teacher guidelines for presenting...

Teacher Guidelines for

PresenTinG PermafrosT

TellinG The sTory of PermafrosT around your communiTy

sTewardshiP ProjecTearly hiGh school (Grades 9-10)

UNITE US ©2010 - 2012 Geophysical Institute, UAF Presenting Permafrost

Presenting Permafrost

table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Planning the Climate Expo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Planning Classroom Introduction for Presenting Permafrost . . . . . . . . . . . . . . . . . . . . . . . . . .4

Introducing Presenting Permafrost to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Activity 1 . Setting the Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Activity 2 . Finding Your Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Storyboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Activity 3 . Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Planning Aids Student Tracker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

introduction

Welcome to Presenting Permafrost, a UNITE US Stewardship Project for students completing coursework for the Early High School (Grades 9-10) segment of the curriculum . This engaging culminating project presents students with the opportunity to tell the story of what they have learned about permafrost and the significance of permafrost to the community .

Students begin working with the Presenting Permafrost Stewardship Project right from the beginning of the curriculum . Students use digital storytelling techniques to introduce themselves, their school and their community in Activity 1 of this project . The first activity is also meant to serve as a practice for operating equipment prior to the core permafrost lessons . Throughout the curriculum, ideas for filming or photographing are listed in each lesson . Students choose 3-5 lessons to highlight in their final product . In a sense, this project is a digital portfolio of student learning and observations of local permafrost conditions .

These Teacher Guidelines contain guidance for planning the culminating event, the Climate Expo, and guidelines for implementing the activities for completing the Stewardship Project .

These projects will be presented at a community event called Climate Expo . At Climate Expo, parents and other members of the community will be able to view these presentations .You will select some Elders and community members to judge student presentations . At local Climate Expos, one story from each school will be selected to be presented at a larger venue in Fairbanks (Science Fair) or Anchorage (COSEE Science Fair) . Urban judges will use Skype to interview the student chosen to represent each school .

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Planning the Climate expo � Coordinate with other teachers who are using the UNITE US curriculum .

� Let parents know their students are working on a big project and they (parents) will be invited to school to see the projects when they are finished . Encourage parents to talk with their students about the project .

� When implementing the project, or at least the display/presentation part of the project, choose times when most students will be in school . Work around such things as basketball team trips and hunting seasons .

invite as many audiences as possible:

� Students and teachers who are not participating in the Climate Expo � Mention the expo at a teacher’s meeting . � Send teachers and their classrooms an invitation such as the sample text below by email or in a memo . � To generate enthusiasm, have your classes create posters for the school . � Make sure the date and description of the expo appear on the school calendar, website, and/or

newsletter .

� School administrators � Send administrators an invitation such as the sample text below by email or in a memo .

� School district officials � Send officials the text below by email or in a memo .

� Parents of participants � Send a Final Expo Reminder for Parents .

� All community members � Call the local paper or local radio station to see if they will print or make an announcement of the place,

date and time and will cover the Climate Expo .

sample text for inviting Visitors

“The students of <CLASSROOM name> are pleased to invite you to our <NAME OF EXPO>, to be held on <DATE> from <TIME> to <TIME> . Come see <NUMBER OF PARTICIPANTS> exciting projects . We are scheduling visits from other classrooms in thirty-minute shifts from <TIME> to <TIME> . We welcome administrators and district officials at any time . Parents are welcome any time during the whole day, as well as after school .”

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Planning Classroom instruction for Presenting Permafrost

The rest of this teacher’s guide presents guidelines for implementing the activities that lead students through a well-thought-out project . Each activity is described and planning aids are included . See the Planning Aids at the end of this document for a calendar and student tracker . The following activities need to be planned . Use the descriptions of the activities in this packet of teacher guidelines and in the student packet to assign dates .

introduction of Presenting Permafrost Date: _______________________

� activity 1: “set the stage” Due Date: _______________________This activity will help you gather information that would introduce the audience to you, your school, and your community .

� activity 2: “finding Your story” Due Date: _______________________This activity will help you look at all the possible material you have to work with and start organizing pieces to tell a story .

� activity 3: “Peer review” Due Date: _______________________This activity will help you strengthen your presentation before the Climate Expo .

Presentation at local Climate expo Date: _______________________

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introducing Presenting Permafrost to students1 . Before introducing Presenting Permafrost to students, consider the format options you are willing to accept

from students as projects . Format options can include slide presentations (Microsoft PowerPoint, Apple Keynote, etc .), and video production (iMovie, Moviemaker, etc .) .

