In this lesson, scholars examine the causes and effects of rising sea levels around the world by reading an informational text, completing a cause-effect graphic organizer, and writing a summary using the interactive voice recorder program Voki.
Global warming is having devastating effects on Earth's climate and landscape. In this lesson, I want scholars to understand there is something we can do to prevent that devastation. We begin by watching a Brainpop video on "Global Warming" and taking a short quiz to check our understanding. (Teacher will review quiz whole group. Scholars will show answers in sign language - a, b, c, or d or write answers on a personal dry erase board.) (Click here to watch Brianpop video.) The video is considered the first text on the topic. We review definitions of main idea and supporting details and identify the main idea and supporting details in the video.
Afterwards, we read and discuss a Scholastic News article titled, "Deep Trouble." (Click here to view article.) During our discussion, we examine the causes and effects of rising sea levels and what this means for coastal communities, integrating information from the video and article. I inform students that a cause is "why" something happens and an effect is "what" happens. As we discuss causes and effects in the two texts, we complete a cause and effect graphic organizer, which we will later use in creating Voki summaries.
Because I want my scholars to be solutions-oriented, I then ask them what they think can be done to stop or prevent global warming and I review 10 things we can do to stop global warming. (Click here to access website to review 10 things we can do to stop global warming.)
Next, scholars synthesize all of the information they have learned about global warming, main ideas, supporting details, cause-and-effect, and summarizing to create a written summary in the interactive voice recorder Voki. I reviewed our formula for creating a written summary and told students for the 3 supporting details, we will use cause and effect statements. To begin, I allow students to Think-Pair-Share as they wrote the first sentence of the written summary which is the topic sentence that states the main idea. We, then, shared these whole group. Next, I asked students to choose one of the causes and effects on the graphic organizer to develop their second sentence, which is supporting detail #1. We shared these whole group, as well. Afterwards, I allow scholars to continue to work with their partners to finish writing the summaries. As they finish and I approve their summaries, I allow them to go to the computers to type their summaries in www.voki.com. (Teacher will need to create a Voki account ahead of time to be used to save student work.) Early finishers or scholars who have written summaries and await access to a computer will complete word ladders for new vocabulary words from the article, "Deep Trouble."
To close the lesson, we came back together whole group and watched the completed Voki summaries. Students, then, completed a 3-2-1 exit slip in order to "show what they know" individually. On the exit slip, they told 3 things they, personally, can do to stop or prevent global warming, told 2 effects of global warming, and 1 cause of global warming. This exit slip is an excellent quick check for understanding to tell me if students understand the main idea, supporting details, summary, causes and effects, and what they can do to help stop or prevent global warming. The exit slip will also guide my future instruction.