1

Energy Conservation and Podcasting

Heather Ford

GEORGIA SOUTHERN UNIVERSITY
GRADE: 6

LIBRARY CONTEXT:
Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM:
None Limited Moderate Intensive

CONTENT TOPIC: Science and Technology - Podcasting

STANDARDS FOR THE 21
ST
-CENTURY LEARNER GOALS
Standard(s):
Inquire, Think Critically, and Gain Knowledge
Pursue personal and aesthetic growth.

Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
4.1.5 Connect ideas to own interests and previous knowledge and experience.

Benchmark(s):
Recall and integrate previously learned material with new or current material.
Elaborate on or further explain content.
Encourage analysis.
Make a connection between previously learned material and the students life.

Dispositions Indicator(s):
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety
of formats and genres, and displaying a willingness to go beyond academic requirements.

Responsibilities Indicator(s): 4.3.4 Practice safe and ethical behaviors in personal electronic communication
and interaction.

Self-Assessment Strategies Indicator(s): 4.4.6 Evaluate own ability to select resources that are engaging and
appropriate for personal interests and needs.


Scenario: Students have been studying energy and its uses in their 6
th
grade science class. The
classroom teacher is collaborating with the media specialist to do a technology lesson on podcasting and
energy conservation.
CONNECTION TO LOCAL OR STATE STANDARDS
International Society for Technology and Education Connection
ISTE Standards
Creativity and Innovation
2



1. Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
b. Create original works as a means of personal or group expression.

CCSS.ELA-Literacy.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
S6E6. Students will describe various sources of energy and with their uses and conservation.
a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy.
b. Identify renewable and nonrenewable resources.
READING COMPREHENSION STRATEGY: Activating or Building Background Knowledge

LESSON OBJECTIVES:
At the end of these lessons, students will be able to
1. Describe various sources of energy and uses for energy and conservation.
2. Create a podcast.
3. Make a text-to-world connection.


Overview: Students will learn about podcasts, explore podcasts, and use prior knowledge from a
classroom experience to create their own podcasts.

Essential Question: How can podcasting enhance your understanding of a topic?


FINAL PRODUCT: Energy Podcast

LIBRARY LESSON(S):
The entire lesson is outlined in the instructional plan. Students will begin Day 1 in the media center. Students
will also utilize the computer lab.

Estimated lesson time: 7-10 sessions

ASSESSMENT
Product Energy Podcast
Process Students will choose one activity from the podcast choice board to demonstrate their
understanding of the sources of energy.
Student self-questioning Students will reflect on the podcasting process at the end of all lessons.
INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites Books Reference
Nonprint Periodicals/newspapers Other (list): lined paper, plain
paper, pencils, colored pencils
3


Day 1
Opening (Classroom Teacher):
Think-Pair-Share Students will be asked to think about what they know about podcasts.
Students will then jot down thoughts and share with a partner.
Each pair will share out with the larger group.

Direct Instruction and Modeling (Media Specialist):
The media specialist will discuss podcasting using a Prezi presentation entitled Podcasts.
Students will take Cornell notes jotting down important terms, definitions, explanations, or
illustrations related to podcasting http://prezi.com/dijwdhrdi23d/podcasts/.
Students will also view a video on podcasting.
Students will be asked to reflect on what they have learned about the sources of energy in
previous science classes.
Exit Card #1 Create a post card to share with a parent to explain podcasting.

Day 2
Guided and Independent Practice (Classroom Teacher and Media Specialist)

Students will be broken up into two groups. The media specialist will work with one group while the
classroom teacher works with the opposite group.

K-W-L (Energy Conservation) Students will explain what they know and what they wonder
about energy conservation.
The classroom teacher will have students to share responses from the K-W-L leaving the L for
the lesson closing. Students will share what they know and wonder about energy conservation.
Students will engage in a mini-lesson on energy conservation using Energy Quest. The
teachers will discuss the amount of energy that Americans use in comparison to other countries.
The following website will be used during the mini-lesson
http://www.energyquest.ca.gov/saving_energy/.
Students will take Cornell notes during the mini-lesson.
Students will then complete a graphic organizer that shows ways to save energy at home, at
school, and in the environment.
Exit Card Students will complete the L for what they have learned on their K-W-L charts.

Students will be divided into groups of 2 for the remaining portion of the lesson.

Day 3
Exploring and Independent Practice

The media specialist will start a discussion on Edmodo about energy conservation. She will pose
the following question: Should Americans reduce their energy use, considering how much more
energy they use than people in other countries?
Students will respond to the discussion question. The media specialist and the classroom teacher
will post comments adding to the discussion.
Students will view podcasts on energy conservation and write additional information in their
Energy Conservation graphic organizers.


