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Environmental Instructional Unit by Mind Map: Environmental Instructional Unit
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Environmental Instructional Unit

©2017 Mike Ewing U.S.A.

Overview

Students will be given an opportunity to explore what environmental science means to them in their own lives. Students will explore connections between the environment and their daily habits throughout the day. A base knowledge about environmental science will be given in the first part of the lesson. Students will be given the opportunity to explore the connection with a group discussion and presentation. This application of skill will be assessed electronically within MindMeister and then hopefully be applied to their own experience.

Instructional Goal Statement

Given the environmental science quiz, students will be able to score an average of 75% or higher. Students can effectively communicate through small group discussion how environmental science and the idea of recycling, pollution affects their lives.

Performance Objectives

Performance Objective 1: Given an instructional unit, students will compare and contrast Ecology and Environmental Science. Students will be able to classify Environmental Science and Ecology with an accuracy of 75%.Performance Objective 2: Given an instructional lesson, students will observe, evaluate and analyze the five areas of Environmental Science with 75% accuracy. Performance Objective 3: Given the steps of the scientific method, students will recognize scientific methods with an accuracy of 80%.Performance Objective 4: Given a lesson, students can accurately apply the definitions of scientific data collection and measure the results to an accuracy of 80%.Performance Objective 5: Given a description of what the tools of Environmental Science involve, students can accurately discuss a scientific model in a written reflection with an accuracy of 80%.Performance Objective 6: Given a set of data, including populations around the world, students design an exercise and explain what factors affect sustainability with an accuracy of 80%.Performance Objective 7: Given knowledge regarding earthquakes, students can evaluate what the probability of where fault lines occur on earth with a 75% accuracy.

Task Analysis

All the work in this unit builds upon knowledge gained in basic science classes and other knowledge about ecology that students have covered in previous classes. The challenging part of delivering these lessons that many of the students at the detention center have had limited attendance in school to build a strong base of knowledge. At the completion of this unit students will be able to do the following:Task 1.0: Present a unified view of what are environmental sciences. 1.1: Compare Environmental Science with EcologyTask 2.0: Communicate through writing the purpose of environmental science. 2.1: Learn the five major areas of study that comprise environmental science.Task 3.0: Communicate through small group discussion how environmental science and the idea of recycling, pollution affects their lives. 3.1: Students will reflect on what recycling means in their own neighborhood in paragraph form.Task 4.0: Students will be able to describe three types of models used by scientists. 4.1: Students can explain the relationship between probability and risk..Task 5.0: Be able to explain with the tools and environmental science are and how they are used effectively. 5.1: Students will discover how hypothesis and observation affect experiments. 5.2: Students will apply the principles of what a “good experiment” is.Task 6.0: Students will explain the role of a control group in a scientific experiment. 6.1: Students can tell how statistics are helpful for evaluating information about the environment?Task 7.0: Students will be able to talk about the composition of the earth and how the earth is always changing due to natural events. 7.1: Students will understand how climate change can be affected by natural disasters.

Appropriate Audience

The lesson consists of various instructional strategies. Instructional strategies that are used include lecture, direct instruction, seat work, small group discussion and independent study. The use of a range of methods enables students of different learning abilities to grasp the meaning and objective of the lesson. The unit revolves around the constructivist view that the curriculum “integrates new knowledge with existing knowledge” (Wikipedia, 2014). Students will use their acquired knowledge to adapt the limited resources of earth and applying ecological principles to their own life. Reference Constructivist teaching methods. (n.d.). Retrieved January 9, 2015, from http://en.wikipedia.org/wiki/Constructivist_teaching_methods

Materials Needed

The materials needed for this unit include: student issued Ipad.

