Cognitive Domain:
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Students will be able to describe 3 ways in which using renewable resources can
reduce their carbon footprint and generalize how this process could have
prevented the Gulf Oil Spill. - AFFECTIVE/COGNITIVE- Collaborative
Students will be able to select a topic on global warming from the EPA website
using a minimum of 4 directions from the topic selection work sheet. COGNTIVE- Collaborative
Students will be able to design a chronological search plan using text book that
outlines specific duties for each group member. - COGNITIVE- Collaborative
Students will be able to brainstorm and develop 6 research questions to for
selecting the type of resources they need on global warming. - COGNITIVECollaborative
Student will develop a power point informational report on how energy use is
contributing to global warming - AFFECTIVE/COGNITIVE- Collaborative
Students will be able to select correct prewriting strategy using the textbook. COGNITIVE- Collaborative
Students will use a minimum of 2 graphic organizers to collect and organize their
main ideas and supporting details relevant to their topic. - COGNITIVECollaborative
Students will be able to create an informational power point presentation on the
causes of global warming using the information from their graphic organizers. AFFECTIVE/COGNITIVE- Collaborative
Student will be able to construct 5 slide outline using power point with 90%
accuracy - AFFECTIVE/COGNITIVE- Collaborative
Student will be able to format 5 titles using power point that are visually
creative. - AFFECTIVE/COGNITIVE- Collaborative
Student will be able to create one chart and two graphic illustrations for title
page of presentation using power point. - PSYCHOMOTOR/COGNITIVECollaborative
Students will read 3 articles about the Exxon Valdez and gulf coast oil
disaster and use a graphic organizer to summarize the main ideas. COGNITIVE- Collaborative
Students will create a 4 page newspaper describing the Exxon Valdez and Gulf oil
spill disasters with a minimum of 4 articles, 1 puzzle page, 1 cartoon page,1 front
page, and 4 visual images. - PSYCHOMOTORE/ COGNITIVE- Collaborative
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Students will create a cause and effect chart to compare and contrast the causes
of the Exxon Valdez and gulf coast oil disaster and explain how they are similar
and how they are different. - COGNITIVE- Collaborative
Students will use the interactive global warming website to analyze 2 writing
formats and using question sheet gather information from the website to design
a persuasive advertisement for in favor of a specific renewable energy source. AFFECTIVE/COGNITIVE- Collaborative
Students will use internet to find the meanings of each vocabulary word. COGNITIVE- Collaborative
Student will use internet to locate real world examples that illustrate the
meaning of each vocabulary word and create their own definition of each
vocabulary word. - COGNITIVE- Collaborative
Student will create a chart/graphic organizer that shows their definitions and an
example of how each word is applied in their personal environment. AFFECTIVE/COGNITIVE- Collaborative
Student will use the internet to locate 3 primary and 4 secondary resources
information on the exoon Valdez and gulf coast oil disaster. - COGNITIVECollaborative
Student will select a newspaper article on gulf oil spill and highlight lesson
vocabulary words, and identify organizational text features used in the article. COGNITIVE - Collaborative
Students will be able to locate research information on the benefits of 4
renewable energy resources from their assigned internet websites. cognitiveYvonne
Students will be able to analyze their research and select a minimum of 6 main
points and supporting details to prepare a persuasive debate on the benefits of
renewable resourcescognitive- Yvonne
Students will be able to create a cartoon that illustrates one or more examples of
how the economy is driven by supply and demand. cognitive,psychomotorYvonne
Students will design an energy awareness school wide campaign using computer
graphics and software to create posters that show how 5 ways to conserve
energy and the use of at least 2 renewable resources can decrease the demand
for oil consumption. cognitive,affective,psychomotor- Yvonne
Students will be able to identify three government agencies responsible for
energy, environment, and off shore drilling using their internet resources.
