Day One
Image courtesy of http://jsbangs.com/2012/08/14/robots-teach-us-how-to-love/
Specific Learner Outcomes:
Science:
Students will...
Social Studies:
Students will...
-Demonstrate care and concern for the environment through their choices and actions
(Alberta Education, 2006)
Activity:
Science:
Students will...
- Identify and classify wastes that result from human activity.
- Distinguish between wastes that are readily biodegradable and those that are not.
- Identify kinds of wastes that may be toxic to people and to the environment.
Social Studies:
Students will...
- Value Alberta’s physical geography and natural environment
-Demonstrate care and concern for the environment through their choices and actions
(Alberta Education, 2006)
Activity:
- Watch WALL-E clip.
- Have class discussion on what they have learned about waste over the past few weeks, and use this knowledge to hypothesize how humans could have prevented the amount of waste pileup that WALL-E deals with in the video. (List these on the board)
- In small groups, have students sort garbage and recycling into "WALL-E Waste" (the waste left behind on earth that WALL-E deals with), and "Earth-Friendly Waste".
- Have students come to the front of the class once groups have finished sorting and place waste into the appropriate bins.
Day Two
Image courtesy of http://ian.umces.edu/blog/2013/03/04/making-progress-in-climate-change-requires-better-communication-and-innovative-solutions/
Specific Learner Outcomes:
English Language Arts:
Students will...
Social Studies:
Students will...
Activity:
Specific Learner Outcomes:
English Language Arts:
Students will...
- Respond to texts
- Understand forms, elements, and techniques
- Present and share
- Work within a group
- Respect others and strengthen community
Social Studies:
Students will...
- Value Alberta’s physical geography and natural environment
- Appreciate the factors contributing to quality of life in Alberta
Activity:
- Introduce the final project.
- Hand out Rubric #1 that describes what their video should look like. (See week 4/5 assessment page).
- Form groups of 5.
- Explain steps involved in making the breaking newscast video (Script, build set, bring in props/costumes, videotape, and edit).
- Show “The Day After Tomorrow” clip.
- Small group discussion on the broadcasting techniques used in the video clip that might be useful to them as videographers. What makes a broadcasting video impactful and meaningful to its audience? (Eg. Statue of Liberty being completely submerged)
Day Three
Specific Learner Outcomes:
Science:
Students will...
- Identify kinds of wastes that may be toxic to people and to the environment
- Identify and classify wastes that result from human activity
- Describe alternative methods of disposal, and identify possible advantages and disadvantages of each
- Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper.
- Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes.
English Language Arts:
Students will...
- Create original texts
- Understand forms, elements, and techniques
- Plan and focus
(Alberta Education, 2000)
Activity:
- Morning: Play analysis
- Bring in physical examples of plays for kids to examine (Eg. William Shakespeare, Christopher Marlowe, Arthur Miller, Oscar Wilde, etc.)
- Discuss with the class what makes each play exciting and engaging to the audience, and examine the play format in textual form.
- Afternoon: Script workshop
- Students will be told that they must base their broadcast scripts on the kind of world portrayed in WALL-E. They must also have a news anchor, citizen, and scientist in their scripts.
- Bring in Calgary playwright to share techniques on effective script-writing.
- Begin scripts in their groups, with the expert giving feedback on the kids' efforts. Use drafts generated in week three to create ideas and discuss statistics.
Day Four
Specific Learner Outcomes:
English Language Arts:
Students will...
- Create original texts
- Enhance and improve
- Attend to conventions
-Use capitalization to designate organizations and to indicate the beginning of quotations in own writing
(Alberta Education, 2000)
Mathematics:
Students will...
- Represent and describe whole numbers to 10 000, pictorially and symbolically
- Compare and order numbers to 10 000
- Demonstrate an understanding of many-to-one correspondence (Alberta Education, 2014)
Activity:
- Morning: Continue script-writing
- Students will add in statistics for their scientist to say in the video. These statistics will come from their own calculations from week three.
- Afternoon: Teacher will visit with each group to have “progress meetings” and give constructive feedback.
Day Five
Specific Learner Outcomes:
Fine Arts (Art):
Students will...
- Details, patterns or textures can be added to two-dimensional works
- Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually
- Use drawing tools to make a variety of lines extending beyond Level One into character and direction—passive, vertical, horizontal, diagonal, parallel
- Use drawing to add details, texture or to create pattern including drawing for high detail (Alberta Education, 1985)
Activity:
- Show students example of what a newsroom looks like via youtube.
- Build newsroom set.
- Use desks to construct news anchor studio.
- Make logo background out of poster paper and have it hang behind news anchors.
- Remind kids to bring in props and costumes for their broadcasts on Monday.