- I can demonstrate an understanding of the connection between physical and human systems.
- I can explain connections between events, issues, problems, and concepts.
- I can communicate effectively, both verbally and in writing.
- I can identify evidence from sources to support a thesis statement that explains a connection between physical systems and human systems.
- RAP: To open class, we had a talking circle to address the following question: What does it feel like when you hear or see someone deny something you know to be true. The point of this is to help focus students ahead of their upcoming op-ed's. One of the most difficult elements of teaching and learning about climate change is building personal connections with the often intangible feeling of a changing climate.
- Main Stage: Next, students worked on a series of activities to gather evidence and develop thesis statements ahead of their op-ed writing assignment. Students reviewed the essay prompt, wrote evidence on sticky notes, and then generated thesis statements based on their evidence. The goal here is to give students ample supports ahead of their writing, and allow students a chance to collaborate and share evidence.
- Closing: Students then began working on their op-ed Graphic Organizer (click here). We will work on and share rough drafts in class on Wednesday, before finishing the essays on Friday.