Ancient Forests Teacher Page

Jefferson H.S. | Hayes's Lessons ]
Student Page

Should the Ancient Forests Be Protected?
http://www.lausd.k12.ca.us/Jefferson_HS/lessons/shayes/og_teach.htm
Designed by
Sara Hayes

Introduction

This lesson was begun as part of participation in a federally funded Challenge Grant through our local public broadcasting station, KCET, in Los Angeles, and the Digital Grant at Our school, Jefferson High School. We were asked to become involved with the technology end of the grant so that we could act as mentors by passing on our skills to other faculty members. So, we chose to develop an issue that could be used in an upcoming unit in our Humanitas Academy that would help the students actively investigate a real problem using the internet as part of the project as well as other resources to demonstrate some relevance for what they are learning.

This lesson involves the study of the ancient forests of the Pacific Northwest, grappling with the question regarding whether or not these forests need to be preserved. To accomplish this, students assume different roles to investigate the problem from these different perspectives. Their study involves both on line and off line sources. Students will evaluate these sources and come to a consensus as a group regarding their group's plan of action as well as present this plan to the rest of the class which will act as the subcommittee on the environment and public works.

Content Area and Grade Level

This webquest was designed for use in our Consumerism and Technology versus the Environment and Distribution of Wealth unit in Jefferson High School's interdisciplinary Humanitas Academy in twelfth grade on Track A. Since the senior year of Humanitas is taught as a full year course, this lesson provides links between three classes, Humanitas twelfth grade English, Humanitas Government, and Humanitas Economics. However, it it meant for use in the Spring semester.

Curriculum Standards

Students will learn a variety of things as a result of their participation in this webquest. It will entail activities which call for inference making, critical thinking, creative production, creative problem solving, teamwork, and compromise.

These types of activities will be approached in the following manner. First of all, the students will apply what they have learned about some characters in their reading because they will assume particular roles, two of which are based on a novel read in class, Breakfast of Champions. The other roles will be based on what they have learned about ecological, environmental, economic, and recreational factors in class through a variety of other readings. They will research their topic by visiting a variety of pre designated web sites as well as several off line sources, and then compose a position statement based on their research. They will learn how to work together as a group, and be able to reach a compromise. They will then present their findings to the class.

These activities found in this webquest address several of the Los Angeles School District standards for both Language Arts, and Government and Economics:

        Language Arts
Read and respond critically to a variety of assigned and independently selected
             classic and contemporary literature representing diverse cultural experiences.
Write clearly - using the formal conventions of English language, including
             grammar, spelling, punctuation, capitalization, sentence structure, word choice,
             paragraphing and figurative language - in a variety of writing styles suitable to
             particular situations.
Use the writing process independently - including prewriting, drafting,
             evaluating, revising, editing, and published - to develop and express ideas.
Locate, evaluate, and synthesize information for specific purposes, using a
             variety of sources, including interviews, the library / multimedia center, and a
             range of current technology.
Evaluate and debate alternative points of view in situations involving conflicts.

        Social Science
Analyze how geographic factors influenced the historical development of the
             United States, including the distribution of natural resources.
Apply economic data and analysis and cost benefit to contemporary issues.
Compare and contrast differing sets of ideas and consider multiple perspectives.
Apply the principles of democracy, and citizen rights and responsibilities as
             embodied in the United States Constitution and the Bill of Rights to
             contemporary issues.

Implementation Overview

This project, which is interdisciplinary, is a fairly extensive one which could prove to be quite time consuming in order for the students to get the full benefit intended by the project. It is organized so that particular materials are covered in class first in this particular unit, such as the reading of the novel, Breakfast of Champions, by Kurt Vonnegut, an excerpt from The Tree People by Naomi Stokes, and readings regarding different economic, ecological and recreational information which will be the areas considered when investigating the different web sites and off line sources. This project is meant to be used for most of the Spring semester in order to complete. The end results will be graded as the final exam for both the English and Economics classes involved.

