Create a K-W-L chart on Poster Paper. Elicit responses from students by asking the Activator question do you know about Antarctica? ( At this point, if students have no idea – “What (Prior to showing the video Time: where it is, it may be necessary to show students where Antarctica is in the globe) presentation) 5-10 minutes Write the answers under the column. Under the column, write questions students “K” “W” might want to know about Antarctica. Allow students to group or categorize their answers according to: needs, challenges, problems, etc. column to be completed at the end of the lesson to determine what students learned “L” – about Antarctica. Show this segment of the video to your students, letting them know that they will Problem/Motivation Time: be working on solving the real-world problem after viewing. (Part I of video) 2-5 minutes Allow students to take notes on index cards. After watching the video, students must be arranged in groups of 3 or 4 only. Problem Solving Activity Time: (Describe process for identifying Clarify any questions 30 minutes students may have, including vocabulary (“ecologically fragile”, possible solution(s) to the problem limitations, constraints) about the problem. presented) Grouping: Explain how to Independent complete the Spark 101 Corners and a Diamond” template. “Four Pairs Use the construction paper for this activity. Small groups (3-5) Allow students to re-write the problem in their own words Whole group Allow students to write what they know about the problem Allow students to list the limitations/constraints shown in the video. Walk around the room and ask guiding questions to each Ask the students to clarify or defend their solutions/answers. What might be the advantages/disadvantages of pursuing that solution? What might be good examples of a limitation or constraint? How did you arrive at that solution? Can you explain why you chose that solution? Allow students to post their Diamonds and a Corner” organizer and then “Four complete a gallery walk. Students must use post-it notes to write their comments/observations about each group’s organizer. Discuss the comments/observations as a whole class activity.
Activator (Prior to showing the video presentation) Time: 5-10 minutes Create a K-W-L chart on Poster Paper. Elicit responses from students by asking the question – “What do you know about Antarctica? ( At this point, if students have no idea where it is, it may be necessary to show students where Antarctica is in the globe) Write the answers under the “K” column. Under the “W” column, write questions students might want to know about Antarctica. Allow students to group or categorize their answers according to: needs, challenges, problems, etc. “L” column – to be completed at the end of the lesson to determine what students learned about Antarctica. Problem/Motivation (Part I of video) Time: 2-5 minutes Show this segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing. Allow students to take notes on index cards. Problem Solving Activity (Describe process for identifying possible solution(s) to the problem presented) Time: 30 minutes Grouping: Independent Pairs Small groups (3-5) Whole group After watching the video, students must be arranged in groups of 3 or 4 only. Clarify any questions students may have, including vocabulary (“ecologically fragile”, limitations, constraints) about the problem. Explain how to complete the Spark 101 “Four Corners and a Diamond” template. Use the construction paper for this activity. Allow students to re-write the problem in their own words Allow students to write what they know about the problem Allow students to list the limitations/constraints shown in the video. Walk around the room and ask guiding questions to each Ask the students to clarify or defend their solutions/answers. What might be the advantages/disadvantages of pursuing that solution? What might be good examples of a limitation or constraint? How did you arrive at that solution? Can you explain why you chose that solution? Allow students to post their “Four Diamonds and a Corner” organizer and then complete a gallery walk. Students must use post-it notes to write their comments/observations about each group’s organizer. Discuss the comments/observations as a whole class activity.
spark101antarcticarenewableenergymssciencel.docx