1. Endangered Species Pat Sarvis GSL 520 Computer Assisted Language Learning Summer 2002 A Multimedia Encyclopedia Exploration Activity Lesson Plan

2. Class Description 8 to 10 middle school students, 12 to 13 years old Several different language backgrounds (Korean, Thai, Chinese, and Portuguese) Intermediate to upper intermediate level Previous computer work includes: 1) Word processing 2) Basic research using the internet 3) Some exploration time on Encarta 97 Multimedia Encyclopedia Recent class work includes: 1) Using adjectives to improve descriptive writing 2) Students generating questions to direct research 3) Collaborative writing Class needs or goals: 1) Improve research skills both on the internet and with multimedia encyclopedia 2) Note taking from source materials 3) Summarizing 4) Writing descriptively and persuasively

3. Computer Needs Computer with headphones for each pair of students Microsoft Encarta 97 Multimedia Encyclopedia MS Word and Power Point Internet access Printer Other Classroom Materials LCD Projector Paper and pencils Whiteboard and markers Giant Panda

4. Language Objectives Computer Objectives Social Objectives Develop negotiation and decision making skills Summarize and synthesize information Utilize software’s multimedia capabilities to aid in comprehension Write descriptively and persuasively Take notes from source materials Generate research questions Research information using Encarta 97 and internet (optional) Use power point to present persuasive argument based on research Parrot Snake

5. Project Overview This Endangered Species project will span 2 to 3 weeks of 40 minute daily classes, with some possible out-of-class time as well. In pairs, students will choose an endangered animal, research its situation, and then become an advocate for its survival. Students will spend the majority of their time exploring and then researching using Encarta 97 (and any internet links that it may lead them to), writing descriptions of their chosen animal, and preparing a convincing argument using power point to present their findings to a “grant committee”, consisting of their peers. Interspersed throughout will be several teacher or student directed mini-lessons at the point in the project where those particular skills will be needed. Project based on: Boswood, Tim. New Ways of Using Computers in Language Teaching. “Using a Multimedia Encyclopedia as Fuel for Descriptive Writing,” p.224-228 Microsoft Encarta 97 Encyclopedia, “Teacher’s Activity Guide,” p.2-5 Poison Dart Frog

6. Pre-Computer Activities Class discussion on the topic of endangered species in our world Vocabulary in context: endangered, extinct, survive, habitat, grant Students share about animals in trouble in their own countries and what is being done to save them Is this issue important and how does it involve us? Presentation of project Present basics of project as outlined on previous slide Discuss what a Grant Committee does and what information they might be interested in Generate research questions Brainstorm questions (For example: What are the characteristics of this animal? Where in the world does it live? Why is it in trouble? Why is it worth saving? What can we do to help it survive?) Group students: consider native language (separate), computer and language skills (heterogeneous)

7. Follow Up Activities Students could create an advertisement to encourage people to support the efforts to save their chosen animal. They could research different forms of advertisement (internet, magazine, brochures, etc.) and decide on the best platform for their message and their intended audience. Similar projects to this Endangered Species project could be developed on different themes within the Collages or Guided Tours of Encarta 97 Encyclopedia. Some topics of interest might be Explorers, World Cultures or Hidden Treasures.

8. Potential Problems There may be difficulty scheduling sufficient time in the computer lab. Some of the articles may be difficult for the students to comprehend. The computer network or some part of it may not work properly. Some student pairs may find it difficult to work together. The Power Point tutorial, although designed with younger people in mind, may be difficult for them to follow. There may be a lack of interest either in the topic or in computers resulting in a lack of motivation for some students.

9. Evaluation of Student Learning Ongoing observation of student participation in the group work. (Is each student fully participating or is one allowing the other to do most of the work?) Ongoing observation of work in progress, such as the descriptive writing, or the planning and producing of the power point presentation. Final teacher evaluation of the effectiveness and clarity of the presentation and strength of support for the argument. The Grant Committee, consisting of the students’ peers, will vote on whether or not the team has presented a convincing argument and is deserving of their support.