UNIT TEMPLATE: Text-Based STEM Inquiry
Part I: Unit Title:
Kinder Morgan Energy Project
Part II: Background on LMS and Science Teacher relationship:
This lesson was created by Library Media Specialist (Marlene Damery) and Science teachers (Dawn Elliott & Robin Maloney). Dawn’s and Robin’s strengths are research and science content knowledge. Marlene’s strengths are providing literacy resources from databases, online sources as well as physical sources. Marlene also is able to provide technology support and tools for integrating technology into the lesson.
Part III: Unit Description:
This unit includes three lessons that culminate in students crafting a letter, video or article expressing their viewpoint on a business’s responsibilities towards the citizens and the environment.
Using inquiry-focused reading, students will explore an anchor text, additional resources, then develop their own essential and supporting questions to guide theirresearch.
Over the course of the unit, students will explore a variety of texts and grow in their knowledge of governmental and small business economic practices, the legal rights of citizens, the interdependencies within an ecosystem and the uses of renewable and nonrenewable energy sources.
Part IV: Standards Addressed
- NGSS/State STEM Standards:
ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.
ETS1-2: Evaluate competing design solutions using systematic process to determine how well they
meet the criteria and constraints of the problem.
- CCSS Standards:
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-LITERACY.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Part V: Unit Essential Question
What are the environmental re sponsibilities of a company proposing a regional energy project?
Goals for Using Inquiry: The goal for using inquiry in this unit is to have students develop their own supporting research questions around the environmental impacts of an energy project. They will examine provided text, select their own additional resources to use, and justify their stance on a business’s responsibility toward the citizens and the environment.The science teachers and the library media specialist have selected an anchor text about a proposed natural gas pipeline and provided support for students as they select additional texts that guide their research around the environmental impacts of an energy project.
Part VII: Summative Assessment Description and Rubric
Produce a video on the subject or a presentation to be presented before a town or state-level committee and additionally write a letter to the company involved, local and state government representatives or a Letter to the Editor to be sent to local newspapers.
Part VIII: Prior Knowledge Needed
- The student should have a background understanding of the proposed Kinder Morgan Pipeline Project.
- The student will need to be able to accurately cite sources.
- The student will need to understand the difference between non-renewable and renewable resources.
- The student will need to recognize the interdependencies within an ecosystem.
Part IX: Student Learning Objectives
- The student will be able to distinguish among facts, reasoned judgement based on research findings, and biases of an article or other resource.
- The student will be able to compare and contrast the information gained from videos, multimedia sources and text.
- The student will be able to create a presentation, video, or letter to the editor or company by using textual evidence, data and precise details from the anchor text and other resources.
- The student will analyze human impact on the environment and be able suggest ways to successfully minimize or eliminate negative impact.
Part X: Text Set Description
Text Title & Hyperlink
Text-Dependent Questions (created by the teacher/librarian to help students analyze the text in a specific sequence)
Accommodations for Diverse Learners
ABC Anchor Text
This Anchor Text is designed to provide information about the seasonal energy demands in New England and different possible solutions thereby provoking student engagement around the essential question.
This ATOS level of the text is an 11.1, which is appropriate for the middle of a 10th grade year. Linked here is the Qualitative Analysis of the Complexity.
1. What questions and issue did the author seek to answer or address?
2. How did he go about his investigation/inquiry?
3. Was this an informational text or did it favor one side versus another? How did you decide?
4. What evidence was presented to support or refute the primary question/issue?
5. In your opinion, what is the strongest evidence for or against the primary question/issue?
1. Tier Two words will be chosen ahead of time and a definition will be added to a document to support the online article.
2. Read anchor text in sections as a class and discuss sections to support and clarify students understanding of the text.
Supporting Text #1
Assessing the risks of Kinder Morgan’s proposed new Trans Mountain pipeline
1. Does this reading provide evidence that supports or contradicts information in the anchor text? How?
2. How can the information presented in this supporting text be used to better understand our local issue?
1. Offer text to speech option for any students with reading comprehension issues using Read and Write Gold chrome addon.
Part XI: Suggested Lesson Breakdown/Pacing
Student Learning Objectives
Aligned Student Learning Task and Suggested Timing
Two (60 minute block)
TSWBAT compare and contrast the information gained from videos, multimedia sources and text.
1. Students read the anchor text article on their own using annotation strategies given by the (teacher/LMS).
Provide overview of strategies such as markup of text, highlight, noting vocabulary, etc.
2. The teacher will provide a handout with the guided text-based questions. Have students work with a partner on the handout to answer the questions.
1. The (teacher/LMS) will monitor students as they read independently to observe the number of annotations made.
As a class go over the article and ask for annotations that students made. Maybe markup the article displayed on the whiteboard as examples are given by students.
2. As a whole class, the teacher will lead a discussion about the students’ findings on the handout questions. Teacher will ask groups to show in the text where they found supporting evidence. Again, this can be highlighted or marked up on the whiteboard.
1. The (teacher/LMS) will provide the article ahead of time to Special Ed Teacher of students with high needs.
2. The teacher will provide Sped Teacher with notes on the the information we are looking for. Break up the text for these students by question to help them identify where they will find evidence in the text.
Two or Three (60 minute block)
1. Students will watch A Civil Action. Teacher will preface the video by talking about the impact of this particular incident on the surrounding community.
Provide closed captions as needed.
1. Introduce project: creation of a video, commercial of impacts, write letter to the editor or presentation to a governing board such as Selectmen.
Look at map of pipeline
State websites, Fish and game websites and letters to the editor.
Written letter to the editor looking for respectful language, persuasive backing up with facts.
1 ½ Blocks
SWBAT identify the use of bias in nonfiction texts.
* recognize the difference between an objective and a biased account of an event.
* recognize that bias appears in almost all writing.
* distinguish between reasonable opinions and irrational prejudice.
* recognize the ways in which point of view affects what an individual says, writes, and reads.
* examine articles to identify author’s purpose and to identify evidence of biased thinking.
* recognize the role of word choice in revealing bias.
Librarian will lead a lesson on understanding bias.
Students will be given character cards, a factual statement will be displayed on the board. Students will write a first pov paragraph based on the character.
Compare character responses in groups by reading aloud each Paragraph. Discuss why the person may have responded in that way.
Several blocks or two weeks
Librarian will provide a suggested list of resources and give a brief discussion on selecting valid resources, reliable websites, and what bias means (teacher/librarian).
Research the environmental impacts in the library as a class on days the library is not open and in split groups when the library is open. Form own opinion on the Kinder Morgan project based on their research. Students will keep a citation document and notes from their research.
Students will attach their citation document and notes document in Google Classroom, where the teacher and the librarian will be able to monitor progress.
Teacher will check in with each student regarding their process and answer questions.
Students will be creating a video using school cameras or a presentation tools such as Prezi, Animoto, Google slides, etc, or writing a letter to the editor.
Part XII: Attachment of Student Work Examples
Part XIII: Teacher and Librarian Reflection on the Implementation of the Lesson
School Librarians Advancing STEM Learning, Granite State University, Concord, NH, February 2016. Funding provided by IMLS.
[a] rubric will include science standards.. and literacy standards
[c] Keep this.