Literacy for Engagement -- Middle School Students Need a Story and a Connection
Ebola and the Great Vaccination Debate
8.L.1.1: Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
School lunch, obese children, and our nutritional needs
8.L.5.1: Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).
8.L.5.2: Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).
8.L.5.2: Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).
Can we have a "green' school?
8.P.2.2: Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
This year, I have found that my students are more interested and more engaged in activities when there is a relevant reason WHY. Every chance I get I connect our content to global or current issues.
When we began to talk about bacterial and viral diseases, we studied the Ebola outbreak in West Africa. During this unit students also debated the vaccination vs anti-vaccination movement.
My students researched and created arguments for and against Fracking when we began to talk about ground water, drinking water and water quality standards.
After researching nutrition and macronutrients jobs in our bodies students wrote letters to Michelle Obama about the Healthy Hunger-Free Kids Act and the effect it has had on the food served in our cafeteria. Other students in the class wrote to our cafeteria managers making requests for healthy, tasty menu options. Another group of students wrote to our principal and asked if we could start a vegetable garden at school and serve some of our vegetables in the cafeteria.
And now as we move into our final unit we are looking at energy consumption, pollution, and Climate Change. Students are being asked to evaluate the amount of energy our school uses per year and create a plan to use less next year that they can share with our principal.
When we began to talk about bacterial and viral diseases, we studied the Ebola outbreak in West Africa. During this unit students also debated the vaccination vs anti-vaccination movement.
My students researched and created arguments for and against Fracking when we began to talk about ground water, drinking water and water quality standards.
After researching nutrition and macronutrients jobs in our bodies students wrote letters to Michelle Obama about the Healthy Hunger-Free Kids Act and the effect it has had on the food served in our cafeteria. Other students in the class wrote to our cafeteria managers making requests for healthy, tasty menu options. Another group of students wrote to our principal and asked if we could start a vegetable garden at school and serve some of our vegetables in the cafeteria.
And now as we move into our final unit we are looking at energy consumption, pollution, and Climate Change. Students are being asked to evaluate the amount of energy our school uses per year and create a plan to use less next year that they can share with our principal.