NATGEO Certification Capstone_Final

YOUR NAME: Wendi Pillars

LESSON TITLE: What is the human impact on our planet’s marine environment? Is it possible for
North Carolinians to impact the Arctic marine environment?

RECOMMENDED GRADES: 6-12, ELLs, beginning and developing proficiency levels; this module
was used with students in grades 9-12.

TIME NEEDED: 8-9 90-minute class periods, plus some homework time; although more
proficient English speakers and readers will likely take far less time.

OBJECTIVES:
● Students will be able to construct meaning from multiple formats, orally and in
writing
● Write informative texts to convey complex ideas
● Support claims with evidence, reason, and facts from the text
● Acquire and accurately use a range of content-specific language in context
● Demonstrate command of standard English grammar usage, orally and in writing
● Understand the role humans play in environmental changes
● Define and explain multiple marine threats along with their causes and effects on
marine life
● Draw conclusions about how North Carolinians can directly impact the High
Arctic,
● Analyze maps, diagrams, and article summaries to create an imaginary narrative
based on scientific data

MATERIALS:
● Article resources as linked below
● Computers for research, reading, and writing submissions
● Multiple map sources (NatGeo tabletop Polar Region maps (Arctic and Antarctica),
tabletop world map, one-page North Carolina map
● Class iPod for any photos or recording

PREPARATION:
● Determine language levels and needs of students
● Read through articles to determine which ones best fit your students’ reading levels
● Determine which outcome would be most appropriate for your language objectives; an
oral presentation would target speaking and listening while the essay and written
portions address writing proficiencies

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 ● Determine links to your state standards if you are teaching in a content area (the
standards used are geared to acquiring language through content)

EQ: What is the human impact on our marine environment? Is it possible for North Carolinians
to impact the Arctic marine environment?

Standards: (drawn from CCSS and ELPA21 standards for language development). Note that I
did not include Earth Science standards because this is a standalone language class. These can
be tweaked to include specific science standards for grade 9.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats

(ELP 9-12.1: Construct meaning from oral presentations and informational text through grade-
appropriate listening, reading, and viewing)

RI9-10.2: Determine central idea of a text and analyze its development over the course of a text,
summarize key supporting details and ideas
(ELP 9-12.1: construct meaning from oral presentation and informational text through grade-
appropriate listening, reading, and writing)

WST 9-10.2: Write informative texts to examine and convey complex ideas, concepts, and
information clearly
(ELP 9-12.3: Speak and write about grade-appropriate complex literary and informational texts
and graphics)

W9-10.1: Write arguments to support claims in an analysis of substantive texts, using valid
reasoning and relevant and sufficient evidence
L: 9-10.6: Acquire and accurately use a range of general academic and domain specific words
and phrases
(ELP 9-12.4: Construct grade-appropriate oral and written claims and support them with
reasoning and evidence)

L: 9-10.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
(ELP 9-12.10: Make accurate use of standard English to communicate in grade-appropriate
speech and writing)

WST 9-10.6 Use technology to produce, publish, and update individual or shared writing
products (we use Seesaw to record reflections and exit tickets, as well as to submit essays)
Note: We used the Seesaw platform for work submission, but teachers can create a Google
classroom platform or use Google Docs for students to submit writing. Padlet is also useful for
bell-ringers, vocabulary, and even recorded responses.

