Intel Teach Program Essentials Course

Unit Plan
Unit Overview Unit Title Animals with produce Unit Summary There are many types of animals in the world. They have the different ways to produce next generation. It has 2 types: Vivipary (give birth) and Oviparous (lay egg). Oviparous animals are animals that lay eggs, with little or no other development within the mother. This is the reproductive method of most fish, amphibians, reptiles, all birds, the monotremes, and most insects and arachnids. Vivipary has two different meanings. In animals, it means reproduction inside the body of the mother; that is, live birth (as opposed to laying eggs). In plants, it means reproduction via embryos, such as spores or buds, that develop from the outset without interruption (as opposed to germinating externally from a seed). As school recycling specialists students aim to promote the !" concept to the school community. #tudents conduct research on the concept of !" ("ecycle "euse "educe) and ways to reuse solid waste (waste generated in their homes). The school recycling specialists get together to set up a "euse $entre in the school to ma%e use of the solid waste from the recycling bins. The students ma%e products from the waste materials that they have collected from their homes and sell them at the "euse $entre. They prepare a multimedia presentation to share information on recycling and a !" wi%i to create awareness about some simple ways of ma%ing the best out of waste. Subject Area #cience Art &ducation Year !orm 'ear ( A""ro#imate Time $ee%e% ) *ee%s ((+ minutes lesson ! , ( sessions per wee%) Unit !oun%ation Targete% Curriculum S"eci&ications an% 'enchmar(s Science Theme: The variety of resources on earth 2.! Appreciating the importance of the variety of earth-s resources to man Art E%ucation .ormatting and creating !/ ob0ects 1roduce !/ ob0ects by applying art elements such as shape and space

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Stu%ent Objectives )earning Outcomes #tudents are able to: 5nderstand the !" concept Apply the !" concept in the day to day routine Identify the organic and inorganic materials 6ustify the importance of preservation and conservation of resources 7enerate ideas on ways to practice the !" concept in daily life Curriculum*!raming +uestions Essential 8ow can I contribute to a better tomorrow9 +uestion Unit +uestions Content +uestions Assessment Plan Assessment Timeline 8ow can the !" concept help in preserving and conserving the environment9 *hat is the !" concept9 *hich are the organic and inorganic materials9 *hy is it important to preserve and conserve resources9

'e&ore "roject wor( begins

Stu%ents wor( on "rojects an% com"lete tas(s

A&ter "roject wor( is com"lete%

/iscussion :uestioning

6ournal $ollaborati on #elf3 Assessmen t

:uestion Trash ;in /iscussion

1resentation $hec%list 1resentation "ubric *i%i #coring 7uide

1resentati on "ubric *i%i #coring 7uide

6ournal

Assessment Summary

1rior to digging into content use discussion strategy to assess student understanding of natural resources. :uestioning throughout the unit probes student thin%ing and allow student reflection. $ollaboration #elf3Assessment helps students to set individual and group goals for wor%ing together to complete the pro0ect successfully. :uestion Trash ;in is used to help students to as% <uestions and allow them to openly express their ideas and thoughts as well as enable them to reflect on other students- explanations. .re<uent discussion allows monitoring and ad0usting instruction in a responsive way. 7ive students the presentation chec%list and presentation rubric to help guide and assess the multimedia presentations. #tudents discuss and plan their wi%i using the wi%i scoring guide. 5se the same presentation rubric and wi%i scoring guide to assess students wor%. #tudents- responses to the &ssential :uestion in their 0ournals provide information about how students have connected their wor% in the unit with broader issues.

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Unit ,etails Prere-uisite S(ills ;asic %nowledge on the current issues pertaining to the natural resources , pollution deforestation endangered species. .undamental s%ills of basic computer operations and ability to use word processing presentation and spreadsheet software. #tudents may need mini3lessons on wi%i.

