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TELE & Climate Change

Running Head: TELE & CLIMATE CHANGE

Technology Enhanced Learning Environment (TELE): Reflections on Climate Change Group E Stephen Hawkins, Glenn Goslin, & Bryan Funk Students, MET Program University of British Columbia

Submitted to: Samia Khan Faculty, MET Program University of British Columbia April 10, 2009

TELE & Climate Change

TELE & Climate Change

CONTENTS ABSTRACT.......... PROBLEM AREA .... DESIGN OF A LEARNING EXPERIENCE..... PEDAGOGICAL GOALS OF TELE ..... DIGITAL TECHNOLOGIES.. REFERENCES .. APPENDIX A (SAMPLE LESSON) ..... APPENDIX B (MY FAMILYS CARBON FOOTPRINT). 3 4 7 11 12 15 17 21

TELE & Climate Change

Abstract Assessment is the process of gathering and documenting information about students achievement, skills, and abilities. Assessment, in the traditional sense, is assessment of learning. This assessment culminates a students learning experience and focuses on the quick examination of facts and not on higher-level critical thinking skills. Assessment for learning (AFL) provides reflective feedback to guide the learning process and empower students to control the direction of their learning, but it ensures that students engage together in dynamic social learning environments. This technology enhanced learning environment (TELE) utilizes AFL and social constructivism to help students construct new knowledge and understandings. We are utilizing WISE (Web-based Inquiry Science Environment) to develop a cross-curricular learning project involving math and science. The goal of this TELE is to develop a unit of study where students will analyze their own effects on climate change through an exploration of their consumption, waste, and contributions to carbon emissions.

TELE & Climate Change

Technology Enhanced Learning Environment (TELE): Reflections on Climate Change Problem Area Assessment is the process of gathering and documenting information about students achievement, skills, and abilities. Often students have very little involvement in the assessment process, apart from receiving summative marks that culminate the learning process. Summative assessments include graded assignments, written and oral exams, report cards, and any feedback of learning that includes a score and is provided at the end of a learning activity. These traditional forms of assessment are still prevalent within classrooms today; especially in secondary education where quizzes, tests, mid-terms, and final exams provide teachers with a culminate score to generate achievement records. Summative assessments provide little to engage the learner and direct and encourage meaningful learning. Based on norm references, summative assessments lack criteria referenced as well as individual student referenced work. Assessing a students achievement following a learning activity does not provide the student with ongoing descriptive feedback so that adjustments to the learning progression can support continuous scaffolding and construction of new knowledge. Summative assessments have utility by providing data from a large population to be used for determining trends in student achievement. However, summative assessment used exclusively within a classroom does not provide students with timely, meaningful, reflective feedback to guide their learning, nor does it provide teachers with information to adjust the learning activities to support the learners immediate learning needs (i.e., feed-forward learning). Substantiated in research and analysis, Paul Black and Dylan Wiliam state that traditional summative methods of assessment are preventing students from reaching their learning potential (Black & Wiliam, 1998). They state that traditional summative assessments provide little suggestion for improvement, do not indicate the learners needs, and support rote and superficial learning (p.141). They further identify how providing scores to students will have a negative impact on learning (Black & Wiliam, 1998). Historically, especially in higher grades, assessment has focused on the quick examination of facts; multiple choice tests, short answer, etc., and not on higher-level critical thinking skills. In fact, much assessment actually hinders the learning process and keeps learners

TELE & Climate Change only focused on the facts; not the application of those facts (Boud, 1995). This is very prevalent