2 . When introducing Presenting Permafrost, give students a sense of how creative they can get with their project, the options they have for formats, and how this project really gives students an opportunity to serve in a leadership role and advocate for their community .

3 . Communicate due dates with students . Students can record due dates of Activities on page 1 of Presenting Permafrost Stewardship Project Student Packet .

4 . Communicate expectations for the project . The following Rubric can be found on page 10 of Presenting Permafrost Stewardship Project Student Packet .

science Content and Climate Literacy � The presentation answers the essential question:

Why do I care about what is happening to permafrost around my community?

� Scientific concepts are explained well . � This project combines both western science and

local or traditional knowledge . � This project presents three to five concepts the

student learned .

10 8 6 4 2

organization and overall appearance � This project includes an introduction of the

students, the school and the community . � The body of the presentation guides the audience

through the concepts selected by the students . � Transitions tie together different sections of the

presentation . � The product is aesthetically appealing . � The student took care in designing the project .

5 4 3 2 1

mechanics � Spelling and grammar are correct . � Graphics are captioned and help show the

significance of the issue and/or response . � Data is clear and properly labeled . � Sources of information are listed correctly . � Presentation lasts five to seven minutes .

5 4 3 2 1

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activity 1. setting the stageIn this activity, students work with a partner or a group to create introductions of themselves and their community . This will serve a beginning piece for the Stewardship Project .

� Prior to engaging students in Activity 1, guide students to the Resources section of the UNITE US website (www .uniteusforclimate .org) and the Internet, in general, to show how they can incorporate other graphics that may help them in producing their introductory piece .

� Communicate a procedure you want students to use in storing and organizing their files .

� Consider how you would like to group students prior to Activity 1 .

� Consider making a model for students to view .

materials: • Camera and/or video camera (with tripod)• Computer• Internet • Storage for electronic files (images and video)

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activity 2. finding Your storyIn this activity, students look over their portfolio of photo images and film collected from their lessons on permafrost and begin the process of selecting three to five pieces to showcase in their digital presentations .

� Review the activity with students . Explain the storyboard is meant for use as an outline and notes of how the story will flow .

� Emphasize the science content and climate literacy components that students will need to include in the content of their project .

� Students will bring their Activity sheet and storyboards to you for approval . You may use the space on the worksheet for comments .

� Emphasize the guidelines for “fair use” as students work on their projects .

� This activity will take more than one class period, as students will need some work time to put the pieces of their digital story together .

fair use for educational purposes: Photographs, figures, charts, tables, diagrams, etc.

In this activity, students look over their portfolio of photo images and film collected from their lessons on permafrost and begin the process of selecting three to five pieces to showcase in their digital presentations . Students must:

� display the copyright notice(s) with any copyright ownership information shown in the original source for all images;

� identify the creator/author, title, publisher, and place and date of publication; and

� cite the electronic address if the work is from an online source .

materials: • Portfolio of work from UNITE US lessons• Resources (www .uniteusforclimate .org)• Storyboard template (see next page)• Computer• Internet

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storyboard for __________________________________________________, page __________

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activity 3. Peer reviewThis activity allows students to get preliminary feedback from their peers on their projects and their presentations .

� Teaching option: One way to accomplish this activity is to pair groups together . Groups take turns presenting their projects and reviewing the projects of their peers .

� Before students begin the process of review, go over the criteria and required components listed in the table on the peer review forms .

� Emphasize this procedure is meant to give feedback in the spirit of helping classmates .

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rubricPresenting Permafrostearly High school (grades 9-10)stewardship Project rubric

student name(s): ________________________________________________________ total score: _____________

title of Project: __________________________________________________________________________________

science Content and Climate Literacy � The presentation answers the essential question: Why do

I care about what is happening to permafrost around my community?

� Scientific concepts are explained well . � This project combines both western science and local or

traditional knowledge . � This project presents three to five concepts the student

learned .

10 8 6 4 2

organization and overall appearance � This project includes an introduction of the students, the

school and the community . � The body of the presentation guides the audience

through the concepts selected by the students . � Transitions tie together different sections of the

presentation . � The product is aesthetically appealing . � The student took care in designing the project .

5 4 3 2 1

mechanics � Spelling and grammar are correct . � Graphics are captioned and help show the significance of

the issue and/or response . � Data is clear and properly labeled . � Sources of information are listed correctly . � Presentation lasts five to seven minutes .

5 4 3 2 1

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student tracker

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act

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_

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Calendar

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