Technology Used

MindmeisterMindmeister is an HTML 5.0 tool that runs on a portable device from an iPhone to Android and to any browser based laptop or desktop machine. Mindmeister acts as a tool to engage in meaningful learning with a tool to contain, connect and archive thought. Each "bubble" of Mindmeister has the ability to store an image, pdf, add a link, enable a voting feature and customizable in appearance to any color or shape combination to engage learners. The ability to customize connect segments of thought all the user and instructor to engage in deeper ranges of thought. This deeper reflects to formation of learning but the instructor also can use the Mindmeister tool for learning by creating a flow process of learning. An example of this would be describing the simple process but adding detail to be a complete view of the process.Mindmeister can be used as a storage container for graphics, text, voting, task assignment and finally as a presentation tool to present these connections in a self directed format with multipole zoom levels. Mindmeister can be used at any stage of the lesson planning, whether a user is at the brainstorming stage, the creation or the final stage of interchanging information through presentation or multiple export formats the MindMeister tool is exceptional. The tool can be used to learn or teaching with teachers and students to potentially collaborate in real time. There are no drawbacks to this technology except the $4.00 monthly fee. One of the other drawbacks is how in order to share a map it has to be a public map or a user has to sign up for a trial or paid account. Other than a monetary penalty, there really aren't any drawbacks to this flexible HTML 5 software tool.The Mindmeister tool is a visual learning tool which is valuable to help students that are the shoulders versus linear learners. The students that I have typically fall into the emotional and behavior disorder category and have responded very positively to this tool. Quizlet Quizlet is a tool where a predefined quiz and study program that is created and can be reshuffled by the instructor or student in a variety of interfaces for studying content to engage in meaningful learning in a variety of formats. The Quizlet database of user exchangeable quizzes has millions of individual units of study and assessment. Quizlet, a free resource has the benefit of creating multiple format tests from true or false, matching, fill in the blank or short answer which are all configurable with the click of a mouse. There is no drawback to Quizlet from what I have found except the potentially an instructor has to do a customized test which can take time. This is a learning tool where the immediate feedback has no delay to engage and confirm or deny the respondent's choice. The software is very simple to use with a simple login and the setup is usually simple when a user joins a room with a 5 digit code usually with any network which can be unusual for a product like a software clicker. There are several game like structures in the assessment process of Quizlet to engage the younger learner which can be quite challenging for any student. One of these games is called the Spaceship Race. The other tools that are described do not have a game component to stimulate participation. The Quizlet app or browser based assessment tool can enter a lesson at any point but requires more setup than the assessment tool which is also described here. From observation I have seen students engaged deeply in Quizlet where the learning becomes solid in terms of remembering key facts about the subject matter. One drawback of this technology could potentially be the focus on memorization versus extending thoughts to foster connections and deeper meaning. Students in the incarceration setting are suited to this potential instructional and assessment device since it allows the use of Guided Access on an IOS device which prohibits leaving the app when the app is being used. Engagement is high on this app since the reshuffling and immediate feeback activate the learner with emotional and behavior disorders. TED TalksTED Talks are a series of lectures that occur around the world with some of the brightest minds on a large array of world issues. The wide array of lecture and thought that is generated engages in meaningful learning by providing knowledge and inquiry. Ted Talks can enter into all phases of curriculum presentation through it's wide array of presenters. The only drawback is there no assessment tool for the standard Ted Talks and that equates to having to create your own which can take time. The information that is presented is creative and includes some of the world's greatest minds on a wide array of topics. One of the new features of Ted Talks is a section on their website that is titled Ted Ed where users can find existing talks with also have an assessment component. This is relatively new and new talks would be needed to be evaluated and go into this area to become a lesson. Ted Talks occur at any stage of the lesson potential he has an introduction to a general overview of a subject matter or as a sidenote to add to a general presentation of a subject. TED Talks support learning by extending thought of subject matter by experts in the field that have the latest information and how it directly apply is often times to the real world application unlike some other curriculum tools. Ted Talks are available anytime for the extended learning which is a great option and in the case of my class, students have sought out Ted Talks on their own or asked if we could focus on a particular subject matter which Ted Talks categorize on their website.

