Save Our Invaluable Land
In this unit students will research subject areas in Soil Conservation and Management and author a paper to be presented as a speech in class. Students can choose their own subjects to research within the above areas and will used technology to research and prepare their papers.
Invitation
How important is soil to our society? How do farmers produce so much food on so little land? Why is soil conservation so important to food production? This activity will allow students to explore subjects in soil science that they have questions about and give them the opportunity to share what they learn with the rest of the class. Students will use proper search techniques before creating a paper to be presented as a speech.
Unit
Details
Subjects: Science
Learning Level: High School
Author(s): Gary Elsinger
Submitted by: Gary Elsinger
Standards
This project will expose students to a variety of South Dakota Science Standards depending on what they choose for their paper subject. The research, writing and presentation of the speech will involve many Communications/Language Arts Standards.
Some of the possible standards include:
GRADES 9-12 READING STANDARDS
-apply various context
clues to determine word meaning.
-determine the quality
of reading materials by analyzing texts for their practical, informational, or
aesthetic value.
-read and follow
instructions to use computer software, assemble or construct models or
equipment, or complete a project.
-ascertain the
difference between fact, reasoned judgment, and opinion in various texts.
-use the media center
for study and research.
GRADES 9-12 WRITING STANDARDS
-distinguish between
clearly written sentences and sentences that contain errors in expression or
construction.
-use correct spelling,
language, punctuation, and capitalization in final copy.
-use available
technology for editing and revising.
-employ precise
language and technical vocabulary to communicate ideas clearly and concisely.
-use clauses, phrases,
and sentence structure correctly and appropriately.
-demonstrate proficient
use of grammar, diction, syntax, and paragraph structure.
-revise for ideas,
paragraph structure, sentence structure, and word choice.
-credit the sources of
both quoted and paraphrased ideas
-make appropriate
choices regarding voice, vocabulary, organization, and level of detail based
upon audience, purpose, and context.
-organize information
to support the purpose of the writing.
-revise writing to
improve logic of organization and controlling idea, level of detail, style,
word choice, and sentence variety.
-use available
tools/resources to revise and edit personal work
GRADES 9-12 SPEAKING STANDARDS
-recognize and use
elements of classical speech form.
-choose appropriate
devices for introduction and conclusion.
-monitor audience for
non-verbal feedback cues.
-seek feedback on
clarity and coherence of presentation or speech
-use vocabulary and
terminology appropriate for the audience.
-analyze the occasion
to determine appropriate speech topic, format, and style.
-use technical terms
and notations accurately in oral presentations.
-use appropriate
grammar, sentence structure, and syntax in various speaking situations.
-use appropriate
speaking strategies in various interpersonal communication settings.
-use explicit verbal
techniques for effective presentations.
-use explicit
non-verbal techniques for effective presentations.
-use non-verbal
techniques as transitional devices, to build a climax, and to reinforce ideas.
-use effective strategies
for speech preparation and presentation.
-use appropriate
rehearsal strategies to achieve command of text, skillful and artistic staging,
and attention to performance details.
Situations
The time required for this activity will depend greatly on the student’s computer ability. At 45 minutes per day, experienced students may only require only one week of computer access to complete this project and inexperienced students may need up to three weeks of access. Much of the activity can be done outside of class time if you have several weeks before the presentations.
Tasks
- Students will research a soil science subject of their choice.
- Students will construct a paper to be presented as a 4-6 minute speech.
- Students will present the speech to their class and answer questions for the instructor and other students.
Interactions
The instructor will present the project in the classroom or lab using the PowerPoint presentation found in the related resources. They will also need to monitor student’s research and provide guidance to un-inspired students.
The students will use books, magazines, journals and the Internet to research and organize their paper.
The students will present their research paper to the class and answer questions for clarifications.
Assessment
The speech is graded according to the score sheet provided at the following web site: http://www.state.sd.us/doa/forestry/speechbrochure.pdf
Papers will be graded for communication/language arts competencies.
Information from the presentations will be included in unit and semester tests.
Tools
Computers with Internet access
Library access
Printer
Suggested web sites:
http://wwwstate.sd.us/doa/doa.htm
http:// www.nal.usda.gov/afsic/agnic/agnic.htm#definition
http:// www.webdirectory.com/
http:// www.nalusda.gov/services.htm
http://www.fws.com
PowerPoint introduction and website critiques available from: http://www.teachers.k12.sd.us/ge001/