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Eco-life

Eco-life. Unit Summary. Unit consists of 4 subtitles, which will be mainly environmental problems, natural disasters, greenhouses, air pollution, mining, etc.,

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Eco-life

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  1. Eco-life

  2. Unit Summary • Unit consists of 4 subtitles, which will be mainly environmental problems, natural disasters, greenhouses, air pollution, mining, etc., • The unit main purpose is to make students understand how much it is essential to protect our environment in order to have a safe, and long future. • Students will make a mini-research work in groups on the most worrying issues for today and collaborate in order to find out possible solutions. • Each group will consist of 5 members. Each member will have a certain role. 1st member: Illustrator, 2nd connector/observer, 3rd investigator, 4th journalist, 5th vocabulary

  3. Curriculum-Framing Questions Essential Question: What is eco-life? Is it significant to know about the things that influence or can influence into the eco-life? Unit Question: How do you see your future if the eco balance will break? Do the natural disasters influence to the break of the ecological balance? Content Questions: Name the negative sides of using greenhouses?

  4. Vision for Unit By creating this unit, I want to • Try out new methods to make ecological issues relevant to students’ lives • Think of ways to involve my students more in the community During this unit, I want students to • Learn ways to connect environment to their daily lives • Use technology to communicate with different audiences

  5. Project Approaches As my students work on this project, they • Connect the research to the real world • Collaborate with peers and community members • Create a product that shows what they’ve learned • Share their learning with a real audience

  6. 21st Century Learning • Students will develop higher-order and 21st century skills in this unit as they • Use the Essential, Unit and Content Questions to guide their analysis of the research to find possible solutions to protect the environment • Communicate their ideas to a community audience • Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary • Use project assessments to self-assess their work and give feedback to their peers

  7. By Using Project Approaches, Ongoing Assessment, and CFQs Students will: • Experience different kind of roles in a research-team for a real audience and use technology to enhance their learning • Gain self-assessment and self-direction skills that they will use and build on all year long • Time management

  8. Thank you

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