Aquarius Lesson Plan
Aquarius Lesson Plan
Focus
Grade Level
Focus Question
Aquarius Program and argumentative writing skills.
9th -English
Should UNCW keep Aquarius and why?
Discuss Aquarius and why it is an important asset to UNCW and
science as a whole. Formulate an argument and design a wellstructured argumentative and persuasive essay to argue a stance
with support.
Learning Objectives:
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. Through
argumentative paper.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. Through argumentative paper.
9-10.W.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Through creative writing choice.
9-10.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. Through
argumentative paper.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience. There will be drafts of the paper and workshopping before the final draft is completed.
9-10.W.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
Learning about Aquarius, posting papers or thoughts, use links in papers or
presentations.
9-10.W.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. Through
argumentative paper and activities.
9-10.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation. Through argumentative paper and sources.
9-10.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research. Through argumentative paper and sources.
Learner Objective(s): At the completion of this lesson, students will
be able to:
Write effective argumentative papers, research topics using a variety of sources, edit
papers, work in groups.
Materials
Paper, pens, computers (not necessary and either in lab or at home)
Audio/Visual Materials
Computer, Internet, Projector
Teaching Time
Seat Arrangement
90 minutes
Groups for discussion and group work, if not groups a circle would
be conducive to class discussion.
25
Maximum Number of Students
Aquarius Lesson Plan
Key Words
Aquarius
Background Information (Prior
Knowledge)
9th grade level writing skills, and we will be learning about Aquarius
in class before they have to write the essay
Opening Activity
Motivator: (5 min.)
(strike interest, get the thinking about subject) What’s the longest
any of you can hold your breath? Has anyone ever been scuba
diving (tell us about your experience) … What’s the longest you’ve
been underwater?
Introduce UNCW and Key Largo Aquarius Center and the situation
and issues around it. Segway to teacher input.
Teacher input: (25 min.) After the motivator, bring up the Aquarius
videos and website, students may take notes. Discuss Aquarius, its
purpose, benefits, any consequences, as a class using the videos and
website as a guide. Introduce the prompt of the argumentative
paper to the students.
Prompt: Make an argument to keep funding or phase out (students
have the option to argue against after further research) the Aquarius
program, and support your argument. How is relevant, why does it
matter, what will be the consequences of losing it? Is it an asset or
liability? Further research will probably be required. Your paper an
include pictures, charts, and various sources. Should be over two
pages, with 200 word paragraphs, 12pt Time New Roman, Double
Spaced.
Learning Procedure ( Activity)
Guided practice (35 min.) Have the students divide up into groups to
discuss Aquarius and their ideas, and work out ways to argue the
issue. They have to come up with points of argument and share
them with the class. I will be walking around the room monitoring,
talking with students, asking them questions about their arguments
stirring up discussion. If the group finishes early which will probably
happen, have them come up with a creative writing story or skit
(where they can be realistic or not) of what would happen if they
were to be an Aquanaut and their experiences underwater at
Aquarius. (this can be in song form, or illustrated by pictures)
Independent practice (15 min.) Individually, have the students write
their plans for their argumentative paper. The homework
assignment is to write the full rough draft of their paper, they have
had substantial study, discussion, and planning time. The paper can
be work-shopped later and be turned in as a final draft at a later
date.
Connections to Other Subjects
Multiple Intelligences reached: intrapersonal, interpersonal, visual,
linguistic, auditory, musical, and kinesthetic.
Science, history
Aquarius Lesson Plan
Closing Activity and Assignment
Assessment
Other Links and Resources
Closing: (10 min.)
Write down on a slip of paper (students may share if time allows)
their argument for their paper. A thesis statement if developed,
with at least two supporting reasons; or a general outline for their
paper by paragraph (intro, p1 etc, closing; all containing a summary
of what will be presented and discussed in the paragraph or the
main points). This will be their “ticket” out of the classroom. It will
also be a mini assessment that they learned a few facts about
Aquarius, have been actively thinking and participating in discussion
during class, and at least have ideas and a plan for their paper. By
thinking about their paper or sharing their ideas for the direction of
the argument there is a review of everything we have learned about
Aquarius and what was discussed in their groups.
The major assessment for the lesson will be the argumentative
paper. This will showcase their ability to have a strong and
organized argument with support. It will also demonstrate their
skills to complete research, work in groups, and revise. By the final
drafts of their papers they will prove to me they have a good
understanding of Aquarius, as well as their stance on the issue. The
rubric is at the bottom.
What is it?
http://www.youtube.com/watch?v=WyKAuuwOppY&feature=relmfu
Aquarius:
http://www.youtube.com/watch?v=gj6frb_mHzQ&feature=related
Watermelon:
http://www.youtube.com/watch?v=Z2_XyAbrQ40&feature=related
Website:
http://oneworldoneocean.org/expeditions/aquarius
http://www.ustream.tv/aquariusreefbase -Live Video
http://aquarius.uncw.edu/
Aquarius Argumentative Essay Rubric
Clear Thesis Statement
___________ out of 5
Organization
___________ out of 3
Transitions
___________ out of 3
Grammar, Spelling, Mechanics ___________ out of 3
Specific Examples and Support ___________ out of 6
Paragraph length
___________ out of 5
Total
___________ out of 25