Lessons at a Glance

Lesson Overview for Lesson 1: In this lesson, students will be able to distinguish between what the difference between environmental science and ecology? Students will also be able to define environmental science and compare environmental science with ecology. Lesson Overview for Lesson 2: In this lesson, students will learn about what environmental issues affect the earth and their own neighborhoods. Students will learn about the main areas of Environmental Science and the history of Environmental Science. Lesson Overview for Lesson 3: In this lesson, students will learn about scientific methods and how it’s application is used in experiments. Lesson Overview for Lesson 4: In this lesson, students will learn about scientific data and how the methods to collect and analyze the data are used in experiments. Lesson Overview for Lesson 5: In this lesson, students will learn about scientific models and how models are used in making scientific decisions. Lesson Overview for Lesson 6 Scientists use statistics to classify, organize, and interpret data. Students will learn what values affect decisions about the environment. Lesson Overview for Lesson 7: In this lesson, students will learn about the geosphere and atmosphere.

Lesson 1

Lesson Overview for Lesson 1: In this lesson, students will be able to distinguish between what the difference between environmental science and ecology? Students will also be able to define environmental science and compare environmental science with ecology. Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given an instructional unit, students will compare and contrast Ecology and Environmental Science. Students will be able to classify Environmental Science and Ecology with an accuracy of 75%. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will be given the opportunity to distinguish what a renewable versus a nonrenewable resource in an informal discussion. Students are given a pretest (Appendix A) to determine their knowledge on the topic of Environmental Science. Step 2: Content Presentation (Topic Lecture: 50 minutes)Content for lesson 1 is presented from lecture and iPad. The pretest has been taken previously. iPads which are located in the room where each student has a personalized login where student’s scores will also be tabulated. The discussion regarding renewable and nonrenewable resources is an oral discussion with students seated around their tables where they are seated. As an introduction have students login in to their IPads and visit link http://youtu.be/UqWgrBnJYVQ. After students view this five-minute video break into a full class discussion group. At this point ask students to define the environment. Write their answers on your IPad and mirror their answers on on board throughout the mirroring function on the IPad. As you are writing the answers, have students record the group answers withe note taking tool Notability which resides as an app on each student IPad. Ask a second question ask the class to differentiate between an environmentalist and an environmental scientist. As defined by the video, draw a char on the board with each term at the top to define key aspects of each. Once again, have students replicate the work that you are mirroring on the wall to their own notes in Notability or if they prefer they can use MaxJournal. Step 3: Learner Participation (Group Activity: 15 minutes)Students will be using discussion, self study on their IPad where they have the ability to access their electronic iBook and be able to access YouTube. Step 4: Assessment (Individual Activity: 25 minutes)A formative assessment is done at the completion of the lecture using the app Socrative on each student’s iPad. The questions in Appendix B have been preformatted to match if you can tap the Socrative app on the teacher's IPad. The exit slip is also formatted into Socrative in the following short answer form: List the five major fields of study that can contribute to Environmental Science. See Appendix B Step 5: Exit (Individual Activity: 15 minutes)Recap the definition of Environmental Science and be prepared to summarize the five areas of environmental science.

Lesson 2

Lesson Overview for Lesson 2: In this lesson, students will learn about what environmental issues affect the earth and their own neighborhoods. Students will learn about the main areas of Environmental Science and the history of Environmental Science. Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given an instructional lesson, students will observe, evaluate and analyze the five areas of Environmental Science with 75% accuracy. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will be review the definition of Environmental Science from the previous class session. Students will also review the answers of the exit ticket where each student was asked to list the five major fields of study that can contribute to Environmental Science. Step 2: Content Presentation (Topic Lecture: 50 minutes)Introduction discussion points to discuss on white board or overhead with students. Students should view the sustainability Youtube video http://youtu.be/cYnX4KMIaPE. Students should be prepared to make a MindMap using the MindMap App. This app uses a graphical organizer format where students will be expected to place a heading of environmental science and students can radiate the five study areas of environmental science. Students mindmap's should look like the graphic below. Let's define environmental science and compare to ecology. Ask students to refer to the definition of ecology in their IBook. You're going to define the five areas of study that are environmental science. Define the areas on the MindMap that was just created. What is the history of environmental science? Have students write the names of historical figures in their journal entry. Step 3: Learner Participation (Group Activity: 15 minutes)Students will be using discussion, self study on their IPad where they have the ability to access their electronic iBook and be able to access YouTube. Step 4: Assessment (Individual Activity: 25 minutes)See Appendix C Step 5: Exit (Individual Activity: 15 minutes)Students will discuss in small group discussion how environmental problems can be localized or globally and give examples of each.