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Overview:
● This is an overview of our lessons, but due to the nature of different learners, you may or
may not wish to accelerate the pace, include more independent work, or include different
vocabulary focuses. Extension ideas are listed at the end of the plan. We simply did not
have sufficient time to pursue them. Modifications are also noted at the end of the plan.
● Prior to these lessons, students had been reading and learning about the following
topics:
○ ocean currents and plastic pollution,
○ the Arctic via this NatGeo Lesson for 5-6 grade and MapMaker kits (one of the
world, one of the Arctic, and one of Antarctica; groups had assembled them and
analyzed for comparison/ contrast)
○ the UN Sustainable Development Goals, which I use as a foundation for my ESL
classes and instruction. For this module, we focused on SDG #14, Marine Life/
Life Under Water. Doing this provided a larger lens for students to view the
challenges and threats to marine life, and helped foster the understanding that
it’s not just “something we’re doing for a grade”, that this goal is one which 193
countries have agreed is vital to achieve.
Assessments:
● How will students be assessed for this module?
● Students will compose claim/ evidence/ reasoning writings on the following:
○ 2 mini-essays: 1) Which is the greater threat to marine life: marine waste or
overfishing? 2) Which is the greater threat to marine life: ocean acidification or
dead zones?
○ One 3-4 paragraph essay outlining causes and effects of ocean noise pollution.
○ Lastly, students will trace the path of a water bottle from NC to the Arctic as a
brief interdisciplinary synopsis of NC river systems, ocean currents, and
geography, and to reiterate our connection to such a seemingly remote location
on our planet. Students will present their findings orally to the class.
~~~~~~~~~~~~~
Day One:

Warm-up: Write 5 words that come to mind when you think about the SDGs. What do you know
about SDG #14? (Students will maintain a weekly warm-up/ reflection sheet for each day’s
activities, and turn it in after each 5 days.) Alternatively, students can use a KWHLAQ chart
(which is what I will use the next time I try these lessons)

I can:
determine the central idea of a text, along with key supporting details
respond to questions orally, and in writing, about the text
summarize the text orally in my own words, using my notes

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Vocabulary: plastic waste, every foot of coastline, end up, garbage patches, current/ currently,
intentionally, dumped, toxins

Learning Activity:
Display images of pollution, overfishing, damages to /in the seas, acidification, etc. on the
screen (I used ppt); example of images can be found in the SDG lesson plan “Protect Life Below
Water”

Ask students to 1) describe what is in the pictures

2) what they think happened before and after the photos were taken
Annotate vocabulary students do not know to revisit later.

Reading activity:
Analyze all four article structures: what patterns do you see? What are the subheadings? What
can we predict we will learn from each article?
Read and annotate together: Threats to the Ocean: Waste in the Ocean
Create visual notes, address vocabulary

Reflection/ wrap-up: What is considered “marine waste”? Use padlet, Seesaw, or handwritten
format.

~~~~~~~~~~~
Day Two:

Warm-up: List 5 places or types of businesses in North Carolina that use fish. Where do you
think it comes from?

Goal: Students will respond to the following question in writing: “Which of the marine threats is
greater: marine waste or overfishing? Explain your reasoning using evidence and reasons from
the text. Use specific vocabulary to clarify your writing.”

Vocabulary: overfishing, large quantities, replenish, growing appetite, growing demand,

(un)sustainable/ sustainability/ sustain, fishing fleets, estimated/ estimate/ estimation

Learning activity: Show students images like this of bycatch and this of a fishing boat. This
global overfishing world map is useful for context and practice analyzing data. What is
happening in these images? How do they relate to each other?

Reading activity: Together, prepare “Threats to the Ocean: Overfishing” for reading by marking
the text. 3 sections: definition/ description, causes, effects.

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 ● Read and annotate together, continue creating visual notes on same paper with Marine
Waste; if students are ready, read part of the article together, then provide opportunity
for independent reading and notetaking (with support)
● Discuss key details after ample time for reading to ensure all students have the same
information (revise notes if necessary); address misunderstandings

