ORPHEUS DESCENDING

 

 

Hydraulic Fracturing?


Not in My Backyard!

 

 

Lesson Title:

“Will Fracking Improve of Diminish the Quality of Life in Ithaca?” (Blog Product)

Related Lessons: Civics, Earth Science and Language Arts.

Grade level: 8

Timeframe: Three hours over three days.


Goals
Content Standards:
New York State English Language Arts Learning Standards
Standard 2: Students will read, write, listen, and speak for literary response and expression.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen, and speak for social interaction.
New York State Social Studies  Standards
Standard 2:   Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
ISTE NETS-S
ISTE Standards: NETS T 1 Facilitate and Inspire Student Learning and Creativity
ISTE Standard: NETS-T 2 Design and Develop Digital-Age Learning Experiences and Assessments.

Instructional Objectives:
During the course of the lesson students will:
View and discuss two videos on fracking while activating prior knowledge.
Complete a T-chart listing the pros and cons of hydraulic fracturing.
Review guidelines for determining the veracity of websites.
Practice social skills while cooperating with a teammate.
Implement technology as a tool for inquiry by locating and evaluating websites.
Implement technology as a writing, communication, and collaborative tool by reviewing articles on fracking and posting these written products on a blog.


Action
Instructional Activities
Part 1
After viewing and discussing the two videos with opposing points of view, (Fox News, 2010 and Democracy Now, 2011), the students, as a whole class, will complete a T-chart listing the pros and cons of this procedure. They will then be given posthole exercises in which they visit pre-selected websites. Once there, they will evaluate the site by considering the following: Is the author listed? Is there biographical information concerning the author? What is the author’s purpose for the site? Is the research current? What does the final syllable of the domain name inform us about the site’s status? (Eagleton & Dobler, 2007).
Part 2
The students will use the website validating criteria to identify three quality articles on fracking.
Part 3
Working in teams of two the students will use their collective research to create a blog artifact that reviews the acquired information.


Monitor
Ongoing Assessment(s):
Informal observations and assessments based on student performance and questions.
Accommodations and Extensions:
Adult aides will scaffold teams when needed. Additional time will be granted to lower performing students.
Back-Up Plan:
Teacher will review the creation of key word for search engines.


Evaluate and Extend

Rubric:


CATEGORY

4

3

2

1

Quality of Information

Information clearly relates to the main topic. It includes several or more supporting details and/or examples.

Information clearly relates to the main topic. It provides 4-5 supporting details and/or examples.

Information clearly relates to the main topic. It provides 2 or 3 details and / or examples.

Information has little or nothing to do with the main topic.

Sources

All criteria for reputable sources are met.

Most criteria for reputable sources are met.

Some criteria for reputable sources are met.

Little or no criteria for reputable sources are met.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Blog Collaboration

Provided many useful ideas when participating in pairs.

Provided some useful ideas when participating in pairs.

Provided few useful ideas when participating in pairs.

Rarely provided useful ideas when participating in pairs.

 

After the blog products have been assessed the class will share these with the rest of the school.


Reflections
Students generally found some difficulty in comprehending content material. Support was duly offered by partners, teacher and aides.

 

Lesson Title:
“Will Fracking Improve of Diminish the Quality of Life in Ithaca? (Digital Storytelling Product).”
Related Lessons: Civics, Earth Science and Language Arts.
Grade level: 8
Timeframe: Five hours over five days.
Goals
Content Standards:
New York State Science Standard 2
Students understand the relationship between an organism and its environment.
Students comprehend the sources and properties of energy.
Students will use a variety of intellectual skills to demonstrate their understanding of the roles, rights, and responsibilities of citizenship, including avenues of participation.
New York State Technology Standard
Information technology is used to retrieve, process, and communicate information as a
tool to enhance learning.
ISTE Standard: NETS-T 2

The instructor will design and develop digital-age learning experiences and assessments.

Instructional Objectives:
Students will:
Develop notes while watching a video on fracking.
Discuss video while activating prior knowledge.
Use a variety of skills related to research, cooperation, and communication.
Utilize higher-order thinking skills such as analyzing, synthesizing, and evaluating as they research and understand the pros and cons of fracking.
Incorporate technological skills through the medium of digital storytelling.
Write systematic reflections in print and e-journals.
Utilize digital storytelling to convey their understanding of content matter.
Transfer writing, research, narrative and technical skills to new applications by communicating their views to municipal leaders.
Action
Instructional Activities       
The students will watch the video, “Communities Divided over Natural Gas Drilling” (Associated Press, 2011). After discussing the video they will form heterogeneous groups of four.  Here they will develop a plan to use technology in a way that conveys to municipal leaders their views on fracking. At the completion of each session they will record their reactions, questions, problems, and accomplishments I electronic and print journals.
Groupings:
Groups of four were formatted based on the correlating consensus of their viewpoints on fracking.
Monitor:
Ongoing Assessment(s):
Informal observations, perusal of student reflections, systematic questioning, and feedback were implemented.
Accommodations and Extensions:
Adult aides, teacher scaffolding and extended time frames when appropriate.
Back-Up Plan:
Plan to switch emphasis to writing, or story boarding segments. Re review of research can also be utilized.
Evaluate and Extend
Rubric:
Product
4. Students create an original, accurate and interesting technology product that incorporates facts and persuasive qualities.
3. Students create an accurate technology product that adequately addresses the issue.
2. Students create an accurate technology product but it does not adequately address the issue.
1. The technology product lacks accuracy and relevancy to the issue.
Awareness of Audience
4. Strong awareness of audience in the design. Learners can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.
3. Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.
2. Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.
1. Limited awareness of the needs and interests of the target audience.
Images
4. Images create a distinct atmosphere or tone that matches different parts of the story.
3. Images create an atmosphere or tone that matches some parts of the story.
2. An attempt was made to use images to create an atmosphere/tone but it needed more work.
1. Little or no attempt to use images to create an appropriate atmosphere/tone.
Purpose
4. Establishes a purpose early on and maintains a clear focus throughout.
3. Establishes a purpose early on and maintains focus for most of the presentation.
2. Purpose is unclear for a portion of the presentation.
1. It is difficult to figure out the purpose of the presentation.
Script
4. Script is complete and it is clear what each actor will say and do.
3. Script is mostly complete and  shows planning.
2. Script has a few major flaws. It is not always clear what the actors are to say and do.
1. Script is inadequate.
Teamwork
4. Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.
3. Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.
2. A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.
1. Meetings are not held AND/OR some team members do not contribute a fair share of the work.


Reflection:
The choice of digital storytelling venues helped to engage the students with the content.  The effect their products might have on municipal decision-making remained a potent catalyst.


Resources:
Associated Press (2011). Communities divided over natural gas drilling. Retrieved on October
12, 2012 from http://www.youtube.com/watch?v=oMboTKOWeAs&feature
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom
        use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
Democracy Now Video. (2010). Fracking and the environment:
Retrieved on September1, 2012 from the website: http://www.youtube.com/watch?v=ZbIyR
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New
York, NY: The Guilford Press.
Fox News (2011). Technology is turning shale into viable energy source, but
safety concerns persist. Retrieved on September2, 2012 from the website:
http://www.foxnews.com/us/2011/04/20.
Laureate Education, Inc. (Producer). (2012) [Motion picture].   “Spotlight on Technology: Social
Networking and Online Collaboration, “Promoting Self- Directed Learning with
Technology.” Baltimore: Davis, V.
Rubistar (2012). Create your own rubrics for project-based learning. Retrieved from the website:
Rubistar.4teachers.org/ on October 2, 2012.

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