S09Group2


 * WELCOME TO THE OZONE **


 * Group Member Name(s): Sharon Cowles; Kimberly Phillips **

**__ Unit Overview __** **Unit Title:** //Protecting Our Ozone//
 * Unit Summary:** //Students use math and language arts to analyze a real world situation; this investigation helps students realize that math and language arts are an integral part of the world in which they live and relate directly to every day life. Students learn about the ozone layer, investigate the changing ozone layer of our atmosphere, assess the effect the changes are having the earth, and determine how they can help preserve the ozone layer. Through their research and investigation students realize that the ozone layer protects life on earth and discover that the changes in the ozone layer have a direct impact on survival on this planet. Students analyze the effect industries and individuals have on the ozone layer and track the recent changes in the ozone layer. Students identify ways in which industries are addressing the ozone problem and evaluate the success of the measures to date. Students then investigate ways individuals can help protect the ozone layer. As a culminating project, students produce a 3 minute skit or television commercial in which they briefly explain the ozone layer, what is happening and why it matters, and suggest a way for individuals to help//.
 * Subject Area(s):** Language Arts, Mathematics, (science standards could easily be incorporated into this Unit, but in this plan the science is used as a vehicle to support the math and language arts)
 * Grade Level:** 10
 * Approximate Time Needed:** Two weeks on traditional block.

**Targeted Content Standards and Benchmarks**: //Math:// • Applying functions to real-world problems • Solving word problems involving real-life situations //Language Arts:// 1.) Apply appropriate strategies to interpret various types of reading materials.Textual Functional 3.) Read for a variety of purposes. Practical information 16.) Interact effectively in group situations.Examples: phrasing of questions, respecting the rights of others, rephrasing for clarification 22.) Use available technology related to English language arts.
 * __Unit Foundation __**

**Student Objectives/Learning Outcomes:**  **Language Arts**: **At the end of the unit students in general education will be able to:** -answer a reading comprehension quiz with 80% accuracy, with the material available for review -produce a bumper sticker reflecting the essence of the ozone problem, using the internet for word play inspiration, with 95% accuracy (intentional word play misspellings must be explained) -summarize content after a review of summarizing skills with 80% accuracy; produce a skit, following the guidelines discussed in a previous unit and after a very brief review of that unit, with 80% accuracy.
 * Math: At the end of the unit students in general education will be able to:**
 * Build a personal emissions calculator and evaluate their daily habits to determine their personal contribution to green house emissions, using a calculator and worksheet, with 80% accuracy.
 * Compare and analyze the emissions footprint of three different nations using tabular data, with 90% accuracy.
 * Apply math skills to build a description of real-life issues and problems involving the relationship between trees, cars, and carbon dioxide: calculations will be done with 80% accuracy and conclusions will be 75% accurate.

**__Curriculum-Framing Questions __** //Math:// How can we measure our impact on the ozone? //Language Arts:// What is happening to our ozone layer, and why does it matter? //Math:// What impact do cars have on air quality? How do we measure this impact? How do trees affect our air quality? How do we measure their effect? What is an environmental footprint? How do we measure an environmental footprint? How do we calculate personal emissions? //Language Arts:// What are the two types of ozone? Where do we find ozone? How does the ozone protect us? What is happening to the ozone? How do the changes affect us? 
 * Essential Question**: How can we support and protect our environment?
 * Unit Questions:**
 * Content Questions ** :

**Assessment Timeline:** · **Before project work begins:**  The teachers jointly hold a question and answer session to evaluate the students' current knowledge base of the ozone layer, why they may or may not know about the ozone layer, how they contribute to the ozone layer depletion or restoration, and how individual contributions could be calculated. The final question is: what do math and language arts have to do with what we have discussed?  The students will also have a brief math skills assessment test, with the tested skills reflecting the skills needed in the two math activities (computational skills and basic algebra). Students will have a reading comprehension activity built into the first activity, before we begin the more involved unit activities. · **Students work on projects and complete tasks:** An assessment is built into each learning activity; the assessment varies with each lesson. Each assessment activity is followed by a clarification/reteaching/review to make sure students are progressing through the unit. <span style="color: #0000ff; font-family: 'Times New Roman', Times, serif;"><span style="color: #000000; font-family: 'Times New Roman', Times, serif;">For the math activities, student progress is monitored and the final product is the basis for the formal evaluation. For the language arts activities, student progress is monitored and the final product is the basis for the formal evaluation. · ** After project work is completed :  **  As a culminating project, students produce a 3 minute skit or television commercial in which they briefly explain the ozone layer, what is happening and why it matters, and suggest a way for individuals to help. The skit/commercial is accompanied with an individually written report on how language arts and math were related to this unit. Each skit/commercial is evaluated by the teacher following an established and distributed rubric, and the students assess each others' kit/commercial, again following the known rubric.
 * __<span style="font-size: 14px; font-family: 'Times New Roman',Times,serif;">Assessment Plan __**