4

http://energy.gov/energysaver/articles/professional-home-energy-
http://www.youtube.com/watch?v=QG3HNQiEaTM
http://www.youtube.com/watch?v=C-w01jxidDk
Exit Card # 3 3-2-1 = 3 Things you know about energy conservation 2 Things that you still need
clarified 1 Question you have for the teacher


Students will be instructed to bring their own technology (if applicable) to use for the podcast
assignment.

Day 4

Independent Practice
Students will revisit all notes that they have taken related to podcasting and energy conservation.
Students are now ready to create their own podcasts. Each pair will choose one activity from the
Energy Podcast choice board.
Before beginning the task, students will write out a script that thoroughly discusses what they will
say during the podcast.
Exit Card #4 Last Word Strategy (Podcast) Students will do an acrostic poem for the word
podcast.

Days 5, 6, 7
Students will work on their podcasts.
Students must do a podcast on ways to conserve energy at home, school, within the environment,
or ways for Americans to conserve more energy. Students should news notes and explore other
web resources of choice to complete this task.
The podcast should be 5-10 minutes in length. Students will work with their partners to complete
this task.

Reflection
Students will answer the following questions to reflect on their experiences with podcasting?
-What have you learned from this experience?
- How did you benefit from working with a partner?
- What would you change about the assignment?

Strategies for Differentiation
- There were multiple means of delivering and discussing information about podcasting.
- Students worked on various tasks to move towards the product.
- Students were able to choose the method for podcasting and they will choose 1 assignment from
the Energy Podcast choice board.









5



Podcasting Resources

Podcast Creation Software (Online)
Odeo - Perhaps the most popular podcasting platform. It allows you to record audio within your
browser, embed it anywhere and create your own audio channels.
Hipcast - Record high-quality audio right through the web browser or your phone. No additional
software needed.
Gcast - Record, mix and broadcast your podcasts. You can record messages by phone and upload MP3
files from your computer.
Podomatic - This site lets you record video and audio online directly from your browser. You can also
receive in line calls from listeners wanting to leave voice comments.
ClickCaster - create, broadcast and sell your very own radio shows and podcasts. You can record audio
right from your browser or upload an existing MP3.
Wild Voice Shout Recorder - Online service that lets you record audio files through an intuitive
interface but doesn't let you edit them or add special effects.



















6

Graphic Organizers




K-W-L
Know


Wonder


Learned


7

Cornell Notes Graphic Organizer




































































8

Energy Conservation



















Home School Environment
9

Podcast Choice Board





Create a multi-host podcast that discusses
conserving energy at home.







Create a multi-host podcast that discusses
conserving energy at school.




Create a multi-host podcast that discusses
conserving energy in the environment.







Create a multi-host podcast that discusses
how Americans can save more energy.




























10

Podcast Rubric

Exceeds Target 5 points



Meets Target 4 points Does Not Meet Target 3
points
Script Script is well written.
Includes through
information about energy
conservation at home,
school, within the
environment, or saving
energy as Americans.
Content is accurate and
clearly expressed.

Script is adequately
written.
Includes mostly
thorough information
about energy conservation
at home, school, within
the environment, or
saving energy as
Americans.
Content is mostly
accurate and clear.
Script is poorly written.
Does not include
through information about
energy conservation at
home, school, within the
environment, or saving
energy as Americans.
Content is not accurate
or clearly expressed.
Sound The background
sounds and music
clearly enhance the
content of the
podcast through
volume and
music/sound selection.
The background
sound and music
somewhat enhance
the content of the
podcast through
volume and
music/sound selection.
The background
sound and music
detract from the
content of the
podcast in either
volume or
music/sound selection.
Images Images clearly
enhance the
podcasts content
and are correctly
placed and timed to
create fluidity in the
podcast.
Images somewhat
enhance the
podcasts content
and are correctly
placed but somewhat
detract from the
fluidity of the podcast.
The background
sound and music
detract from the
content of the
podcast in either
volume or
music/sound selection.
Podcast
Content
Content of the podcast
ties in directly with the
script.
Content of the podcast
mostly ties in with the
script.
Content of the podcast is
unrelated to the script.


Creativity Podcast is creative and
original.
Podcast is somewhat
creative and original.
Podcast is not creative
and original.


Total Score: _____/25 =

Teacher Comments:







11



References

BASF. (2008) Energy Efficiency- the world in 2030. Retrieved from

http://www.youtube.com/watch?v=QG3HNQiEaTM.

