How will it work in the classroom?

  • CONTENT & DURATION of THE LESSON PLAN:

    The learning path covers 3 lessons: Science , Language and ICT. Duration of the lessons changes according to disciplines. For science 2 hours (45 min.), Language 3 hours, ICT 2 hours.

    The content of the learning path covers the topics about the atmospheric pressure. The structure of the lessons will be designed according to the topics of atmospheric pressure (temperature, climate and weather changes) and linking disciplines with each other in Problem Based Learning Method. The science lesson will be linked with the pressure and the temperature units. The structure of the language lesson covers the comparative & superlative adjectives & should / shouldn’t .  ICT   lesson is designed for teaching how to create the digital story telling including new apps like Picasa, movie maker, prezzi, putting subtitles and voice over. 

    GUIDING QUESTIONS FOR THE STUDENTS

    • KWL Chart ( what I Know, What I want to Know , What I Learnt)
    • How do small changes in the temperature effect the climate?
    • How much does human activity affect the climate change? Why?

    HIGHER ORDER THINKING

    • Students will be able to compare the CO2 emission according to the years and countries via using http://www.gapminder.org  and compare the temperature and air pressure according to the countries via using http://worldweather.wmo.int .
    • Students will evaluate the peers and own outputs and learning.
    • Students will learn how to analyse the new information/problem given in a context and find solutions by using the online tools effectively.
    • Students will be able to synthesize the information in a format applicable to the final product (digital story telling).

    PHYSICS LESSON 

    1. Problem: How does temperature and pressure affect climate change in groups investigated (temperature influence, the influence of pressure, speed of weather changes measure temperature and pressure and make weather for next class 
    2. Evaluation

    ENGLISH LESSON: (5E MODEL http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm )

    1.     ENGAGE: Teacher initiates the lesson with a digital story about climate changes & global warming   and asks the ss to focus on the mottos given during the video. Through using these motto T guides the students to find what the video is about, problems and the meaning of the mottos to make the connection with the text.

    2.     EXPLORE: Divide the class into four and asks them to read one paragraph of the text. Later asks them to put their paragraphs in a wordle http://www.wordle.net/create  and asks the ss to scan the text to find where, why and how these key words are used.  Later they visit the page about climate change and find the clues of climate change and through clicking on the picture http://epa.gov/climatestudents/scientists/clues.html.

    3.     EXPLANATION: Later they focus on the structure and T guides them with concept & content checking questions http://www.teachingenglish.org.uk/knowledge-database/concept-checking to let them discover the content (climate& weather change)and the structure (Should/ shouldn’t- comparative & superlative) of the topic.

    4.     ELABORATION: As an extension activity, after brainstorming about the reasons of Global Warming, they talk about CO2 emission and how does effect the earth. Later they visit the link http://www.gapminder.org/world  each group compare the different results in their country and Europe and make their own sentences to present the other groups by using comparative and superlatives. E.g. CO2 Emission and population in Turkey and Europe, CO2 Emission and life expectancy in TR. Later in groups they think about the precautions to be taken to prevent the CO2 Emission and increase life expectancy, healthy life etc. Following this activity they create their story with pictures and text using the story bird online tool http://storybird.com in groups and share it online platform with the others.

     5. EVALUTION: Teacher prepares a simple rubric incl. content, organization,  spelling and vocabulary and evaluates their online books according to these criteria (online rubric: http://rubistar.4teachers.org/index.php?screen=NewRubric.)

     ASSESSMENT

    • Online quizzes and comprehension questions of the simulations will be used formative assessment
    • KWL chart will be used for self assessment
    • Digital story telling rubric will be used to assess the content, organization etc.  as peer evaluation.
    • Teacher will assess the online stories of the students with grids& rubrics. 

    ICT LESSON:

     1.     Teacher opens the page on wallwisher http://padlet.com/wall/gw9ldgjk6e  and put the picture about climate change and asks them to write the effects on people and environment on a page.

     2.     Divide class in 4 four and asks them to work in groups. Each group chooses one topic about the effects of the climate change on the people& environment and guides them to write their story. There will be 4 guiding questions create their stories. These questions

    • Why is climate change happening?
    • Why is it a problem if the climate changes?
    • What are the most visible sign of the climate change?
    • Can climate change harm people& planet?
    •  What should we do to stop climate change?

    3.     When the students give answers to these questions , shows them how to use Picasa http://picasa.google.com and find photos to use in their digital story telling .

    4.     When the photos and animations are ready they start to use the features of moviemaker program ( inserting pictures, editing video, voice over, putting subtitles etc.) to create their own digital story telling.

    5.     Each group is assigned to evaluate the other digital story telling according to the criteria in their rubrics (peer evaluation). Rubric includes the following criteria : purpose, choice of content , audio narration, images, dissemination (online voting)

    6.       After evaluating their digital stories they have a week to upload to the social media and disseminate their digital stories. Their online votes will be the part of their evauation.

◄What skills will be required to plan and implement the Learning Path?Resource Requirements►
[[returntomaincoursepage]]