Activities
Guiding Questions
Guiding questions will be formed for students to critically think about the project and how they are going to become a member of a bigger ‘family’ than their own. At the beginning of each lesson, the students will have questions to answer as journal entries.
As time goes on, the students will be developing their own guiding questions and coming up with ecologically sound answers. I stress again this is especially valuable to second language learners. Their teammates will be able to aid their understanding by reciprocal teaching methods. Those being: identify what information the question is really asking about; ask for clarification if not sure of answers; answer any questions that arise in their discussions; and finally generate another question to be asked later. This is a good activity for all students to improve their language skills.
In addition to guiding questions, curricular readings, discussions, and journaling will all be an integral part of the project. Students will be interweaving technology with engineering practices by visiting websites and participating in their own generated web quests. They will be creating going green activities, identifying and calculating carbon usage, designing their exhibits for the culminating project, and producing power point presentations. The power point presentations will feature not only the eighth graders, but also younger students who have been selected to work with on them on teams. Participating in writing, directing, and producing monthly green living tips will serve as a public service message and will be distributed to all respective grade levels.
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