in a mathematics classroom where the quest for the correct answer usurps many of the important aspects of the learning process including the evaluation and synthesis of ideas, creation and innovation of concepts, and application and adaptability to different situations. Summative assessment can turn students off of learning in the short term as well as impair lifelong learning, marginalize the learning process to the recollection of facts, and hinder the long term usability of knowledge. Technology enhanced learning environments (TELE) are not immune to the negative impacts of summative assessment. In describing The Jasper Series, the developers acknowledge that the students strongly disliked the summative assessment instruments and identified the importance of creating increased opportunities for formative assessments that could inform teachers instructional practice (Cognition and Technology Group at Vanderbilt, 1992). THINKERTOOLS Inquiry Curriculum is a TELE that utilizes modeling software, inquiry processes, and reflective assessment (self, peer, and teacher evaluation of research) (White & Frederiksen, 2000). This TELE, based on the physics of force and motion, was implemented in urban schools from grade 7-9. Half of the participants utilized reflective assessments intended to adjust their learning while the other (control) group used alternative activities. The findings from this project indicate that the use of reflective assessment significantly increases a students learning of inquiry process, and acquisition of content knowledge (White & Frederiksen, 2000). To address the flaws of traditional summative assessment practices, our scientific TELE design will focus on instructional strategies based on the practice of assessment for learning (AFL). Black and Wiliams five performance strategies of formative assessment have since been re-structured by Dr. Linda Kaser and Dr. Judy Halbert into AFLs six big strategies that matter (Koehn, 2008). Our TELE design is geared towards junior high mathematics and science (grades 8-10), and will utilize these six strategies as described below. 1. Providing learners with clarity about and understanding of the learning intentions of the work being done (learners are presented the learning intentions at the beginning of the lesson, throughout the lesson, and refer to the learning intentions in their reflections and responses so teachers can see that connections between tasks and what is supposed to be learned are made)

TELE & Climate Change 2. Providing to and co-developing with learners the criteria for success (what will the finished task look like, how will you share your understandings with others?) 3. Providing ongoing descriptive feedback that moves learning forward for each learner (using feed forward in language the students understand; how can the next task improve upon the previous?) 4. Designing and using thoughtful classroom questions to lead discussions that generate

evidence of learning (allowing the students to participate and interact amongst each other in meaningful oral discussion talk is student to student(s), not a dialogue between teacher and one student) 5. Putting learners to work as learning/teaching resources for each other (student coaching, students understanding learning intentions so well that they can teach a younger student or peer) 6. Doing everything we can think of to make sure that learners are the owners of their own learning (empowering each student to succeed). (p. 2) AFL strategies encourage the social construction of knowledge, and in doing so, students become cognitively aware of their learning. All materials, lessons and assessments will be designed with AFL strategies in mind. First, it is very important that students begin with a clear understanding of the learning intentions and assessment criteria of the work they are being asked to do. Following this understanding, students will then receive ongoing, descriptive feedback from the teacher, peers and themselves, according to the stated criteria throughout the learning experience. This formative and descriptive feedback will make the students learning reified, whereby the students will see and understand what they have just learned and anticipate their next level of learning. The teacher will be able to construct and adjust learning activities that continually feed the learning forward. Thoughtful questions will allow students an opportunity to demonstrate their new knowledge and in so doing will allow deeper integration of understanding. As students achieve mastery of new knowledge, they can then act as coaches and mentors for others. Finally, as suggested by Black and Wiliam, this cycle of formative assessment (AFL) will raise performance standards and improve overall student success (Black & Wiliam, 1998). Assessment for learning as outlined above not only provides reflective feedback to guide the learning process and empower students to control the direction of their learning, but it ensures that students engage together in dynamic social learning environments. Our purposeful

TELE & Climate Change use of AFL will enable the students to experience metacognition, whereby they clearly see and

reflect on their own thinking and learning. As indicated by Shepard (2008), [i]ntelligent thought involves 'metacognition' or self monitoring of learning and thinking" (p. 8). In involving students directly in their own learning, this increases their confidence and motivation to learn by emphasizing progress and achievement rather than failure (Chappuis & Stiggins, 2002). Design of a Learning Experience We have identified that traditional forms of summative assessment can negatively impact the learning process for students. Our technology enhanced learning environment will address this problem by incorporating assessment for learning strategies within the design. This design strategy will ensure that the learning becomes visible and that both student and teacher can proceed in a feed-forward progression, based on social interaction, where the learning path is altered in accordance to the feedback provided, and is based on the established criteria. The learning theory that we are utilizing in our design is social constructivism. In order to construct new knowledge and understandings, learners have to interact in conversation and activities with the teacher and other learners who may possess more or less knowledge and skills. Vygotsky (1978) believes that social interaction plays a fundamental role in the development of cognition and he argues that the full potential for cognitive development in individuals depends upon the "zone of proximal development". This means that the necessary prerequisites for learning new knowledge and skills have been fulfilled. It is the zone where students are ready to learn. Ensuring that new knowledge and skills is within each learners zone of proximal development depends upon full social interaction and nimble and responsive teaching. Through this social interaction, in the form of peer collaboration and teacher guidance, the range of knowledge and skill that can be developed exceeds what can be attained alone. Our TELE design utilizes collaborative, social construction of knowledge where higher order thought process (application, analysis, synthesis, evaluation, and creation) manifest in a dynamic social environment. Social constructivism contends that knowledge and understandings are constructed when individuals solve problems, engage in discussion and interact socially with others (Driver, Asoko, Leach, Scott, & Mortimer, 1994). As our TELE is a collaborative learning environment, the learners will construct knowledge and understandings within this

