Concept+2

= ** CONCEPT 2: ** = = ** What are some problems facing the environment? ** = //Approximate Length: 1 week//

Resource: Conway, Kevin. __Gaia: A Medical Report__ **Assessment:** Completion of the definitions and the [|Sum It Up] activity sheet [|Vocabulary Words] ** Pre Reading: ** Discuss what a medical report is. What is the point of the Earth having a medical report? Model the word //dinosauritis//.

itis: disease || (draw on chalkboard) || **After Reading:** Ask the question **//What are some problems facing the environment?//** Students complete the Sum It Up activity sheet//.//
 * During Reading:** Read as a group. Fill in the chart below, while also stopping to discuss.
 * Word or phrase || Word parts, related words || Prediction of meaning || Meaning from discussion or dictionary || Image to remember meaning ||
 * dinosauritis || dinosaur, itis || a sick dinosaur || dinosaur: ancient reptile
 * Homo sapiens || || || || ||
 * paradoxical || || || || ||
 * desertification || || || || ||
 * prognosis || || || || ||
 * exploit || || || || ||

Lesson 2
Resource: Cousteau, Jacques. __A Plea for the Sea__

**Assessment:** Completion of the definitions and the [|Sum It Up] activity sheet [|Vocabulary Words]


 * Pre Reading: ** Introduce students to Jacques Cousteau. Background information can be found at [|Jacques Costeau].
 * During Reading:** Have the students listen as you complete a Think Aloud.
 * After Reading: ** As a group, students complete the Sum It Up activity sheet. 

Lesson 3
Resources: Harris, Jack C. __The Green House Effect__


 * Assessment:** Completion of the [|K-W-L] handout and the two questions.

Lesson 4 Resources: __The Man Who Sent Garbage to the Sea__
 * Pre Reading: ** Students begin recording their knowledge of the greenhouse effect on the K part of the K-W-L handout.
 * During Reading: ** Students fill in the W part of the K-W-L chart with any questions they may have about the Green House Effect.
 * After Reading: ** Students complete the K-W-L handout. In their blogs or journals, the students will answer the question "Do you know what YOU believe?" Show one [|pro] and one [|anti] greenhouse arguments. The students will also answer the question **//What is a problem facing the environment?//**

** During Reading: ** Have students complete a Double-Entry Journal as they read the text. Then they can pick the best image and publish it. //Example of a Double-Entry Journal//:
 * Assessment:** [|Visualization Rubric] Slide Show Checklist
 * Pre Reading: ** Have the students complete a //quick write// about what they do with their grabage.
 * = Jot Notes ||= Image ||

** Because this topic is now finished, look back at the three responses, and figure out where their thoughts are in relation to the MAIN question: Why should people care about the environment? In a KWL chart as a class for more guidance ** ** Individually for less guidance **
 * After Reading:** Have students complete the handout [|This is How I See the Text]. The students must complete a slide show answering the question **//What is the problem with garbage//**? Use the links to choose an online program to create the power point presentation.