NETS Project

Dr. Seuss and Resource Use

GRADE LEVEL: 2^nd grade

EALRs:

Communication:

·      2.1. Uses language to interact effectively and responsibly in a multicultural context.

·      2.2. Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

·      2.3. Uses skills and strategies to communicate interculturally.

Integrated Environmental and Sustainability:

·      Standard 1 – Ecological, Social, Economic Systems: Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levels.

·      Standard 3 – Sustainability and Civic Responsibility: Students develop and apply the knowledge, perspective, vision, skills, and habits of mindnecessary to make personal and collective decisions and take actions that promote sustainability.

Reading:

·      2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

·      3.2. Read to perform a task.

Science:

·      EALR 4: Life Science. Big Idea: Ecosystems (LS2). Core Content: Changes in Ecosystems

Social Studies:

·      3.2. Understands human interaction with the environment.

·      3.3. Understands the geographic context of global issues.

Writing:

·      2.1. Adapts writing for a variety of audiences

·      2.2. Writes for different purposes.

·      2.3. Writes in a variety of forms/genres.

NETS:

·      1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

o   b. create original works as a means of personal or group expression.

§  Students will demonstrate this ability by working together as a group to express one collective group of thoughts. Students will also create an original graphic organizer to display this standard.

·      2. Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

o   a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

§  Students will demonstrate this ability by working together in groups to create a graphic organizer and publish it to the class blog.

o   d. contribute to project teams to produce original works or solve problems.

§  Students will demonstrate this by working as a team to create an original graphic organizer.

·      5. Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

o   a. advocate and practice safe, legal, and responsible use of information and technology.

§  Students will follow all school and district regulations for Internet safety while working on this assignment. 

MATERIALS NEEDED:

·      The Lorax by Dr. Seuss

·      Good Choices vs. Bad Choices graphic organizer

·      Thneeds and Thwants graphic organizer

TECHNOLOGY:

·      computer with internet access

·      document camera

LESSON RESOURCES: US Environmental Protection Agency website: www.epa.gov.

PERFORMANCE OBJECTIVES:

·      The student will compare and contrast the good decisions of the Lorax versus the bad decisions of Once-ler in the story The Lorax  by creating a digital graphic organizer in groups.

·      The student will create an individual digital graphic organizer of personal needs and wants.

·      The student will participate in a show-and-tell of one of his/her needs.

LANGUAGE DEVELOPMENT OBJECTIVES:

·      The student will use language to interact effectively and responsibly.

·      The student will use interpersonal skills and strategies to work collaboratively, solve problems, and perform tasks.

·      The student will write for a specific audience.

·      The student will write for a specific purpose.

·      The student will write in a variety of ways.

PRIOR KNOWLEDGE:

·      Ability to use listening and observation skills and strategies to focus attention and interpret information.

·      Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

·      Uses communication skills and strategies to interact/work effectively with others.

·      Uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

·      Understand that all plants and animals live in and depend on habitats.

·      Understand how to ask questions about the classroom, school, and community.

·      States own viewpoints and listens to viewpoints of others

DIFFERENTIATED INSTRUCTION:

·      Students will meet with instructor to receive pre-reading activities as needed.

·      Students will receive help from classmates if they are having difficulty completing the collage organizer.

·      Supplemental books and activities will be available for those that finish early.

KEY VOCABULARY:

·      natural resources

·      pollution

·      ecosystem

·      consumption

ENGAGE AND ENCOUNTER:

·      Students will know it is time to move to the read aloud area when they hear the instructor start to sing the “Reduce, Reuse, Recycle” song.

·      Students will hear instructor read aloud The Lorax by Dr. Seuss.

·      Instructor will revisit or introduce new vocabulary and make any additions to unit bulletin board.

·      Class discussion about book and vocabulary.

·      In groups of 2 to 4 students, a digital graphic organizer in the form of a T-chart labeled with “Good Decisions” and “Bad Decisions” will be created regarding the characters in the book. This graphic organizer will be posted to the classroom blog and presented to the class.

·      Students will work individually to complete a digital graphic organizer of their personal needs and wants as a Word document.

·      Students will have an opportunity to share one of their “thneeds” with the class during show-and-tell. The document camera will be available for use.

CLOSURE: Closure will be a small discussion after the students finish the show-and-tell activity.

Assessment:

·      Diagnostic: Instructor will observe students’ comments and responses during discussion after read aloud.

·      Formative: Students will complete two graphic organizers, one with a group and one individually.

·      Summative: Student will bring a “thneed” for show-and-tell and explain his/her solution for consuming fewer resources while using their “thneed”.

·      Student Reflection Procedure: The student will share his/her “thneed” during show-and-tell and explain his/her solution for consuming fewer resources while using their “thneed”.