TELE & Climate Change social context. The students will be connected through interactive digital mediums so they can collaborate and work together. Our design is geared for junior secondary (grades 8-10) mathematics and science curriculum. We are utilizing WISE (Web-based Inquiry Science Environment) to develop a

learning project involving data analysis and the environmental impact (climate change) of wastes and carbon emissions. Our goal is to develop a unit of study where students will analyze their own effects on climate change through an exploration of their consumption, waste, and contributions to carbon emissions. This cross-curricular project is relevant to students lives as it will enable students to analyze data, and reflect throughout upon their personal environmental impact. WISEs pedagogical principles will enable us to address our problem, that of summative assessment. The four basic principles that guide WISE project design are: make science accessible for all students, make thinking visible, provide social support so that students can learn from each other, and promote autonomy and lifelong learning (Gobert, Snyder, & Houghton, 2002, p. 2-3). Assessment for learning strategies supports the WISE pedagogical principles well. Accessibility refers to relevant curriculum design that we can differentiate to suit individual levels of ability. Making science and math accessible for all will be actualized by establishing and sharing learning intentions and criteria, providing ongoing and descriptive feedback, and thoughtful and nimble instruction to suit the learners needs. Social support is actualized by students partnering with their teacher and/or peers to continuously monitor their learning and set goals for what to learn next. Students and teacher further engage in thoughtful questions that evoke deep understandings. Students communicate evidence of learning to one another, to their teacher, and to their families at every stage along the learning journey. Providing social support will enable students to learn from each others visible thought process (Gobert, Snyder, & Houghton, 2002). This process of ensuring accessibility and social support will make the students learning visible and will promote autonomy and lifelong learning as both the teacher and learner reflect upon and adjust the learning process. Lifelong learning is further promoted as students can continuously reflect on their environmental impacts and become equipped to understand various forms of data. Assessment for learning (AFL) couples well with how WISE is implemented, giving students the opportunity to follow their own path in developing their understanding. These

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strategies ensure that students are inside the assessment process, cognitively aware as they watch themselves grow, feel in control of their thinking and learning, and believe that continued success is within reach if they keep trying. Black and Wiliam (1998) clearly state that formative assessment, in our case through a WISE unit, will enable greater student achievement and a higher standard of learning. Considering that formative assessment (AFL) is an instructional strategy, we are incorporating computer adaptive assessment (CAA) within the design so that regardless of instructional preference, students will receive regular assessment and monitoring of their learning. The role of ongoing and descriptive feedback in social constructivism, when the goal is to assist learners to construct their knowledge, cannot be overstated. Our design will utilize the power of CAA as a form of AFL. Depending on the level of mastery of the outcomes by the student, they will receive specific feedback from the teacher and CAA as to what outcomes they have mastered, and outcomes they will need to spend further time on in order to gain full understanding of the concepts. By dividing the course material into manageable units or outcomes, we are also able to incorporate scaffolding or assisted development. The student will receive feedback and will self-assess on four key questions: 1. 2. 3. 4. What am I capable of on my own right now? What am I capable of with guidance and help right now? What will I be capable of on my own later? What will I be capable of with guidance and help later? Framing these learning goals with I statements empowers students by providing them with an element of control over their own learning. Our design, with the assistance of CAA, will make students learning visible so that teachers, peers and self can engage in critical discourse to determine the mastery of the outcomes and help to scaffold the construction of knowledge (feedforward learning). The scaffolding of "what I can do" with "what I am not yet able to do", within a social learning environment, is critical to social construction of knowledge (Pear & CroneTodd, 2002). The foundation of our TELE is social constructivism where a continuous collaboration of ideas enables students to expand their schemata. From a review of social dialogue to foster learning, Robert Kozma (2000) indicates that technology designs in science education should be

TELE & Climate Change built around collaborative discourse. Through rich questioning and critical evaluation of belief

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systems, students become more open to the adjustment of their assumptions regarding scientific phenomena. Kozma further explains that good use of technology will provide a platform of focus to engage students in the processes of scientific inquiry (Kozma, 2000).