Writing / reflection: Which of the marine threats is greater: marine waste or overfishing?
Explain your reasoning using evidence and reasons from the texts. Use specific vocabulary to
clarify your writing.
● Sentence frame: Marine waste and overfishing are certainly great threats to marine life.
Based on the readings/ articles, however, I believe that ______________ is a greater threat.
One reason I think this is because of/ due to the _____________________. Another reason I
believe this is because of / due to the ________________.

~~~~~~~~~~~~~~~
Day Three:

Warm-up: Using your visual notes, tell a partner what you remember about one threat to the
ocean. Tell your partner 3 facts and write down one question you both have.

I can construct a claim and support it with evidence / reasons/ facts from the texts.

Goal: by the end of class, students will respond to the following question in writing: “Which of
the marine threats is greater: ocean acidification or dead zones? Explain your reasoning using
evidence and reasons from the text. Use specific vocabulary to clarify your writing.

*(Possible assessment on vocabulary aside from the oral and written activities)

Vocabulary (suggestions): as a result of, hypoxic, has been identified as, fertilizer, run off,
excess, algae, decomposes, used up, acidic/ acid, carbon dioxide, carbonic acid, shell, fossil
fuels, absorbs, emissions

Learning activity: display images for the Dead Zone like those on this site: what do you notice?
What do these images show us? Use a routine like See, Think, Wonder to encourage deeper
thinking and more engagement.

Reading activity: Students will read “Threats to the Ocean: Dead Zones”, independently, and
continue taking visual notes. Teacher will be available to support students one-on-one to clarify
and answer any questions.

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 ● Review notes together. Students can share their visual notes to review their reading and
compare key ideas/ details from the reading.
● Repeat the process with “Threats to the Ocean: Acidification”.
Before reading, show this video to help explain ocean acidification.
● Review key details as a group. Questions? Clarifications?

Writing/ reflection: Which of the marine threats is greater: ocean acidification or dead zones?
Explain your reasoning using evidence and reasons from the texts. Use specific vocabulary to
clarify your writing.
● Sentence frame: Marine waste and overfishing are certainly great threats to marine life.
Based on the readings/ articles, however, I believe that ______________ is a greater threat.
One reason I think this is because of/ due to the _____________________. Another reason I
believe this is because of / due to the ________________.

~~~~~~~~~~~~
Day Four:

I can use appropriate grammar and conventions while recounting our shared experience in
writing.

Goal: by the end of class, students will be able to recount a shared experience of exploring
sounds and sights around campus.

Vocabulary: man-made, natural, soundscape, landscape, pollution, waste, debris

Learning activity: Local soundscape/landscape: take an observation walk outside, separate,

find a spot to sit and listen for 10 minutes. Record natural and man-made sounds. After,
continue walking around campus, as a group, to the woods behind the school to observe the
state of our creek. Is there waste/ pollution? If so, what kinds are most prevalent? Record
findings with iPod camera. Review our findings together, and categorize human-made vs natural
sounds and waste.

Writing activity: Recount the campus walk together, in paragraph format, using specific
vocabulary, together with teacher modeling. Review photos, categorize sounds and waste into
man-made and natural. Students will then reflect in writing independently: 1) What did you learn
from the listening and observation? 2) What surprised you? 3) What did you expect to hear and
see? 4) What solutions would you propose to address the waste and pollution?
(Differentiation: Teacher may want to take the time to recount the campus walk together, again
depending on student level. I found it helpful to spend another half day recounting the
experience in writing, categorizing sounds, viewing pictures, and allowing time for them to
reflect.)