Lesson 3

Lesson Overview for Lesson 3: In this lesson, students will learn about scientific methods and how it’s application is used in experiments. Time: One class period for each lesson. Total time is 110 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given the steps of the scientific method, students will recognize scientific methods with an accuracy of 80%. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will talk about their own localized environmental problems. Students will be introduced to the following key terms: observation, hypothesis, prediction, experiment, variable, experimental group, control group, data and correlation. Step 2: Content Presentation (Topic Lecture: 50 minutes)Students are introduced to the scientific method via the following YouTube (http://youtu.be/bUa-ilQqEv0) as an introductory opening set. Before the play button is presented, remind students to pay special attention to the sequence of steps involved in the scientific method. When completed ask students to: Describe the steps in experimental method. Ask a question, background research, hypothesis, experiment, analyze, draw conclusions, align with hypothesis, communicate results. What is a hypothesis? An educated guess - ask how this applies to our previous lab experiments. What are the parts of an experiment? Independent & dependent variables, control, repeated trials, determining constants How do scientists use experiments? A practical test to determine answers. What is curiosity and how is it used when conducting experiments? The motivation to find out a solution. Step 3: Learner Participation (Group Activity: 15 minutes)Students will use their iPads to create a sequential mind map of the scientific process. Please refers to the attached appendix as a guide. Students are required to use a minimum of three resources. Step 4: Assessment (Individual Activity: 25 minutes)See Appendix D Step 5: Exit : 5 minutesStudents will write on a notecard an experiment that interests them.

Lesson 4

Lesson Overview for Lesson 4: In this lesson, students will learn about scientific data and how the methods to collect and analyze the data are used in experiments.Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given a lesson, students can accurately apply the definitions of scientific data collection and measure the results to an accuracy of 80%. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will be review the essential parts of the scientific process. Students are encouraged to point out potential flaws in the process. Step 2: Content Presentation (Topic Lecture: 50 minutes) Students are introduced to the scientific data via the following YouTube (http://youtu.be/hrHM3bUym3g) video as an introductory opening set. Before the play button is presented, remind students to pay special attention to the idea of the origin of data and data reliability. When completed ask students to: How do scientists use data? Making inferences to why things happen. Why is it critical for certain size of a statistical sample for an experiment? What is probability? The likelihood of something happening. What is curiosity and how is it used when conducting experiments? Curiousity is used to determine answers and is used to give dimension of results. Step 3: Learner Participation (Group Activity: 15 minutes)Students will be using discussion, self study on their IPad where they have the ability to access their electronic iBook and be able to access YouTube. Students will be asked to participate in a group discussion. The topics are why is sample size so important? What are the types of models that are used in determining scientific outcomes? How is risk and probability determined? How do scientists use data? The instructor will lead this discussion and use the IPad IBook Environmental Science flash card tool to guide the discussion. Step 4: Assessment (Individual Activity: 25 minutes) Step 5: Exit (Individual Activity: 15 minutes)Students will be asked to write three paragraphs how statistics might be used in Environmental Science.

