Professional Documents
Culture Documents
Introduction/Overview of Experience
This cross content digital experience provides students in grade 11 with knowledge
and tools to recognize the role and influence of the industrial revolution and how it
affects today’s world and economy. Students will have the opportunity to look at
the industrial revolution through the lens of an ecologist, and share what they have
learned through the power of their experience and voice.
Learning Outcomes
At the completion of the unit, students would have gained the tools to be able to:
● Recognize the impacts the industrial revolution had on today’s world and economy
● Identify key impacts of human activity on the biodiversity of an ecosystem
● Recognize features of a healthy ecosystem
● Present information on their findings and determine the purpose, message, and
appropriate audience.
● Introduce concepts and see how they correlate to other content areas.
● Articulate the difference between each affected area and the outcomes.
● Identify key vocabulary and its significance to the evidence presented.
What is the source?
How will the source be used?
Subject/Name Visual Reasoning
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in this picture is
abiotic? Biotic?
Where in the U.S
would we find these
types of ecosystems?
4. Documents from the book,
“The Wondrous Workings of
PLanet Earth:
e. Understanding our World
4. https://documentcloud.adob and its Ecosystems”, This
e.com/link/track?uri=urn:aaid document explains what an
:scds:US:093a39d8-15b3-4a ecosystem is without a
08-9cae-9d14d808fa47 textbook-like language that
a. https://documentcloud is usually filled with jargon
.adobe.com/link/track students don’t understand.
?uri=urn:aaid:scds:U a. Documents from the
S:2cace52b-d487-46f same book explain
3-8c36-daacee25904 the needs of a
5 healthy ecosystem
and I have included
https://www.commonlit.org/t an infographic of a
exts/conservation-as-a-natio desert ecosystem.
nal-duty b. Both of these
documents will be
used to get familiar
with key vocabulary
after an introductory
activity in which
students access prior
knowledge.
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Lesson One: Ask A Compelling Question
Inquiry Question of the week : What does your Amazon list look like?
Directions: The digital gallery walk will be used for the purposes of the one week
unit.
Hook: Students are playing the role of ecologists. An issue these ecologists have
posed is the lack of information the public has on ethical, social, economic, and
political implications of human activity on the health of an ecosystem. These
ecologists are trying to find how the past affected ecosystems and what we can do
in the present to promote social awareness of the importance of biodiversity within
our ecosystems.
(To be explained during closing) : This group of ecologists have come across a time
machine. The ecologists decide to dial the time machine to the period that has had
the most effect on nature; the industrial revolution.
Activity:
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To start, the word “AMAZON” will be written on a slide. Students are to click on the
jamboard link and write notes, add pictures, and questions about what this word
brings up for them. They are not allowed to search “Amazon” during this portion.
As a class, students will go over what has been written or added to the jamboard.
We will discuss the questions: “Why have you added ____?” and “Why do you think
we are focusing so much on this one word?” After allowing students to answer
these questions, the instructor will share screen and type amazon on google. This
will appear.
Does this match what was on our jamboard? Does it match some of our thoughts?
At this point, we will go over the Amazon platform, how it works, and the “wishlist”
Amazon allows. Instructors will show a sample of a wishlist, with items that require
some sort of industrialization in order to create. Students will be asked to create
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their own wishlist during breakout rooms, 5 items maximum. These wishlists will be
added to a group google doc. During breakout rooms, students will be asked to
search up two items on their list, where it comes from, how it’s built, the materials
that are used. They will upload their research to the jamboard and google doc to
submit.
Instructors will pose the question, “As ecologists, why may we be interested in
this?”and collect students' responses.
Closing: I n order for ecologists to fully understand the effects of industrialization in
the present and the past, they will need to go back in time. By going back in time,
ecologists will be able to fully understand the negative ethical, social, economic, and
political implications of human activity (i.e industrialization, industrial revolution)
on the biodiversity of an ecosystem. Students are to reflect what we have gone over
in class and predict what we will be talking about in the following class.
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Question: How can we synthesize sources in a manner that would allow others to
understand global issues?
Directions: Introduce the project that must be submitted at the end of the week. Students
are to review the text set on ecosystems and how human activity has impacted the
environment we live in today.
Activity: at the beginning of class, the teacher will introduce the project and explain what a
PSA Video is through a powerpoint presentation and digital gallery.
● https://www.samhsa.gov/sites/default/files/tips-for-creating-own-psa.pdf
● https://www.youtube.com/watch?v=rClJW9gnchc
Through the digital learning experience, students will explore a variety of text sets under
day 2. Students will be divided into groups of 5 students. They will join each other in a
breakout room and explore the text sets provided in the room for day 2 . Students will
collect information from the materials provided using their science notebooks.
Students will review the following materials and take notes (students can take up one
article or video, write notes, then share with the team) :
● https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:093a39d8-15b3-
4a08-9cae-9d14d808fa47
● https://www.nationalgeographic.org/encyclopedia/biosphere/
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● https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:ef174c55-405c-
467e-b4cd-687195f3d6c9
● https://www.youtube.com/watch?v=GK_vRtHJZu4
● https://www.youtube.com/watch?v=7cRgK0qG00E
● https://docs.google.com/presentation/d/1nLHmmsa4iqJaydfDD6d_uUv17SgB54DyQ
X4g7KsNMSI/edit?usp=sharing - science notebooks
Closing: Students will answer the following questions in their notebooks: What does a PSA
video contain? What are Ecosystems? How have we contributed to their overall health?
Question: How can we take what we have learned on the industrial revolution and
ecosystems to make a concise and important announcement to the public?
Directions: Students are to make one claim about the positive and negative ethical, social,
economic, and political implications of human activity- specifically, the industrial revolution
- on the biodiversity of an ecosystem. Students can choose between focusing on one aspect
(ex. Ethical, social, political). Students will begin the process of writing a script for their PSA
video.
Activity: Students will use jamboard to brainstorm topics of interest. A list of topics will be
compiled in case students cannot come up with one on their own (slide 7 in jamboard).
Students will sign up for their topic on a google doc along with the role they will play for the
completion of the project. Once their topic is finalized, students will begin writing the script
for their PSA video. Students will be given time during class to ask questions or look at
further topics if one of their interests is not brainstormed.
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Question: How will students display the content and the components that they learned?
Directions: Students will share the components of their video with others. Students will
begin filming and editing their videos. The video filming will be composed of everything the
students have learned from lessons 1-3. At the end of lesson 4, students will have an
outline of their script, and a rough drafted version of their video. Students will also sign up
for a time slot on the google doc (slide 8). The google doc will have their name and topic. It
is not imperative that students have a video ready to share, but more important that they
have ideas and a form of the script that will be used. Feedback from peers should be based
on topic and the aspect the student chose.
Activity: Students will share their PSA Videos with their peers for feedback and final touches
for 25 minutes. The rest of the 25 minutes will be spent making edits to the videos based
on the feedback they received from their peers.
Directions: At this time, students will submit their videos and have a chance to share them
with the class for the presentation portion of the assignment. The order in which they
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present will be from the google doc on slide 8. If time in class permits everyone going in
one large session, we will have students present in breakout rooms. Students will be
graded on their submissions to canvas, not on the sharing portion.
The videos will be due at the start of class on canvas for easy access.
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