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Reflection: (in writing) What do you think happens to the waste in our small creek behind the
high school?

~~~~~~~~~~~~~~~~~~
Days Five and Six:

Warm-up (day 5): Have you ever visited the coast? What is your favorite aspect of the ocean? If
not, what do you think you would like most about the ocean if you could visit? (or something
similar, something personal rather than text-based) Students can also sketch an image they
think of when they imagine the coast/ ocean/ marine life.

Warm-up (day 6): Quickwrite: write “everything you know” about ocean noise pollution (10-15
minutes depending on students); share responses, while Teacher (or select students) writes
them on chart paper or records them online for reference (padlet, google docs, etc.), modeling
complete sentences.

I can:
determine the central idea of a text, along with key supporting details
respond to questions orally, and in writing, about the text
summarize the text orally in my own words, using my notes
construct a claim, using evidence from the texts
understand that not all pollution is visible or tangible

**Note: there will be a summative writing assessment based on 2 articles about Ocean Noise
Pollution this week. This is the prompt, so that you can focus your thinking and purpose as we
read. (continue to refer to this prompt throughout the week)
Examine the causes of ocean noise pollution and explain effects on marine life. Support
your analysis with evidence from your reading (research). What conclusions can you
draw?

*(Review vocabulary: game, flashcards, Quizlet, presentations, Google Slides, etc., depending
on student needs)

Choose 2 of the following 4 articles to read, based on student needs.

Listenwise articles: Ocean Noise Pollution (students can listen and read)
Noises in the Ocean Threaten Marine Animals (students can listen and read)
Text only articles: Ocean Noise Too Loud for Marine Mammals
Noise Pollution in the Ocean

Learning activity: Listen to Whale sounds like those from the Scripps Whale Acoustic Lab
and/or, watch video: Why the Ocean is Getting Louder to introduce students to underwater
sounds ( So amazing! Students are fascinated by the sounds, and so am I. :)

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Reading activity: begin reading specifically searching for causes and effects of ocean noise
pollution on marine mammals. Use this cause and effect graphic organizer to record findings.
Independent reading: skim article 1st to look at text features, number paragraphs, etc.
Questions for discussion:
● What are three specific causes of ONP based on your reading?
● What are effects of each cause?
● (Can be done in partners or small groups; can be done as a visual, or even a gallery walk/
chat stations with questions posted; students can then add information after reading the
next article.)
● Complete cause and effect graphic organizer similar to this one together as review after
reading 2 articles
● Revisit summative writing prompt; respond/ review orally as a class

Writing/ reflection: write a tweet (240 characters!) about ocean noise pollution. (i.e., Why does
it matter? Who should care? Why? What is it?)

~~~~~~~~~~~
Day Six:
Warm-up: review game about causes and effects of ocean noise pollution and selected
vocabulary; students can use notes, charts with responses from days 4 & 5, vocab sheets (could
be paper-based, oral questions, or online using a format like socrative.com or Kahoot)

Summative Assessment:
Examine the causes of ocean noise pollution and explain effects on marine life. Support your
analysis with evidence from your reading/ research. What conclusions can you draw?
● Students can use all notes and both articles about ocean noise pollution to write their
response
● Review and analyze the prompt if necessary for support
● Provide word bank with key vocabulary if necessary for support
● Provide sentence frames if necessary for support

~~~~~~~~~~~
Day Seven/ Eight/ Nine:

● Time for questions, clarification, assessment conferences with students about

summative essay
● Teachers may need to provide opportunity for a second draft based on feedback (we
spent an extra day on this because there was a deep need for more support)

Goal: Illuminate connections between North Carolina and the high Arctic using visuals. Analyze
diagrams, maps, and synthesize prior learning to express understanding.

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Students respond to the second EQ:
EQ: How is it possible for us in North Carolina to impact the Arctic marine environment?

Activity: Trace the path of a plastic water bottle from Jordan-Matthews HS to the High Arctic. Is
this possible? If so, how? What are 2 marine threats it might encounter during its travels? Justify
your response using visuals.

Students can use Google Tourbuilder or chart paper (several of my students do not have
internet access at their home, necessitating this allowance) to trace the path of the bottle.
Students can use this sequencing organizer to structure their responses.

Differentiation:
● Students can partner with someone or work independently.
● More advanced students’ bottles can encounter 2-3 marine threats and negotiate
solutions in order to keep traveling. Lesser proficient students can choose one.
● Teachers can provide a template for the travel, or include a list of locations for students
to locate, and hence, sequence, on a map.

Resources used included:

● NC single page map, tabletop world map, and Polar Region (Arctic) from NatGeo’s
MapMaker Kits
● Google Earth, Google Maps
● Google Tourbuilder
● Map of ocean currents for review and reference
● Current event article: Can Plastic Pollution Reach the Arctic?
**This activity took 2 full 90-minute class periods for my students to complete, plus part of a
third to present them to each other orally.