Energy.gov. (2013). Professional Home Energy Audits Retrieved from

http://energy.gov/energysaver/articles/professional-home-energy-audits

Elliot, Malachi. (2014). Podcasts. Retrieved from http://prezi.com/dijwdhrdi23d/podcasts/


Mashable. (2007). Podcasting Toolbox: 70+ Podcasting Tools and Resources. Retrieved from

http://mashable.com/2007/07/04/podcasting-toolbox/


Moreillon, Judi. (2012). Coteaching Reading Comprehension Strategies in Secondary School Libraries

Chicago: American Library Association


Saving Energy. (2014). Retrieved from http://www.energyquest.ca.gov/saving_energy
























12

13
Conflict and Change

SUBMITTED BY: HEATHER FORD AND CHRISTOPHER CROOM
SCHOOL: GEORGIA SOUTHERN UNIVERSITY
GRADE: 6
TH
GRADE
TYPE OF LESSON: INTERDISCIPLINARY (ENGLISH/LANGUAGE ARTS AND SOCIAL STUDIES)
APPROXIMATE LENGTH OF LESSON:
CONTENT: ENGLISH AND SOCIAL STUDIES

LIBRARY CONTEXT:
Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM:
None Limited Moderate Intensive

CONTENT TOPIC: Conflict and Change: Interpreting Political Cartoon

STANDARDS FOR THE 21
ST
-CENTURY LEARNER GOALS
Standard(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding
in ways that others can view, use, and assess.

Skills Indicator(s): Media Specialist and teacher will check for understanding frequently during the lesson. Once
after the Activator, at least 3 times during the Modeling and Direct Instruction, and continuously throughout
independent practice.

Benchmark(s): Assessed informally: political cartoon graphic organizer, timeline, and constructed response

Dispositions Indicator(s):
3.2.3 Demonstrate teamwork by working productively with others. (Students adhering to their set group norms.)

Responsibilities Indicator(s):
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. (Students accepting
others opinions contrary to their own)

Self-Assessment Strategies Indicator(s):
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations
of respect for other viewpoints. (Students will incorporate assessment within their reflection.)

SCENARIO: YOU HAVE BEEN COMMISSIONED TO CREATE A political cartoon by the Editor-in-Chief of the
Historical Society Newspaper, sing the information presented in this lesson. Your political cartoon should answer
the following question: Why did Hitler rebel against the Treaty of Versailles?
CONNECTION TO LOCAL OR STATE STANDARDS
(List here relevant content, information literacy, and technology standards)
14
Common Core Standards
Language Arts Social Studies
SS6H7:
The student will explain conflict and change in
Europe to the 21st century
a. Describe major developments following
World War I: the Russian Revolution, the
Treaty of Versailles, worldwide
depression, and the rise of Nazism
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal
opinions or judgments.
CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print
and digital sources; assess the credibility of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism
and providing basic bibliographic information
for sources.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support
analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of
a primary or secondary source; provide an
accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different
media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent
understanding of a topic or issue.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with
other information in print and digital texts.

READING COMPREHENSION STRATEGY:
Media Specialist and the Teacher will use Reading Comprehension Strategy 5 (Determining Main Ideas). As
students are reading through the given texts (Profile of Adolf Hitler and Rise of Nazism) they will analyze the text
for text features, and use Learners Graphic Representation. (Moreillon 121)

LESSON OBJECTIVES:
Students will analyze the rise of Nazi power; recognize the effects of apathy and indifference of Adolf
Hitler.


OVERVIEW:
This lesson analyzes Adolf Hitlers character traits of disobedience and defiance to sign and join the Treaty of
Versailles. Students will discover how Hitler rose to power and the outcome. Students will also analyze and
investigate various texts to determine key factors of the social conditions, economic conditions, and political
conditions as a result of Hitlers rule.

ESSENTIAL QUESTION: Why did Hitler rebel against the Treaty of Versailles?

FINAL PRODUCT:
15
Students will create their own political cartoon based on the information attained throughout the lesson. The
students political cartoon should answer the following question: Why did Hitler rebel against the Treaty
of Versailles?

LIBRARY LESSON(S):
(Describe the lesson activities for the selected AASL Standards.)
The Media Specialist will assist students to make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas, and conflicting information., He/She will reinforce
Reading Comprehension Strategy 5 (Determining Main Ideas) The specialist will also provide small group
remediation for students who are struggling to access the content by providing hands-on guided
practice/modeling.

ESTIMATED LESSON TIME: 75 MINUTES

ASSESSMENT
Product Students own Political Cartoon
Process - Timeline of Rise of Nazism; Constructed Responses of Hitlers rebellion
Student self-questioning Student reflection of their understanding of the content
INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites Books Reference
Nonprint Periodicals/newspapers Other (list):

Resources
Profile article on Adolf Hitler (See Resource List)
Smart Board with lap top computer
Article on The Rise of Nazism http://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htm
TimeLiner Program

Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)

Activator/Hook:
(Teacher or Media Specialist) A political cartoonist uses symbols, pictures, and familiar objects to make his
or her point quickly and visually.
Show students the Political Cartoon of Adolf Hitler. Ask the students to identify the elements of the picture.