Instructional Proce%ures Intro%ucing the unit ./ "erio%0 12 minutes3 1ut up pictures of different natural resources such as water air soil minerals fossil fuels forests and living things. /ivide the students into groups of five and ma%e each group in charge of a different picture. As% students to discuss the current issues revolving around the particular resource in their respective groups. 7uide student to reali=e the impact of our daily activities on the natural resources. Then pose the essential <uestion: How can I contribute to a better tomorrow? to the students. 1rovide time for the students to thin% and write down their responses in the student 0ournal. 8ave students share their thoughts about the <uestion. Introduce the pro0ect entitled >$reating a ;etter 1lace? using a presentation slideshow. &xplain the role and tas%s that students need to carry out. /istribute school recycling badges to students. /raw students- attentions on the need of creating a balance between fulfilling our present needs while saving enough for the future. 1resent the collaboration self3assessment before students begin to wor%. Tell them to use this document to set individual and group goals for wor%ing together to complete the pro0ect successfully. Con%ucting research .One wee(4 5 "erio%0 12 minutes 6 )ab "erio%3 Inform students that their first tas% is to search for information on the concept of !". 1rovide students with a research support handout that contains a list of websites and research template. &ncourage students to see% further information from other sources. Allocate about two periods for students to do their research. @a%e students sit in groups and discuss their findings. 1lace Question Trash Bins in the class. Assign separate trash bins to each group. &ncourage students to put their doubts and <uestions in the trash bins. 1rovide time for students to write the <uestions. Interchange the trash bins among the groups in such a way that each group gets the trash bin of other groups. 1rovide time for each group to read the <uestions and discuss the answers. Inform that each group will be responsible for the answers to the <uestions in the next period. In the next class as% each group to read out the <uestions and share their answers. &ncourage other students to share if they have some points to add to the answer. In case if there are some <uestions repeated as% each group to share their answers , this will encourage students to value othersperspective and to loo% at things from various dimensions. 7riting Autobiogra"hy ./ "erio%0 12 minutes 6 Ta(e 8ome3 #ensiti=e the students about the way our daily routine impacts the environment by reading the >Aoo%
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around and Thin%? handout. 8ave a classroom discussion on different solid waste materials and share the handout titled >*hen will these things decompose9? Take home activity: - Ask students to work on the worksheet. Extended Activity: - Have students write the autobio ra!hy o" so#id waste. In"orm students that they can se#ect any so#id waste and write its autobio ra!hy in around $%& words. 'o##aborate with the En #ish (an ua e teacher and arran e "or a session to uide the students. 9ee"ing a watch .: "erio%0 12 minutes 6 Ta(e 8ome3 1ut up when will these things decompose9 3 Answers on the class bulletin board and as% students to compare their answers. 8ave a whole class discussion with the students to share their learning. Take Home: In"orm students about the observation activity. Te## them to observe the waste dum!ed in their househo#d trash bins "or ) days and et an insi ht into the awareness #eve# o" their "ami#y members by askin some *uestions. +hare the observation tem!#ate "or recordin the observation and the awareness #eve# o" the "ami#y members. Brient students that they have to discuss and compile the data collected for ma%ing a group presentation for the next wee%. Pre"aring multime%ia "resentation ./ wee(4 : "erio%0 12 minutes 6 )ab "erio%s3 1rovide time for students to discuss and compile the data collected during the previous wee%. Inform them that their next tas% is to prepare a multimedia presentation. Inform the students that the presentation needs to answer the unit <uestion: How can the ), conce!t he#! in !reservin and conservin the environment? /istribute the presentation chec%list and presentation rubric to each group. &laborate on the criteria listed in the chec%list and rubric. &xplain thoroughly how students could use them to produce a good presentation. As% students to plan their presentation using the presentation planning template. @a%e each group prepare a storyboard of the presentation. 7ive inputs to groups if needed. 1rovide time for students to finish their presentation. 7uide students accordingly as they prepare their presentation. 8ave fre<uent meetings with each group to chec% on their progress. ;ecycling e#"erts at wor( ./ wee(4 5 "erio%0 12 minutes3 Inform the young recycling experts that now they have to ma%e use of their creativity. @a%e students discuss in their respective groups useful things that they can ma%e using solid waste. As% them to ma%e a list and finali=e at least two things. Inform students to wor% under the guidance of the Arts and $rafts teacher. Along with the Arts and $rafts teacher discuss the waste materials needed to create the useful things. @a%e students bring the re<uired waste materials to school the next day. Allocate about one wee% for students to produce the useful things under the guidance of the Arts and $rafts teacher. Planning school ;euse Centre < Creating 5; 7i(i ./ wee(4 : "erio%s0 12 minutes 6 )ab Perio%s3 Arrange for the setting up of the school reuse centre in a vacantCunused space in the school campus. "emind students that they will display and sell their created things at the school reuse centre. @a%e students determine the price of the product. Inform students that the amount earned from the reuse centre will be used for conducting waste management activities in the school. Introduce the activity to create a !" wi%iD for providing information on ways to recycle the solid waste.
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@a%e students discuss and plan their wi%i using the wi%i scoring guide. Allocate about a wee% for students to prepare their wi%i. .ix meeting sessions with each group along the wee% and guide them whenever re<uired. &xtended Activity: As% students to create posters to inform and invite the school community to their "euse $entre Inauguration. 1ut up the posters on the school notice boards. Pre"aring &or the ;euse Centre .: "erio%s0 12 minutes3 &xplain that it is time for them to create awareness in the school community about their pro0ect. As% the recycling experts to prepare a short write up for inviting peers and teachers for the inauguration of the reuse centre. 8elp groups if needed. @a%e each group invite different classes for the inauguration of the reuse centre. "emind students to wear their recycling expert badge. 8ave students arrange the created things with price tags in the reuse centre. Arrange for display of multimedia presentation for the inauguration. Inauguration o& the reuse centre ./ "erio%0 12 minutes3 Invite the school principal to inaugurate the #chool "euse $entre. "emind students to wear their recycling expert badge. 8ave students present their multimedia presentation. Also ma%e students briefly explain to the audience how they made their useful items using the !" wi%iD. Invite a few teachers to evaluate students- presentation and wi%i using the presentation rubric and wi%i scoring guide. ;evisit the Essential +uestion ./ "erio%0 12 minutes3 $ongratulate the students for their accomplishment of the "euse $entre pro0ect and encourage students to continue their effort in putting the !" concepts into practice. 8ave students share their learning with their peers. "evisit the essential <uestion: How can I contribute to a better tomorrow? and have students write down their thoughts in the 0ournal. $onduct a short discussion on students- responses on the essential <uestion before and after the pro0ect. @a%e students reali=e the importance of wor%ing together to ma%e this world a better place. Accommo%ations &or ,i&&erentiate% Instruction ;esource Stu%ent =i&te% Stu%ent Students wor in a mixed ability group under the supervision of a teacher !rea down the pro"ect into smaller tas s and give a chec list of tas s to be accomplished #onduct fre$uent meetings with students to chec on the progress of their pro"ect %llow students to play the role as leaders in completing their assignment &ncourage students to plan the progress of their pro"ects and deadlines to be met

