WI Conservation Issue Project

Created Feb. 6, 2024 by Sandy Benton, Brittany Hager, Mary Roberts


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Unit Title:

Wisconsin Conservation Issue Project

Abstract:

Through this unit, students will learn about a conservation issue that is important to them through active research. They will also improve public speaking skills through the delivery of a speech.

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Grade Level:

This lesson is written for students in grades 6-8 but may be adapted.

Lesson author(s):

This lesson is developed by Brittany Hager (bhager@hayward.k12.wi.us) and uses some resources and handouts created by Victoria Rydberg (victoria@wigreenschools.org)

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Instructional Materials Needed (if applicable):

  • Access to computers for research, writing, and editing
  • The following handouts (can be distributed digitally or via paper copy):
  • Contact professionals in the conservation field in person or via phone or email.
  • DNR
  • County Conservation Department
×Wisconsin Standards for English Language Arts Addressed (ELA Full Document or Literacy in All Subject Areas Full Document):
Reading Standards for Informational Text
  • Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
  • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Writing Standards 6-12
  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Speaking and Listening Standards 6-12
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  • Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
×Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet):
ELS.EX5.A.m
  • Compare and contrast various cultural systems’ viewpoints, actions, decisions, and behaviors related to sustainability. Analyze a sustainability issue by examining individual and group actions, critiquing the decision-making processes, and assessing the impact on natural and cultural systems. Understand the role of cultural and science-based evidence in evaluating sustainability.
×Evidence of Need:Evidence of Success:
Through formative assessment, the teacher will know if students have met learning standards through evaluating student discussion, research notes, written paper, and oral speech.
×Inquiry Experience 1

Setting and Estimated Time:  
This portion of the lesson will be done in a classroom and will last two to three class periods.

Learning Target:
I can engage in a collaborative teacher-led discussion in a large group on conservation topics and issues, build on others’ ideas, and express my own clearly.

Formative Assessment:
To gather evidence of student learning, teachers will evaluate students’ effective engagement and contribution of ideas during group discussion.

Procedure:
  1. Show students one of the short videos from the Climate Wisconsin website (https://climatewisconsin.org/)
  2. Facilitate a discussion with students to identify what problem was featured in the video and how it relates to something important to Wisconsin.
  3. List the problem on the board and ask students what background information might be needed for people to better understand and care about the problem. List what background information would be needed on the board.
  4. Have students work in groups to research what solutions might be present for the problem.
  5. After student work time, have student groups share out their solutions and record them on the board.
  6. Review the background, problem, and solution with students.
  7. Tell students that they will now have the opportunity to research a Wisconsin conservation issue of their choosing.
  8. Give students time to research a Wisconsin conservation issue that interests them. If students need more guidance, you can go over a few ideas and share research links using this resource (https://docs.google.com/document/d/1DAqp80qPBES17TxcJtE7MqjeoTz0lp90EXFg-SOIAAs/edit?usp=sharing)
  9. Have students share out the conservation issues that they plan to research further.
×Inquiry Experience 2

Setting and Estimated Time:  
This portion of the lesson will be done in a classroom and will last one to two weeks.

Learning Target:
  • I can determine the central idea of a text and provide an objective summary of the text.
  • I can delineate and evaluate the argument and specific claims in a text, assess whether the reasoning is sound and the evidence is relevant and sufficient.
Formative Assessment:
To gather evidence of student learning, teachers will evaluate students’ notes for accurate information related to the background, problem, and solution to their conservation issue.

Procedure:
  1. Hand out and discuss “Conservation Issue Project Guidelines” https://drive.google.com/a/hayward.k12.wi.us/file/d/1vCPu44q-WqH62C8CzO1k3aMghfoLS0Ib/view?usp=sharing
  2. Once students understand the project, tell students that they should first focus on the “background”. In order to do so, students should locate at least three resources about the “background” of their issue. Upon locating the resources, students should read, annotate, and take notes. Students can use the Conservation Article Mapping https://docs.google.com/document/d/1V_78ZKq_0IyulIKDsZBtSng66pZV9gGFdMnjbXOnQnc/edit?usp=sharing handout to record their notes.
  3. As students are working, be sure to connect with students to make sure they are on the right track and offer help accessing and reading resources.
  4. Next, have students research the “problem”. In order to do so, students should locate at least three resources about the “problem”. Upon locating the resources, students should read, annotate, and take notes. Students can use the Conservation Article Mapping https://docs.google.com/document/d/1V_78ZKq_0IyulIKDsZBtSng66pZV9gGFdMnjbXOnQnc/edit?usp=sharing  handout to record their notes.
  5. Finally, have students research the “solution”. In order to do so, students should locate at least three resources about the “solution”. Upon locating the resources, students should read, annotate, and take notes. Students can use the Conservation Article Mapping https://docs.google.com/document/d/1V_78ZKq_0IyulIKDsZBtSng66pZV9gGFdMnjbXOnQnc/edit?usp=sharing
  6. In order to deepen students’ understanding of their conservation issue, you may have students identify primary sources to interview. These interviewees may include DNR professional and county conservation personnel.
×Inquiry Experience 3

Setting and Estimated Time:  
This portion of the lesson will be done in a classroom and will last one to two weeks.

Learning Target:
  • I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Formative Assessment:
To gather evidence of student learning, teachers will evaluate students’ conservation papers and conservation speeches.

aProcedure:
  1. After students have pulled together their research, they will be ready to write their paper as described in the original project handout. Before writing, students can organize their thoughts using the Conservation Issue Project Paper Outline https://drive.google.com/a/hayward.k12.wi.us/file/d/16eXztQj9072ujMd5ARzmUworCKkd-w1w/view?usp=sharing
  2. Once a good outline has been developed, students can write their paper. Remind students of the paper guidelines before beginning to write. Students may want to write their body paragraphs first and then go back and write the introduction and conclusion paragraphs. Lessons on writing research papers and essays may be implemented at this time.
  3. After papers are written and edited, students will be ready to turn their papers into a speech. Use the Turning your Paper into a Speechhttps://drive.google.com/a/hayward.k12.wi.us/file/d/0B4eri4KPgJpLMm43X3g2T2ZyX3M/view?usp=sharinghandout to guide and teach students how to do so.
  4. When students are ready with their speeches and have practiced, invite families, administration, other classes, and their classmates to be present for the delivery of speeches. You may also want to invite students’ primary sources, the people that they interviewed.


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