Ecology

Title: Ecology

Author: Rene Ribant-Amthor

Grade Level: 9-12

Subject/Content: English/Script Writing Using Ecology Vocabulary

Summary of Lesson: Students personify ecology vocabulary and write a one-act play using their knowledge of ecology as the basis for characters, conflict, setting and plot.

Databases(s): LitFinder, Science Resource Center

Procedures Day One:

• Steps/Activities by teacher: Lead class in a discussion regarding the use of scientific knowledge in creative writing forms
• Explain that writing without knowledge or experience won't take a professional far
• At the end of the reading selection discuss/review with the students personification in writing
• Instruct the students to personify ten of the words listed in "key terms"

Steps/Activities by students:

• Access the Science Resource Center
• Enter the subject category "Ecosystems"
• Select "Ecosystems and Ecology: Science of Everyday Things" from the first page
• Read selection
• Chose ten words from the "key terms" list at the end of the article
• Give three to five human characteristics to each word

Procedures Day Two:

• Steps/Activites by teacher: Lead class in sharing some of their personified ecology vocabulary
• Teach students the elements of writing character development, conflict, setting and plot
• Review how scientific information can be integrated into creative writing genres
• Before class the teacher should create a handout leading students through the following bolded categories of study

Steps/Activites by students:

• Using vocabulary words chose five main "characters"
• List four conflicts that could arise between different ecology terms. An example would be DDT could be the antagonist who is killing species in the community
• Identify who the protagonist of the play will be
• Identify what the protagonist wants to accomplish
• Identify the antagonist
• Identify what the antagonist wants to accomplish
• Identify the supporting characters
• Identify the relationships of the supporting characters to the protagonist and antagonist
• Identify the setting of the play
• Write four points of exposition
• Identify the initiating incident
• Identify the rising action
• Establish the climax
• Establish the falling action
• Describe the resolution
• Access LitFinder
  • Select "Plays"
  • Search for Under the Snow by Katharine Lee Bates
  • Read selection and discuss how the author used personification to bring broad concepts in nature to life
  • Finish rough drafts of play
  • Finish final drafts of play

Outcome: Students will gain ecology information and knowledge of important terminology through using their writing skills to produce a one-act play.

Related Activities: Students perform their plays in class and/or for parents and the community

Standard Date: Approved 1996

Content Standard(s):

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies and their understanding of textual features.
• 4. Students adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions, media techniques, figurative language and genre to create, critique and discuss print and nonprint texts.
• 11. Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.
• 12. Students use spoken, written and visual language to accomplish their own purposes.

Learning Expectation: The student will understand the importance of and how to use scientific knowledge connected with their writing skills.

Performance Indicators:

• At Level 1, the student is able to:
• Define ecology key terms
• At Level 2, the student is able to:
• Identify and write important literary elements (character, conflict, setting and plot)
• At Level 3, the student is able to:
• Combine ecology information with writing skills to create one act-play personifying the ecology terms into characters with conflict, setting and plot development

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct research and improve communications

ISTE NETS for Students

• Technology productivity tools
• Students use technology tools to enhance learning, increase productivity and promote creativity.
• Technology research tools
• Students use technology to locate, evaluate and collect information from a variety of sources.

Information Power; Information Literacy Standard 2:

• The student who is information literate evaluates information critically and competently.

Information Power; Information Literacy Standard 3:

• The student who is information literate uses information accurately and creatively.

Information Power; Information Literacy Standard 5:

• The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.