Figure 1. TELE Learning Progression Figure 1 outlines how our TELE design incorporates assessment strategies and technologies that foster the social construction of knowledge, metacognition and increased student achievement. Our digital technologies, including WISE and web-based applications, will prompt students for reflection of their learning that they will share with teachers and/or peers for critical evaluation. The design is created to support AFL instructional strategies whereby the instructor creates a social discourse of continuous dialogue regarding the learning progression. While CAA is a digital technology, it has been singled out to emphasize its importance to providing AFL feedback to students. CAA has been incorporated into our design to ensure a level of AFL practice will occur for the student regardless of the instructional strategies utilized by the teacher. These aspects of our design create an environment of visible learning where students are cognizant of their progression and able to adapt accordingly. This supports metacognitive processes whereby learners are aware of their thinking and learning, and become empowered to learn from and build upon their schematic framework. Our design premise is similar to that of the THINKERTOOLS Inquiry Curriculum that was developed for use with the THINKERTOOLS force and motion software. Developed by White and Frederiksen (2000), THINKERTOOLS technology is based on constructivist learning theory and supports the development of metacognitive knowledge. Through the use of models, inquiry process, and

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reflective assessment, THINKERTOOLS supports students ability to reflect and improve upon their epistemic understanding of scientific laws and models, and processes of modeling and inquiry (White & Frederiksen, 2000). THINKERTOOLS design is similar to our TELE in that the feed-forward progression of learning ultimately lends itself to greater achievement; students become cognitively aware of their thinking and learning; students are able to adjust their learning progression; and students are equipped to draw upon this knowledge throughout their lives. Pedagogical Goals of TELE Our TELE design is a synthesis of learning theories, instructional and assessment strategies, and digital technologies that aim to provide our students with knowledge they can recall, apply, think critically about, and build upon for the duration of their life. The pedagogical goals of our TELE include process skills, knowledge acquisition, the roles of participants, and how the digital technologies support these goals. To address process skills and knowledge acquisition, our TELE will help students successfully synthesize, analyze, and interpret data. In particular, students will discuss the relevance of their own generated data (wastes and carbon emissions) and be able to relate its effects on a system (climate). Our TELEs social constructivist foundation and AFL strategic influence will support learners data analysis understanding, interpretations, and application to relevant contexts throughout life. With the intentional use of social process, our design will support critical analysis, reflection, and evaluation of ideas to enable the social construction of knowledge. Through this process, our design will support learners and teachers to understand the intention of the learning activities and be able to adjust the learning progression accordingly. We believe this will enhance and support metacognitive ability. Students using the TELE will be required to enter and interpret data through visualization models, and engage in critical social discourse with other students and their teachers. The students role includes practicing self assessment and adjustment of learning progression by reflecting on articulated learning objectives and goals. Students will be required to provide feedback to peers through critical analysis and evaluation of data representation models. The instructors role within the TELE is to monitor and assess how pedagogical goals are being achieved by the student. The teacher will clearly articulate the learning outcomes to students at the beginning and throughout the learning unit, and will continuously provide the student with

TELE & Climate Change descriptive reflections of their learning progress. Instructors will assist in the explanation of