**Prerequisite Skills:** basic computational math skills, knowledge of persuasive speaking, knowledge of skit production and writing, word play. 1. The unit begins with an opening assessment activity: a question and answer session on the ozone layer. Following the Q&A, students are asked why they need math or language arts to explore the ozone issue. 2. This is followed by an online reading comprehension activity with a built in assessment quiz providing immediate feedback: [|www.ec.gc.ca/ozone/DOCS/KIDZONE/EN/guardearth.cfm]. This activity occurs in the computer lab; students write the questions and the answers. Following the quiz the students discuss each answer - this is to be a student-led discussion with the teacher guiding the conversation. 3. The class returns to the computer lab for a second day: students are to browse and summarize the information on the class website, "Welcome to the Ozone" web page, (students may choose to also listen to the podcast, which summarizes the information on the "What is the Ozone?" page). They are also to watch the ozone video on the website. 4. The fourth unit activity is a combined math/language arts lesson called Trees, Cars, and CO2, available at this website: [], provided courtesy of Fort Collins, Co. In this activity students learn the relation between carbon dioxide, global warming, and trees. The student use simple arithmetic to discover the difference in fuel-efficient cars and regular cars, and why the fuel-efficient are better for the environment. Relating to language arts, the students design bumper stickers encouraging the use of fuel-efficient cars. Handouts are found on the unit website. The handouts and materials for this activity are listed below. 5. The fourth activity is primarily a math activity: personal emissions calculator. Handouts are found on the class website, as well as reproducibles. 6. The final and culminating activity is the student production of either a skit or commercial explaining the ozone layer, what is happening to it and why it matters, and suggesting a measurable way for individuals to help. 7. The follow-up activity is for each student to explain how math and language arts were used to explore the ozone issue.
 * __<span style="font-size: 14px; font-family: 'Times New Roman',Times,serif;">Unit Details __**
 * Instructional Procedures:**

<span style="font-size: 14px; font-family: 'Times New Roman',Times,serif;">__**Acc<span style="font-size: 14px; font-family: 'Times New Roman',Times,serif;">· ommodations for Differentiated Instruction:**__ · **Non-Native English Speaker:** The non-native English speaker will be able to use a word bank on vocabulary assessments, will be able to use a dictionary/translator on non-vocabulary tests and quizzes, will receive additional time on reading/writing assignments, and will be paired with a peer tutor who will provide individual guidance. · **Gifted Student:** <span style="font-family: 'Times New Roman','serif';">The gifted student will produce the same work as the regular student, but the acceptable performance standards will be doubled (the number of acceptable errors listed in the objectives for each lesson are half those required of the traditional student). Additionally, the gifted students will write a 5 page report on the measurable impact their proposed changes will have on the environment.
 * Resource Student:** <span style="font-family: 'Times New Roman',Times,serif;">The resource students will receive additional time to complete the assignment and will be paired with a peer tutor who will provide individual guidance. <span style="font-family: 'Times New Roman',Times,serif;">The resource student will also be provided with a timeline on the projects to help them monitor their progress.

__**Materials and Resources Required For Unit:**__ **Technology – Hardware** · <span style="font-family: 'Times New Roman',Times,serif;">Computers with internet access and speakers, graphing calculators, · .<span style="font-size: 12px; font-family: 'Times New Roman',Times,serif;">wmv player; word processor · Math: Handouts: Go Figure 1-3; Student Grids 1 and 2 Language Arts: Handouts: There's a Connection; Getting Warmer All the Time; Bumper Stickers; What is a Carbon Footprint; Ecological Footprint of Nations · Art supplies; pens; scratch paper; copies of pinwheel; scissors; brads, glue sticks, highlighters btwclassroom.net/cowles <span style="font-size: 14px; font-family: 'Times New Roman',Times,serif;">[] <span style="font-size: 12px; font-family: 'Times New Roman',Times,serif;">[] []
 * Technology – Software** (Indicate all software needed):
 * Printed Materials:**
 * Supplies:**
 * Internet Resources:**