Lesson 5

Lesson Overview for Lesson 5: In this lesson, students will learn about scientific models and how models are used in making scientific decisions.Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given a description of what the tools of Environmental Science involve, students can accurately discuss a scientific model in a written reflection with an accuracy of 80%. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will be review the essential parts of the scientific process. Students are encouraged to point out potential flaws in the process. Step 2: Content Presentation (Topic Lecture: 50 minutes)Students are introduced to the environmental choices via the following YouTube video (http://youtu.be/GnYHFRq7-5s) video as an introductory opening set. Before the play button is presented, remind students to pay special attention to what choices we have each day in our purchasing. When completed ask students to: List three things that consumers think about the environmental choices.What are the steps in environmental decision-making?Describe the consequences of short-term thinking when it comes to environmental issues? Step 3: Learner Participation (Group Activity: 15 minutes)Students will be asked to participate in a group discussion. The four steps in a simple decision-making model are...refer to Chapter 3 of iBook text. List and define three possible values to consider when making environmental decisions.Cost, where produced and are components sustainable? Step 4: Assessment (Individual Activity: 25 minutes) Step 5: Exit (Individual Activity: 15 minutes)Students will be asked to describe three environmental issues your family makes each and every day in their MaxJournal app.

Lesson 6

Lesson Overview for Lesson 6 Scientists use statistics to classify, organize, and interpret data. Students will learn what values affect decisions about the environment. Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Lesson Objective: Given a set of data, including populations around the world, students design an exercise and explain what factors affect sustainability with an accuracy of 80%. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)Discuss why sample size is so important. Step 2: Content Presentation (Topic Lecture: 50 minutes)Students are introduced to the data via the following YouTube video (http://youtu.be/GnYHFRq7-5s) video as an introductory opening set. Before the play button is presented, remind students to pay gathering information and data. When completed ask students to: Refer to Chapter 4 and follow the environmental decisions involves gathering information, considering values, and exploring consequences. Explain the role of a control group in a scientific experiment.A group that is separated for scientific purposes. Elaborate on its purpose from chapter text. How are statistics helpful for evaluating information about the environment?To determine sustainability through the use of models. Show the YouTube vide as an example. http://youtu.be/SDlowkyqTqw Step 3: Learner Participation (Group Activity: 45 minutes)Students will be using discussion, self study on their IPad where they have the ability to access their electronic iBook and be able to access YouTube. Step 4: Assessment (Individual Activity: 25 minutes)See Appendix G Step 5: Exit (Individual Activity: 15 minutes)How are statistics helpful for evaluating information about the environment?

Lesson 7

Lesson Overview for Lesson 7: In this lesson, students will learn about the geosphere and atmosphere.Time: One class period for each lesson. Total time is 120 minutes per class period.Resources or Materials Needed: Ipad, notebook, Environmental Science Textbook (iBook). An Internet connection with access to YouTube is needed as well.Classroom Setup: Three circular tables where two to three students sit.Lesson Objective: Given knowledge regarding earthquakes, students can evaluate what the probability of where fault lines occur on earth with a 75% accuracy. Step 1: Pre-Instructional Activities (Introduction: 15 minutes)At the start of the lesson, students will be review what is scientific data is. Step 2: Content Presentation (Topic Lecture: 50 minutes)Content for lesson 7 is presented from lecture and iPad. As an introduction have students login in to their IPads and visit link http://youtu.be/z3qcFFNw5lU. Make sure that students pay special attention to how the earth formed and how to explain how earthquakes are formed. After students view this five-minute video break the class into a full class discussion group. At this point ask students to diagram how earth formed with the drawing tool in the Notability app. While students are drawing this, you as the instructor are doing the same diagram while mirroring the display. Ask any students if they would like to project their drawing to the class using the mirror function on their own iPad. As defined by the video, draw a chart on the board with each term at the top to define key aspects of each. Once again, have students replicate the work that you are mirroring on the wall to their own notes in Notability or if they prefer they can use MaxJournal. Students are expected to take notes on the following concepts which are located in the teachers manual of the Environmental Science text: What is the composition of the atmosphere of the earth? What are the layers of the atmosphere the earth? How does heat affect the atmosphere? What is the greenhouse effect? Step 3: Learner Participation (Group Activity: 15 minutes)Students will be using discussion, self study on their IPad where they have the ability to access their electronic iBook and be able to access YouTube. Step 4: Assessment (Individual Activity: 25 minutes) Step 5: Exit (Individual Activity: 15 minutes)Student will be expected to develop three paragraphs about seismic activity and what the causes and effects of seismic activity are above ground and below the surface of of the ocean.

Standards