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ideas, facilitate discussion, ask questions, and utilize appropriate AFL strategies. The instructor will reflect on the students progression and ability, and by collaborating with the student, provide differentiated instruction and adapted expectations. Our TELEs digital platform is within the Web-Based Science Environment (WISE) where integration of data analysis software will enable students to enter data, and create tables, figures, and diagrams that can model the data input and provide artefacts for analysis. The WISE unit will utilize digital software that will allow students to enter their waste and carbon emission data to generate an ecological footprint. Following is a further analyses of the actual digital technologies used within our design; how they meet our pedagogical goals, and in particular their social and cognitive affordances. Digital Technologies We have chosen WISE (Web-Based Science Environment) as our digital technology platform for program delivery because of the social and cognitive impact it can have with learners. WISE lends itself to project design where constructivist learning theory and formative assessment strategies are easily integrated. Its design premise is based on visible articulation of thought process and the ability to socially construct knowledge (Gobert, Snyder, & Houghton, 2002). WISE is an ideal platform for delivering our TELE as it provides a structure that supports the integration of various internet based technologies (e.g., ecological footprint generators, data modeling software, virtual models and simulations) that will be used within our design. Students will utilize these technologies to model their waste and carbon emission data. In our sample lesson (see appendix A), we utilize the Zerofootprinttm Personal Carbon Calculator. This is a technology that users can use in conjunction with others to develop an understanding of the impact that they create on the Earth. It is a simple input/output tool where users enter their data to immediately receive the amount of CO2 they release in a year. The user can repeat this procedure with differing data to visualize how changes can affect the amount of CO2 they release. In addition to its ability to support various digital applications, WISE provides an inquiry based approach to design that enhances and promotes a high standard of cognitive development

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for its users. The WISE interface includes an inquiry map that visually displays the process steps the student is engaged with. As part of our formative assessment strategy, we will include clear learning objectives embedded within this inquiry map so students have a direct reference from which to evaluate their learning progression. Our WISE design will include prompts for peer and instructor evaluation of models, and will further prompt refinement of model design. In addition to this, embedded prompts will ask probing questions for student reflection that will supply both the student and teacher with information regarding the learning progression. This will enable the teacher and student to see the learning progression and adjust the direction as necessary (feedforward learning). The criteria for success will be visible on the WISE platform providing students with a reference to measure their achievement. WISE will meet the cognitive needs of students by addressing salient scientific phenomena with the intention of challenging students' beliefs and increasing their epistemic understanding (Linn, Clark, & Slotta, 2003). The inquiry map, embedded learning objectives, criteria for success, and prompts for reflections of learning assist students metacognitive ability whereby they can reflect upon their own learning process. Our learning unit addresses the impacts of waste and carbon emissions with the intention of evoking critical personal reflection and the transformation of thought and behaviour. Students will confront an authentic and relevant problem that will challenge and support growth in their understanding of the impacts of their consumer based lifestyle. Use of the WISE technology will increase students confidence in technology use that can be applied to different technology contexts. Kozma (2003) claims that the use of symbolic environments created with technology in combination with laboratory activities and social collaboration, create cognitive and social affordances that support the construction of shared knowledge and understanding of novel scientific phenomena. In that, technology has the potential to "support student thinking and to augment student discourse"(p. 224). WISE projects are generally completed in pairs, and as such, offer social affordances from this collaboration. Pairs of students can share ideas, critique and evaluate each others work, and provide supportive scaffolding of knowledge. WISE can be used in a distributed learning context or in a blended learning environment; however, most of the work occurs on the computer. Teachers should bring students together throughout the project to engage in class discussion of learning. Social collaboration in WISE projects allows students to

TELE & Climate Change reflect upon each others visible thought process and further develop their own schematic framework.

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Computer adaptive assessment (CAA) can be used effectively as a diagnostic tool to test prior knowledge, used as a self-assessment tool, used to provide formative assessment, as well as for summative assessment (UK Centre for Legal Education, 2008). CAA will be utilized throughout our WISE project to support our design by providing embedded evaluative feedback to the student. CAA can support knowledge acquisition and understanding of inquiry process. CAA provides the student and the teacher with feedback regarding the students understanding of salient concepts and outcomes. CAA is used as a checkpoint at key intervals throughout the project, and supports a students reflective assessment of their progression. CAA can assist in scaffolding knowledge by indicating prior knowledge that has been attained by the student and what content and processes a student should pay more attention to. CAA provides constraints for a student that has not mastered essential outcomes. It requires the student to demonstrate a prerequisite level of knowledge before allowing them to continue in the inquiry process. CAA supports social process by mediating the interaction between the teacher and students. CAA allows the teacher to view a students progression and provides instant feedback to the teacher and the student regarding mastery of outcomes. This enables the teacher to provide specific and targeted intervention to feed the learning forward. In the design of this TELE, a concerted effort has been made to create a learning environment that provides ongoing reflective feedback to students, equipping them with the ability to take control of, and adjust their own learning experience. This inquiry, model based TELE addresses the flaws of traditional summative assessment. Traditional summative assessments only encourage rote and superficial learning; does little to equip students with the ability to reflect and build upon their schematic framework; and hinders lifelong learning. Our TELE design is based on social constructivism and is augmented by CAA and AFL instructional strategies. It will enhance students data analysis skills; foster knowledge of their impact on the environment; develop ability skill to work collaboratively, and provide useful thinking skills and epistemic understanding that can be used over a lifetime.