Resources Needed

There are several resources necessary to be able to complete this webquest:

Parent letter to be sent home before Breakfast of Champions is to be read
a class set of Breakfast of Champions by Kurt Vonnegut
access to enough computers which are linked to the Internet so that each student
              can research his/her sites at the same time during class time (preferably a lab
              situation)
E-mail accounts for at least two responsible students in each group who are
              computer literate, and who can pass an elementary test to demonstrate
              competence
floppy disks for each student in class
The teacher is accountable for the class adhering to the Jefferson H.S. AUP
enough student Internet Contracts to be signed by all the students and parents.
at least two videotape cassettes for each group
access to at least two camcorders
access to editing equipment for the video

This webquest does make use of specific web sites which are linked on the character role pages. You should visit the various role pages to access the links on the internet. We feel this would be most meaningful since the different roles represent different perspectives on the overall question, should the ancient forests be protected.

Two teachers are needed to implement the lesson. The reason is twofold for this. First of all, this lesson is based on an interdisciplinary curriculum. Students will be acquiring the necessary background information from both their language arts and social science classes. Also, with both teachers being involved, a block of time can be scheduled in the computer lab for the students to work.

An optional weekend camping field trip to Eureka, California, to visit the Rockefeller Grove and the Founder's Tree, or to visit Sequoia National Park would be beneficial so that the students can get first hand experience with the magnificence of the ancient redwoods, including the General Sherman Tree. thus, they can further appreciate the reasons why they should have an awareness of the dilemma surrounding old growth forests. Fundraisers can be used to help raise the money for this trip in the Fall semester.

Entry Level Skills and Knowledge

First of all, students need to ge familiar with the school / district acceptable use policy (aup). They must have the background knowledge provided in class regarding the issues which lead up to the webquest. This includes a knowledge of ecological, economic, environmental, and recreational issues, an understanding of how to access information from another point of view, an understanding of the different roles, a basic knowledge of how to use the computer, especially the net, how to set up a story board, a basic knowledge of how to access off line information in the library / media center, a basic knowledge of how to use a camcorder and editing equipment, and how to work with one another. They should be able to evaluate web sites and information content, to take good notes, and to properly footnote electronic sources as well as other off line sources.

Although this activity is pretty well mapped out, it is not suggested that a novice teacher attempt it, the reason being some knowledge of working with students to aid them with internet access is required. Also, the teacher should be experienced enough so that a student contract is strictly adhered to so that no problems arise with internet use. Also, this project will take class time away from other traditional pursuits. The teacher's experience should include the ability to incorporate this project within classroom management capabilities.

Evaluation

Should the ancient forests be protected? The success of this project will be determined primarily by the end of the project when the students make their presentations which will be graded according to a specific rubric. Their success will also be assessed by their written research, their group portfolios, and their power point presentation.

Possible Variations

In the future we see many possibilities for revision and update for this project. One of our ideas is to connect with another school who may be interested in pursuing the same webquest. The students can then share ideas in the gathering of their research. Another one of our ideas is expanding the power point presentation beyond the classroom. After the students make their presentations to the class in the town hall in Midland City, Oregon, they could then teleconference with other schools regarding their position on what to do about the old growth forests. This teleconferencing could consist of both the power point presentation being made via the internet, and responding to questions from students in other schools to support their point of view.

Conclusion

By working on this project which involves a real problem, the students should glean several benefits. First of all, we hope to foster a sense of concern about the environment in which they live. Perhaps they will continue on their own to work on this issue at hand. Secondly, they will learn to work as a group to reach a common con census on a particular problem, which should prove to be even more beneficial to them since they will be approaching the problem from very specific points of view which may or may not truly represent their own. Third, this project should further enhance their understanding of the government and how it works. Essentially, they will be taking the government in their own hands, and learning how to access their own power by doing so. By doing all this, the questions posed in the task section of the student page should become their final reflection once all is completed. Will they create a new paradigm of decision making? Will they revolutionize the practice of a true democracy in this country? Finally, will they carry over what they have learned through working on this project to those which are important to them in their community at large and planet earth?

Student Page