cognitive- Yvonne
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Student will read 4 selected excerpts on government energy policy and answer
all the guided reading questions correctly. cognitive- Yvonne
Students will be able to evaluate three differing points of view relative to the
Gulf Oil Spill using teacher generated evaluation questions. cognitive,affectiveYvonne
Students will write a letter to the Governor using their evaluation responses to
justify their case either for or against off shore drilling. cognitive,affectiveYvonne
Students will be able to write an expository essay describing in their own words
3 ways in which the economic effect, from depending on non renewable
resources such as oil, can impact a person’s way of life. cognitive, affectiveYvonne
Students will be able locate statistics and articles on the fishing and tourism
industries of the Gulf Coast Region over the last two years using assigned
internet resources . cognitive- Yvonne
Students will be able to create a power point comparison chart using their
research information that graphically illustrates how the Gulf Oil Spill has
affected the economy of the Gulf Coast Region this year. cognitive, affectiveYvonne
Students will be able to create and complete a two page visual information
booklet using construction paper and magazines that differentiate renewable
and non renewable resources. cognitive, psychomotor- Yvonne
After viewing a 30 minute video on the economy of Florida students will be able
to write a summary of three ways in which physical characteristics and resources
influence the economy of the Gulf Coast Region. cognitive- Yvonne
Students will be able to identify all the states and capitals of the Gulf Coast
region using an atlas. cognitive - Yvonne
Applying all learning experiences from the unit, the students will be able to
develop & write a R.A.F.T. to persuade the public to convert to alternative
energy resources. - COGNITIVE/AFFECTIVE- Jessi
The students will be able to differentiate between renewable energy resources
and non-renewable energy resources. - COGNITIVE- Jessi
With the application of ecological principles, the students will be able to create a
specific ecological food web with all the basic components identified. COGNITIVE- Jessi
Using their constructed food webs, students will be able to predict how an oil
spill will affect their ecosystems. - COGNITIVE- Jessi
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Using knowledge of the environmental impacts that oil has on ecosystems, the
students will be able to display how our local ecosystem will be effected by the
Deepwater Horizon oil spill. - COGNITIVE/AFFECTIVE- Jessi
With the aid of CNN's website, the students will be able to create a timeline on
the Deepwater Horizon Oil Spill. - PSYCHOMOTOR/COGNITIVE- Jessi
The students will be able to explain the different techniques used to clean oil
spills. - COGNITIVE- Jessi
Using knowledge of oil spill clean up methods, the students will be able create a
controlled oil spill and test cleanup techniques on a controlled oil spill. PHSYCHOMOTOR/COGNITIVE- Jessi
The students will be able to design new techniques to cleanup and prevent
future oil spills. - COGNITIVE- Jessi
The students will be able to compare and contrast the benefits and limitations of
alternative energy. - COGNITIVE- Jessi
Using collected data, students will compute with 80% accuracy, the amount of oil
spilled in the Valdez oil spill compared to the Gulf oil spill. Cognitive - Jessi
Students will calculate, compare, and report an estimation of the cost to clean
up each oil spill. Cognitive - Colleen
The students will research, record, and share facts about solar power. Affective
Given materials and plans, students will calculate and build a solar power oven
and warm something in their oven. Psychomotor/Cognitive- Colleen
Students will collect, and analyze information about oil rig safety systems.
