BB+English+IP

=Instructional Plan/Learning Activities= Hook: Students will watch 'An Inconvenient Truth' and will discuss their feelings and thoughts afterwards. Learning Activity: Students will research what global warming is and how it affects the planet. Students will also be given a list of vocabulary words and will have to use them in a Podcast. Artifact: Students will write a paper describing what they have learned about global warming and what else they would like to learn more about. || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || What the different terminology regarding global warming are. || Interpret different vocabulary words associated with global warming.
 * Content:**
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.

7B: Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes. || Hook: Students will come up with a survey for the school to complete asking the different students and classrooms how much recyclable paper, plastic, and aluminum they throw away on a weekly basis. Learning Activity: Students will research what "green" means and will take tours of different buildings that are environmentally friendly. They will find out how they were made and how they can use the same techniques in their community. Artifact: Students will create an iMovie to pass out to the different classrooms informing others of how to use environmentally friendly products. || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || What the materials harm the enironment and how to cut down the use of these materials. || Propose new "green" ideas to use in their school and communities.
 * Product:** Podcast || A1: Students read and make generalizations from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * 2.

D. Distinguish between primary and secondary sources. || Hook: Students will watch "Earth in the Hot Seat" by Bill Kurtis and A&E. They will then discuss what they have learned. Learning Activity: Students will research the different biomes and how they have been affected by global warming. Students will create a webquest detailing what they have learned about the effects of global warming in their biomes. Artifact: Students will create two models of biomes. The first will be what they imagine the biome to have looked like before global warming. The second will be what they imagine the biome to look like five years in the future. || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || How the different biomes have changed due to global warming. || Exhibit how the different biomes have been affected by global warming.
 * Product:** iMovie || C1: Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.
 * 3.

A. Determine the nature and extent of information needed. || Hook: Students will use the "Greenhouse Effect Visualizer" from Northwestern University to observe global warming and climate changes. Learning Activity: Students will create their own hypotheses about sunlight and temperature change and will use them in the visualizer. Artifact: Students will create a Powerpoint describing how they feel about global warming and the greenhouse effect. They will include two hyperlinks in their powerpoint that will connect to important informational sites. || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || How global warming will affect our future. || Consider the effects on the world if global warming had started earlier.
 * Product:** Webquest || C1: Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.
 * 4.

C. Acknowledge and build upon the ideas of others. || Hook: Students will have a debate about a different issue. Afterwards, they will discuss how they got the opposing side to see their argument. Learning Activity: Students will figure out how they feel about global warming and will write a persuasive essay to a local political figure about their opinion and their concerns. Artifact: Students will create a Wikispace page in order to make their persuasive essay public and more meaningful with informational hyperlinks (different from the powerpoint ones.) || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || How to write a persuasive essay informing others of the effects of global warming. || Argue how the world would be different without global warming.
 * Product:** Powerpoint with hyperlinks || E1: Students adjust listening strategies to understand formal and informal discussion, debates, or presentations and then apply the information.
 * 5.

7F. Demonstrate comprehension by summarizing, generalizing, drawing conclusions, making judgements, and making connections between prior knowledge and multiple texts. || Hook: Students will watch other classes iMovies and look at their projects. Learning Activity: Students will take class time to think about what they have learned about global warming. They will create a presentation to put on for the entire school. Artifact: Students will make a blog describing what they have learned during this unit and will connect their powerpoint presentation and their wikispace page to their blog to make it look more professional. || 2. English: - Students will understand that their actions can affect people's perceptions of global warming. - Students will understand that global warming affects the different biomes of the world. || How to properly inform others of the dangers of global warming. || Reflect on what you have learned and how you can use this knowledge to inform others.
 * Product:** Wikispace with hyperlinks || A1: Students read and make generalizations from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * 6.

B. Write essays that support an idea and build a logical argument excluding extraneous information and differentiating between facts and opinions. ||
 * Product**: Blog || B3: Students write academic essays that state a clear position, supporting the position with relevant evidence.