2.1 Essential Question:
Put in writing the question that will engage the students
Put in writing the question that will engage the students
1. What do you understand by
deforestation?
2. Explain why there is no waste in a forest.
3.
Explain the role of forest in maintaining the balance between oxygen and carbon
dioxide in the atmosphere.
4. What
is afforestation?
5. List
five products we get from the forest.
2.2 Grouping Strategy:
Describe the criteria that will be used to form students’ team and how this maps to the goals of the project.
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A team will have 6
students of mixed gender, ability and skill sets, as well as varied
religious, social and economic backgrounds. The team members will get ample
opportunity for interaction with peer group as also to develop their
self-confidence and ability of public speaking by giving them a chance to
present their project findings in front of their class.
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2.3 Learning Environment:
Describe the learning environment for the project including any classroom adaptation that will be required.
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The team will be
provided with a small working space in the Junior Science Laboratory of the
school where they can have discussions. They will have access to computer and
internet in the lab for their online research. A display board and a small
storage too will be provided to the team. The research notes will be
converted to documents that the team will maintain in the computer in the
lab. Team members also will collaborate via email as is required.
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2.4 Assessment Approach:
Describe the approach for:
2.41 Authentic Assessment:
Describe the approach for:
2.41 Authentic Assessment:
Authentic
do- able tasks that will be carried out by the team will include-
1. Maintaining a diet record for themselves and for a sample population from among their peer group for a time period of 10 days of their project duration.
2. “Peer talks” in class about description of importance of forest and, afforestation
1. Maintaining a diet record for themselves and for a sample population from among their peer group for a time period of 10 days of their project duration.
2. “Peer talks” in class about description of importance of forest and, afforestation
3.Seminar
–Human activities and deforestation.
4.Build
a model forest and wild life using creativity and any material
5. Questionnaire to be filled by a sample population in class
relating to the problems faced by people due to deforestation.
6. A survey of soil erosion and cause of flood in their locality.
6. A survey of soil erosion and cause of flood in their locality.
7.
Interview with forest officer about need of conservation of forest and tribal
life in forest.
8.Skit
on conservation of forest.
9.
Collage work – forest and wild life.
2.42 Formative Assessment:
Regular
feedback and guidance as and when required will be provide to the students as
they work with the various tools of the project – online research, surveys,
diet records and ppt presentations, model making also to help them prepare the
materials for seminar.
2.43 Summative Assessment:
Assessment
will be conducted based on –
1.Model making.
2. Report of the project work.
3. Power point presentation.
1.Model making.
2. Report of the project work.
3. Power point presentation.
4.
Chart preparation.
5.Collage
work.
8.Interview
with forest officer.
9.Skit.
2.44 Rubrics:
Rubrics
for Forest – life line project.
( To
assess model-accurate, colorful, creative , evidence of effort( 30 points)
Presentation:
eye contact, clear speech, equal participation (10points)
Survey
interpretation, Power point presentation (20 points)
Description
of importance forest (10 points)
Deforestation
(10 points)
Afforestation
(10points)
Extra
in formations and correct date of submission (10points)
TOTAL POINTS
2.45 Gradings
Project
grades will include the grades of assessment conducted during the project and
the final project report including the power point presentation.