Cognitive- Colleen
The students will compile information on renewable and non renewable energy,
and use this data to create a survey. Cognitive- Colleen
Students will interpret, explain, and create displays of data in a graph or table
with 80% accuracy. Cognitive/Affective- Colleen
Affective Domain:
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Students will be able to create an informational power point presentation on the
causes of global warming using the information from their graphic organizers. AFFECTIVE/COGNITIVE- Collaborative
Students will be able to describe 3 ways in which using renewable resources can
reduce their carbon footprint and generalize how this process could have
prevented the Gulf Oil Spill. - AFFECTIVE/COGNITIVE- Collaborative
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Student will develop a power point informational report on how energy use is
contributing to global warming - AFFECTIVE/COGNITIVE- Collaborative
Student will be able to format 5 titles using power point that are visually
creative. - AFFECTIVE/COGNITIVE- Collaborative
Students will use the interactive global warming website to analyze 2 writing
formats and using question sheet gather information from the website to design
a persuasive advertisement for in favor of a specific renewable energy source. AFFECTIVE/COGNITIVE- Collaborative
Student will be able to construct 5 slide outline using power point with 90%
accuracy - AFFECTIVE/COGNITIVE- Collaborative
Students will discuss why these organizational features are used and how they
help the reader. - AFFECTIVE- Collaborative
Student will create a chart/graphic organizer that shows their definitions and an
example of how each word is applied in their personal environment. AFFECTIVE/COGNITIVE - Collaborative
Students will be able to evaluate three differing points of view relative to the
Gulf Oil Spill using teacher generated evaluation questions. cognitive,affectiveYvonne
Students will write a letter to the Governor using their evaluation responses to
justify their case either for or against off shore drilling. cognitive,affectiveYvonne
Students will design an energy awareness school wide campaign using computer
graphics and software to create posters that show how 5 ways to conserve
energy and the use of at least 2 renewable resources can decrease the demand
for oil consumption. cognitive,affective,psychomotor- Yvonne
Students will be able to write an expository essay describing in their own words
3 ways in which the economic effect, from depending on non renewable
resources such as oil, can impact a person’s way of life. cognitive, affectiveYvonne
Students will be able to create a power point comparison chart using their
research information that graphically illustrates how the Gulf Oil Spill has
affected the economy of the Gulf Coast Region this year. cognitive, affective Yvonne
Applying all learning experiences from the unit, the students will be able to
develop & write a R.A.F.T. to persuade the public to convert to alternative
energy resources. - COGNITIVE/AFFECTIVE - Jessi
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Using knowledge of the environmental impacts that oil has on ecosystems, the
students will be able to display how our local ecosystem will be effected by the
Deepwater Horizon oil spill. - COGNITIVE/AFFECTIVE - Jessi
Students will calculate and estimate with 80% accuracy the total length of booms
used in the Gulf oil spill. Affective - Colleen
Using oil rig data, students will design and sketch a prototype of an emergency
cutoff system. Psychomotor/Affective - Colleen
The students will research, record, and share facts about solar power. Affective Colleen
Using the information from the graph or table, students will exhibit findings and
make generalizations about the general populations. Affective - Colleen
Students will interpret, explain, and create displays of data in a graph or table
with 80% accuracy. Cognitive/Affective - Colleen
Psychomotor:
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Student will be able to create one chart and two graphic illustrations for title page of
presentation using power point. - PSYCHOMOTOR/COGNITIVE - Collaborative
Students will create a 4 page newspaper describing the Exxon Valdez and Gulf oil spill
disasters with a minimum of 4 articles, 1 puzzle page, 1 cartoon page,1 front page, and 4
visual images. - PSYCHOMOTORE/ COGNITIVE - Collaborative
Students will design an energy awareness school wide campaign using computer
graphics and software to create posters that show how 5 ways to conserve energy and
the use of at least 2 renewable resources can decrease the demand for oil consumption.
cognitive,affective,psychomotor - Yvonne
Students will be able to create a cartoon that illustrates one or more examples of how
the economy is driven by supply and demand. cognitive,psychomotor- Yvonne
Students will be able to locate 2 maps that show the degree of damage done to the
ecosystem by the Gulf Oil Disaster using the internet. psychomotor- Yvonne
Students will be able to label correctly the physical characteristics and natural resources
of the Gulf Coast region on a blank physical map from an overhead list. psychomotorYvonne
Students will be able to create and complete a two page visual information booklet
using construction paper and magazines that differentiate renewable and non
renewable resources. cognitive, psychomotor- Yvonne
Students will be able to label and color each of the states on a blank political map
correctly using colored pencils. psychomotor- Yvonne
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Using knowledge of alternative energy, the students will be able to build a model that
uses alternative energy. - PSYCHOMOTOR - Jessi
Using knowledge of oil spill clean up methods, the students will be able create a
controlled oil spill and test cleanup techniques on a controlled oil spill. PHSYCHOMOTOR/COGNITIVE- Jessi
With the aid of CNN's website, the students will be able to create a timeline on the
Deepwater Horizon Oil Spill. - PSYCHOMOTOR/COGNITIVE- Jessi
Given materials and plans, students will calculate and build a solar power oven and warm something in
their oven. Psychomotor/Cognitive - Colleen
Using oil rig data, students will design and sketch a prototype of an emergency cutoff system.
Psychomotor/Affective- Colleen