TELE & Climate Change References Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-44. Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning [Electronic version]. Educational Leadership, 66. 40-43. Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315. Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom [Electronic version]. Educational Researcher, 23. 5-12.

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Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students' understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved February 23, 2009, from http://mtv.concord.org/publications/epistimology_paper.pdf Koehn. (2008). Together is better (BCTF Teacher Inquirer). Retrieved February 18, 2009, Web site:http://bctf.ca/uploadedFiles/Publications/TeacherInquirer/archive/2008-09/200810/Koehn.pdf 53 Kozma, R. (2000). The use of multiple representations and the social construction of knowledge in chemistry. In M. J. Jacobson, & R. B. Kozma (Eds.), Innovations in Science and Mathematics Education (pp. 11-46). Mahwah: Lawrence Erlbaum Associates Inc. Kozma, R. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding [Electronic version]. Learning and Instruction, 13(2). 205-226. Linn, M, Clark, D. & Slotta, J. (2003). WISE design for knowledge integration [Electronic version]. Graduate School of Education, 87(4). 517-538. Ohler, J. (2009). Orchestrating the media collage. Educational Leadership, 66(6), 8-13. Pear, J. J., & Crone-Todd, D. E. (2002). A social constructivist approach to computer-mediated instruction [Electronic version]. Computers & Education, 38(1-3). 221-231. Shepard, L. A. (2000). The role of assessment in a learning culture [Electronic version]. Educational Researcher, 29(7). 4-14.

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UK Centre for Legal Education. (2008). Using computer-assisted assessment. Retrieved April 8, 2009 from http://www.ukcle.ac.uk/resources/ict/caa.html Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press. White, B. Y., & Frederiksen, J. R. (2000). Technological tools and instructional approaches for making scientific inquiry accessible to all. In M. J. Jacobson, & R. B. Kozma (Eds.), Innovations in science and mathematics education (pp. 321-359). Mahwah: Lawrence Erlbaum Associates Inc.

TELE & Climate Change Appendix A Lesson Plan Science/Math Unit: Reflections on Climate Change Lesson: How Much Carbon?

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Concept/Topic to Teach: To understand the carbon footprint/environmental impact of the student/family Length of Lesson: To fulfill all the objectives of this unit, it will take approximately 1 week (2 hours/day) of work. General Goal(s): Students will: Develop an understanding of their environmental impact and their affect on Earths climate Perform an impact analysis Assess their impact Suggest alternatives or solutions for the way they impact the globe Prior Knowledge and Activities: Students have been working through the WISE unit, Reflections on Climate Change, and have been led through interactive lessons developed through the platform of Exploratoriums Global Climate Change (http://www.exploratorium.edu/climate/index.html). Through inquiry process, modeling, and social collaboration (question driven discussions), students have an understanding of the following topics:

What climate, climate change, and global warming are How researchers measure climate change, including what a scientific model is Climate change and the atmosphere, hydrosphere, cryosphere, and biosphere Global effects of climate change (from flooding to spread of malaria)

Student understanding of these topics will be assessed using Computer Adaptive Assessment (CAA). Assessment will identify mastery of outcomes or specific learning gaps that can be addressed by the student or teacher before moving forward.