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>aterials an% ;esources ;e-uire% !or Unit Technology ? 8ar%ware ($lic% boxes of all e<uipment needed) $amera $omputer(s) /igital $amera /E/ 1layer Internet $onnection /atabaseC#preadsheet /es%top 1ublishing &3mail #oftware &ncyclopedia on $/3"B@ Printe% >aterials Su""lies Text boo% maga=ines research articles 3 http:CCwww.environmentaldefense.orgCarticle.cfm9$ontentI/FGGHI1ageFJD This site by the &nvironmental /efense provides much information about false beliefs that some people have on recycle reduce and reuse concept. http:CCwww.leeric.lsu.eduCenergyCrrrCD It explains the importance of recycle reuse and reduce as well as the things that could be recycled in a child friendly manner. http:CCwww.epa.govCregion+2Cr!CD It explains the meaning of the !" symbol and contains lin%s to other websites with relevant information on the !" concept. Internet ;esources http:CCwww.p2pays.orgCrecycleguysCwhyrecycle.htmlD It explains the importance to reuse recycle and reduce. It also contains lin%s that suggested ways to practise these !"-s at home and wor% place. http:CCwww.ma%ingfriends.comCrecycle.htmD The site suggests ways in which materials could be recycled to ma%e a gift for your friend or as your home decorations. http:CCpbwi%i.comD .ree wi%i portal. Aaser /is% 1rinter 1ro0ection #ystem #canner Television Image 1rocessing Internet *eb ;rowser @ultimedia *eb 1age /evelopment *ord 1rocessing Bther E$" Eideo $amera Eideo $onferencing &<uip. Bther

Technology ? So&tware ($lic% boxes of all software needed.)

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Other ;esources

1rograms of the IntelK &ducation Initiative are funded by the Intel .oundation and Intel $orporation. $opyright 2 2++4 Intel $orporation. All rights reserved. Intel the Intel logo Intel &ducation Initiative and Intel Teach 1rogram are trademar%s of Intel $orporation in the 5.#. and other countries. DBther names and brands may be claimed as the property of others.

DAegal Information L 1rivacy 1olicy

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