do we factor in environmental issues when we are looking to advance? Has the environment been compromised because of our advancements?

Emerging Global Environmental Issue (Explore) Overview: After students have explored the literary connections from the Transcendentalists and discussed the relationship between nature and humans, students will move into exploring an emerging global environmental issue to begin to explore the idea of our relationship to nature and if the environment has been compromised because of our quest to advance? 1. Students will explore an emerging environmental issue to start laying the foundation for their project. 2. Students will begin by exploring issues at (http://www.un.org/earthwatch/issues.html). You may want to narrow down the issues to the following: a. Interacting problems b. Climate change c. Energy d. Risks from new technologies e. Damage to the ozone layer f. New air pollution problems g. Nitrogen saturation 3. Make a sign up googledoc available for students to sign up for the issue they choose (This will later form groups of like students). You may want to limit to 3-4 members 4. Once students have identified their global issue, they will want to do some research around that issue. Students will be required to find 2 articles and one statistical chart or diagram to support their issue. A good resource for this is www.procon.org 5. Students will gather their research independently, and develop a statement of focus for their stance on the global issue. Here students should be limited to the 3 resources to narrow the information. 6. Students should fill out the graphic organizer to record their thoughts to prepare for the argumentative essay.

Products and Artifacts:

Google Presentation to class (Thoreau) Class Discussion (Emerson) Reverse Engineering Poetry to get at Meaning Graphic Organizer (Dickinson and Whitman) Graphic Organizer on Emerging Global Environmental Issues Research Materials/ Equipment: Copies of literary selections (digital), graphic organizers, internet and mobile Wake County Public Schools

devices, class googledoc folder for uploading work or student digital portfolio

Resources:

Video clip from Discovery Ed: http://app.discoveryeducation.com/search?Ntt=Transcendentalism “Where I Lived and What I Lived For” http://grammar.about.com/od/classicessays/a/Where-ILived-And-What-I-Lived-For-By-Henry-David-Thoreau.htm “Nature” Emerson: http://oregonstate.edu/instruct/phl302/texts/emerson/nature-emersona.html#Chapter I Dickinson, “Nature is what we see,” http://www.poemhunter.com/poem/nature-is-what-we-see/ Whitman, “When I Heard the Learn’d Astronomer: http://www.bartleby.com/142/180.html

Explain Activity Overview: Students will create an argumentative writing to explore human’s relationship to nature and how we can work to address one of the global environmental issues impacting the modern world. 1. Students will draft an argumentative response to their focus statement on the graphic organizer. 2. Remind students about the process for argument (see the next page for tips on thesis and organization of argument) 3. Students can take differing stances on these global issues 4. Global Warming, for example: Because we have broken our “contract” with Nature, humans must face the consequences of Global Warming OR Global Warming is a mythical phenomenon that cannot be proven 5. Students will bring in a draft of their argument for peer review, and at this point students will group up according to topic for peer group review 6. After reviewing the paper, each student will then prepare a final, publishable copy Resources for Teaching Writing an Argument: Students will may need instruction on writing an argument depending on what background students have with writing argument. A good resource to start with is http://writingcenter.unc.edu/handouts/argument/, which details the parts of an argument.

If teachers feel that their students need to deconstruct an argument to help understand building an argument, here is a good article of high interest: Teenagers’ Internet Socializing Not a Bad Thing: http://www.nytimes.com/2008/11/20/us/20internet.html?_r=0. Classes can look at this article and deconstruct as a class, in small groups, etc. to get at how a writer builds a position.

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You may employ some of the strategies below depending on the needs of your students: Guide to argument writing: http://www.pearsonhighered.com/readinghour/english/assets/Markus_020564662X_Ch14.pdf Graphic Organizer for argument: http://www.ramsey.k12.nj.us/cms/lib3/NJ01000326/Centricity/Domain/292/Argument%20Writing%2 0Graphic%20Organizer.pdf Another Graphic Organizer: http://images.epals.com/elections/Argument%20writing%20graphic%20organizer%20for%20High %20School.pdf This document may be helpful to link back to Social Studies: https://docs.google.com/file/d/0B7o93MGhQLmBbXhmQUs2U3N5WGc/edit?usp=drive_web&pli=1 Products and Artifacts: Argumentative Paper Materials/ Equipment: Self and Peer Assessment Rubric, Assignment and Rubric for Argumentative, mobile devices Resources: http://www.un.org/earthwatch/issues.html, www.procon.org http://www.ncte.org/library/nctefiles/ej0996focus.pdf (Teaching Argument)

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Elaborate Activity Overview: Students will create a group multimedia presentation that explores the significant global issue and how we as humans have the responsibility to sustain the environment while making advances in society (Assignment Sheet)

The purpose of this culminating project is for students to come together to produce a multimedia presentation giving an overview of their research and exploring the ideas that they have been interacting with over the last few days. Here is the PBL Scenario: You are a part of a team of researchers (3-4) who has been invited to an Environmental conference to discuss the impact of humans on the environment. Your team will be asked to present about the relationship between humans and the environment in context of an emerging environmental issue (global warming, fracking, etc.). Your focus will be on how to sustain our environment while making advances in society. Your product should be a multimedia presentation that takes on a format similar to TED talks. Students will complete a video production where they explore their topic with the following criteria:

Each student must participate in the Talk (This means that you will need to employ another classmate not in your group to film) The presentation must include visual images and slides to complement your discussion (minimum of 5). These can be images and statistics, etc. The form of the talk must be in a conversational format where it appears that the students are the experts on this topic. There should not be any reading from papers, but students should be versed in the topic and stance for discussion. Students will want to take into account the fact that there may be some areas where students in your group take an opposing view of yours, so you will have to decide how the group will handle this dynamic. The video should be between 5-7 minutes in length. You will want to make sure that you come up with a title for the Talk One overriding aspect of the product is that it answers the overall question: How can we sustain the environment and continue to advance. Students will also need to make sure that they mesh the literary information and the factual information in some way as part of the presentation. Students will be asked to upload the final video into our class Googledocs Each video will be evaluated by your peer group and by me with the following rubric on the back of this sheet

Products and Artifacts: Group TED Talk on Global Issue

Materials/ Equipment: ipads, internet connection, Rubric for Presentation

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Resources: Sample TED talkjs worth seeing: http://www.onlinemba.com/blog/10-ted-talks-every-teamshould-watch/; Here are sample TED Talks that are under 7 minutes: http://www.ted.com/talks?lang=en&event=&duration=6&sort=newest&tag= Sample Student TED Talks: http://www.youtube.com/user/TEDxClassroomProject

Evaluate Activity Overview: The studentâ&#x20AC;&#x2122;s presentation is evaluated by the teacher and their peers using the Rubric for Presentation. In addition, each studentâ&#x20AC;&#x2122;s argumentative essays will be evaluated using the 6+1 Rubric (revised for this assignment)

Products and Artifacts: Rubric for Technology Project

Materials/ Equipment: Live stream of videos

Resources: None

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