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Performance/Learning Objectives: Science To identify and reflect upon the effect of carbon emissions on the environment by utilizing inquiry processes, models, and social dialogue regarding the effects of human carbon emissions To generate ideas for lowering carbon footprints/environmental impact by collaborating through social discourse with peers, family, and teacher Math To apply data analysis process skill by entering and creating models of data for further analysis To evaluate generated models of data for further refinement and adjustment of design Required Materials: Computer with internet access Access to WISE unit on Reflections on Climate Change Copy/digital copy of "My Family's Carbon Footprint" Anticipatory Set (Lead-In): Students will be guided through an overview of the lesson via their WISE platform. This step (lesson) in their inquiry process unit is visible on their WISE platform. Pre-lesson activities will include class discussion of key terms and a discussion of what a carbon footprint is. The WISE program will prompt students to enter how they think they affect the environment - including positive, negative, and neutral effects. Students responses will be posted via a whiteboard/interactive whiteboard where pairs of students will discuss each others findings. Embedded questions will prompt students to further explain their findings. Following the pair collaboration on WISE, the teacher will lead a class discussion regarding the students ideas. Step-By-Step Procedures: A. Finding the Carbon Footprint Students will be prompted through an inquiry step in WISE to calculate their carbon footprint by going to the Zerofootprint Carbon Calculator (http://www.zerofootprintoffsets.com/calculator.aspx). They will complete the information from the worksheet for the sections: vehicle, flights, and home When completed, students they will click on "Update My Footprint" and enter the information on their worksheet for question #4 (My Family's Carbon Footprint) Students will share this information with their family

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B. Comparing Results Students will compare their family's carbon footprint with those in their class. This can be done by o Constructing a graph to visualize the results o Participating in a discussion forum C. Reducing Emissions Students will then reconvene on WISE to collaborate with a group or pair regarding the emission charts or discussions they have had. They will brainstorm ways that they could reduce their carbon footprint and enter this data through the WISE platform. o Students will present their collaborated suggestions to the class in a forum where one student is selected as the speaker to report the groups findings to the class. o Students will, based on the group and class generated suggestions, be prompted on WISE to personally decide what changes they and their family can make in their life so new data can be produced to recalculate their footprint. WISE will prompt for further recalculation of their carbon footprint o New graphical models will be generated on WISE to visualize the results and provide an artefact for further class discussion on how the changes affected their carbon footprint. Extension: Each group/individual in the class implements a different change to see which have the greatest impact. Discuss together. Closure (Reflect Anticipatory Set): Students will be given the opportunity to reflect upon their learning, written, spoken or video format. Guided Questions o How has this process changed the way you think about your effects on the environment? What are these effects? o How will this have impact on the choices you make in your life? What choices might you make differently? o In your group work, describe some of the ways that people discussed changing how they effect the environment? Did these ideas make sense to you? Formative Assessments (AFL): Students will be provided the learning objective for this lesson through the WISE interface platform whereby they can continually assess their learning. This objective is worded with I language so students understand that they are the ones controlling their learning. The teacher will provide continuous descriptive feedback regarding the learning process. The teacher will have access to all information entered into the WISE program so they will have a running commentary on the students learning progression. Students will receive reflective feedback from their peers. Students will be guided through rich question based discussions with the class.

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Students will be assessed using CAA at the conclusion of each step in the procedure (A, B and C). These formative assessments will help identify areas for re-learning and/or intervention by the teacher. During the closure activity, students will have a chance to reflect on what they have learned and what gaps they still need to fill.

Adaptations (For Students with Exceptionalities): Built in. In most cases, where students are writing or entering data, they have the opportunity to speak or video their responses. Utilizing text to speech software, such as Read & Write Gold, will aid in reading for those with visual or reading disabilities. Gifted students will be engaged in the process and will be expected to share their ideas and connections. Possible Connections to Other Subjects: Built in connections between Science and Math Social Studies connections - look at the carbon footprint of other societies and discover why they may be similar or different from the students in this group Extensions: Conduct this project in conjunction with other classes throughout the world in partnership and develop/discover why they may be similar or different from the students in this group

TELE & Climate Change Appendix B Ways to Reduce and Offset the Family Footprint Reducing Carbon Footprint Method How this Helps CO2 Reduced (tonnes) Offsetting Carbon Footprint Method How this Helps

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CO2 Offset (tonnes)

Subtotal

Subtotal Total

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