~~~~~~~~~~~~~~~~
Extensions:
If we had had more time, these are some extensions I would have pursued with my students on
this topic.

1) As a next step, learn about Arctic animal adaptations, in light of marine threats
2) Partner with the nearby zoo to create displays for the Polar Bear exhibit about our
connections to the Arctic
3) Create posters/ flyers/ video PSA’s to highlight the marine threats and solutions we can
take as students
4) Write a persuasive letter to a policy official taking a stance about marine threats (choose
one and illuminate facts/ reasons/ and proposed or current attempts at solutions (Note

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 protections in place for the Antarctic region, the Arctic Council, the US as part of the
Seven Arctic countries,, etc.)
5) Create a service project to highlight the actions we can take to protect our surroundings;
6) Trace the path of plastic water bottle from JMHS to the Arctic, indicating what types of
threats it encounters and what adaptations it needs in order to continue. (we did this, but
not at the depth I would have liked)

LEARNING FRAMEWORK:
How does this lesson connect with the attitudes, skills, and knowledge areas of the Learning
Framework?

ATTITUDES: 9-12 (14-20 year olds)

Responsibility: explorers have concern for other people, cultures, resources, and the planet.
Youth assume responsibility for personal and collective contributions to the reduction of and
solution to current problems in the environment.

SKILLS: 6-8/ 9-12

Communication: explorers are storytellers, communicating ideas and experiences through
language and media. They can interpret and create new understanding from a wide variety of
written, visual, and audio media. Youth use geographic tools to observe and analyze
relationships between people, places, and systems on the Earth.

KNOWLEDGE: 6-8/ 9-12

Our living planet, understanding the interconnected systems of our changing planet, our home.
Youth understand that human activities impact Earth's living things in a variety of ways. Youth
develop explanations that are supported by multiple sources of evidence consistent with
scientific ideas.

Resources:

UN SDG Lesson: Protect Life Below Water (contains texts for the 4 marine threats)
Global Goals resources and matrices
Text only articles: Ocean Noise Too Loud for Marine Mammals
Noise Pollution in the Ocean
Videos: ACE Science Short about Ocean Acidification
Why the Ocean is Getting Louder, different sounds underwater
BBC Bubble Net feeding
Listening: Scripps Whale Acoustic Lab: Whale sounds
Ocean Noise Pollution: Listenwise (students can read and listen to the article); paid
subscriptions allow questions to be answered in the text

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 Noises in the Ocean Threaten Marine Animals Listenwise (students can read and listen
to the article); paid subscriptions allow questions to be answered in the text
Wikispace: Environmental Problems: Dead Zones

Multimedia: Elysium Artists for the Arctic: video that highlights an art show to raise awareness
about the Arctic; Alexandra (Alex) Rose (who is also the violinist in the video on the home page)
is a photographer, diver, violinist, and editor of the site; basic facts are at the top of the site, with
photos; Alex had skyped with us 2 weeks prior to this module
NatGeo: The Arctic Region activity/ lesson for 5-6 grade; great for an intro for most any age

Templates and graphics:

Sequencing Organizer via ReadWriteThink
KWHLAQ chart
Nat Geo MapMaker Kits
Map of ocean currents
Map of global overfishing
Cause and effect graphic organizer
Soundscape activity and organizer

Strategies:
Gallery walk
Chat stations
See, Think, Wonder

Differentiation ideas:
Classroom Modifications for ELs

Online applications:
Seesaw online portfolio
Google Tourbuilder
Symbaloo with Arctic resources
Blog page with firsthand Arctic travel information

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