Ocean Pollution

ENL Proficiency Level | ENL Program | Standards | Technology

Emerging, Transitioning, Expanding   |   Stand-Alone   | 2R1, 2R6, 2SL5, 2W4  | Buncee, Book Creator, BrainPOP, Padlet

Content

I can read and write about ocean pollution.

Procedure

Overview: 

• Grade Level / Subject Area: 2-4 

• Project Standards: List all the standards they’ll work on 

• Project Concept:  Ocean Pollution 

• Project Audience: School Community 

• Assessment: Creating a Book/Poster 

• Tech Tools Used in Assessment:  Book Creator or Buncee 

Phase 1: Look Listen and Learn 

• Activate prior Knowledge using KWL chart - What is pollution? Why is it harmful to our ocean life? How do we solve this problem? 

• think/pair/share 

• Show video about pollution 

• Timeframe: 1-2 days 

• Activities: Read Non-Fiction ocean pollution books, watch videos on Brain PoP, circle map to get students to branistorm what they know already about pollution 

• Language Supports: Intro to Vocab: Pollution, sanitation, contamination, extinction, recycle 

• Technology Integration: Brain Pop 

Phase 2: Ask Tons of Questions 

• How will you help students ask questions? What will this process look like?  

• Timeframe: 1 week 

• Activities: Using differentiated books to learn about ocean pollution, creating questions from books determine how to help stop ocean pollution 

• Language Supports: vocab graphic organizers, sentence frames, chart with questions words and review how to use question words 

• Technology Integration: Use books that the district bought us but also allow students to read off Epic  

Phase 3: Understanding  

• What will the research look like? How will students build an understanding of the process, problems, etc.? How will you ensure all students actively participate and share information with one another?  

• Students will use the circle map that they used for the brainstorming in phase one again in phase 3. Here they will add all the facts they learned from their research. They will have on their circle map it divided into segment for who, what, where, when, why, and how where they will record information each day based on a question they are answered as a group. We will use sentence frames and students will be recording the answers on their circle maps. 

• Timeframe: 1 week 

• Activities: reading, recording, and using circle map with organized sections of who, what, where, when, why, and how to put their research in. 

• Language Supports: The question words on their circle map to make it easier to navigate. 

• Technology Integration: Padlet used to brainstorm 

 Phase 4: Navigate Ideas  

• What will the brainstorming and planning process look like? How will you ensure all students actively participate so that all ideas are valued? 

• Timeframe: 20 minutes 

• Activities: the students can sequence the story that they will add into book creator at a later time Language Supports: first, next, then, after, last and be able to explain why 

• Technology Integration: Infographic- ideas from padlet  

Phase 5: Create a Prototype  

• What will students create? How will you ensure all students actively participate? 

• Timeframe: Each student will create their own book, poster, or buncee. 

• Language Supports: Graphic organizers, sentence frames  

Phase 6: Highlight and Fix 

• What processes will you use to help students assess their work, reflect on their learning, and improve their products?  

• Timeframe: 2 days 

• Activities: Peer feed back 

• Language Supports: Sentence starters  

Phase 7: Launch to an Audience 

• What will the final launch be? Who will be the audience? Will you have an event?  

• Activities: Place posters near recycling bins to stop pollution in the ocean by recycling. 

• Technology Integration: Buncee, Book Creator