16


Guiding Questions: Whos in the picture? What items are in the picture? What do they mean?
Students should then fill in the graphic organizer
(Sample)
Important Words Versailles Treaty
Important Symbols German Soldier
Summary
*Background knowledge: Students should be able to tell you what the Treaty of Versailles is and
its historical significance in conjunction with Hitlers Party.

Direct instruction:
The teacher will lead the students into a discussion about the political cartoon and their responses. The
teacher will clarify any misconceptions/misunderstandings. Key Points: Hitler wants no part of the
Treaty, Hitler was actually forced/pressured to sign by the allied powers (United States, Russia, Great
Britain, France, and Italy).

Modeling and guided practice:
Place students in 7 learning communities of 4, each community will have a digital copy of the articles on
The Rise of the Nazis to outline. The media specialist will assist students in accessing the
information and maneuvering throughout the website and how to use the Timeliner program.
From the articles students gather information that describes the economic, social, and political
conditions in Germany from 1918 through 1933. Students will collaborate to create a timeline of
events using the Timeliner program.
Discuss conditions in Germany that potentially make the Germans accept Hitler as their leader.














17

Conditions from 1918-1933 Graphic Organizer






Economic Conditions Social Conditions Political Conditions












































1918
18
Independent practice: Using the information presented in the political cartoon, timeline, and the profile of Adolf
Hitler, students will evaluate and draw conclusions of Hitlers rebellion and refusal of the Treaty of
Versailles by responding to the question: Why did Hitler rebel against the Treaty of Versailles?
(Teacher and media specialist facilitate assist students or see if students have any questions.)If you could
rewrite history and convince Hitler to accept the Treaty, what would the outcome be? Students will be
assessed using the rubric listed below.)

Sharing and reflecting: Students will post their response on the class discussion board and respond to at
least 2 classmates. Students will then reflect on their learning by expressing their thoughts about Hitlers
character in their Language Arts journal.

Strategies for Differentiation
Learning activity that is present in my lesson includes:
1. Visual/Motor Deficits Learners: Students will use cloze notes and circle the correct words for the
definition
2. Auditory Difficulties: Students will fill in the meaning for the word
3. Expressive Difficulties: Students will use pictures to support communication of knowledge.
4. Metacognitive Issues: Students will organize information by providing and using pictures, real
life application, word list and outline


Alignment of Standards
American Association of School
Librarians
Common Core Standards
Standards for the 21
st
Century
Learner
Language Arts Social Studies
1.1.2 Use prior and background
knowledge as context for new learning.


1.1.7 Make sense of information gathered
from diverse sources by identifying
misconceptions, main and supporting
ideas, conflicting information, and point
of view or bias.

CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text
and how it is conveyed through
particular details; provide a
summary of the text distinct from
personal opinions or judgments.
CCSS.ELA-LITERACY.W.6.8
Gather relevant information from
multiple print and digital sources;
assess the credibility of each
source; and quote or paraphrase
the data and conclusions of others
while avoiding plagiarism and
providing basic bibliographic
information for sources.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual
evidence to support
analysis of primary and
secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central
ideas or information of a
primary or secondary
source; provide an
accurate summary of the
source distinct from
prior knowledge or
opinions.
3.1.4 Use technology and other
information tools to organize and
CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual
19
display knowledge and understanding
in ways that others can view, use, and
assess.

different media or formats (e.g.,
visually, quantitatively) as well as
in words to develop a coherent
understanding of a topic or issue.
information (e.g., in
charts, graphs,
photographs, videos, or
maps) with other
information in print and
digital texts.
















































20




Political Cartoon Rubric
Criteria 4 Exceeds
(Mastery)
3 Meets
(Emerging)
2 Approaching 1 Does Not
Meet (Not Evident)
Evidence of Knowledge Demonstrates
thorough
understanding of
the content; goes
beyond
requirements and
supplies additional
information
Demonstrates
knowledge and
understanding of
the content
presented. Cartoon
responded
appropriately to
the given question.
Demonstrated a
partial
understanding of
the content; the
historical
facts/symbols
were inaccurately
used.
Demonstrated no
understanding of
the content; the
depiction was off
topic
Creativity Provided a
thorough and
detailed account of
the event in
connection within
the context of the
time period
(connection of the
lesson with outside
knowledge)
Provided all
necessary
elements to
respond accurately
to the given
question.
Attempted to
complete the
assignment;
however it was a
duplication of
another
illustration.
Did not attempt to
complete the
assignment.
Mechanics and Grammar There were no
grammatical or
mechanical errors.
There was only 1
grammatical or
mechanical error.
There were 2-3
grammatical or
mechanical errors.
There were 4 or
more grammatical
or mechanical
errors.



Score ________/9




Resources
http://www.corestandards.org/ELA-Literacy/WHST/6-8/
http://www.ala.org/aasl/standards-guidelines/learning-standards



"Adolf Hitler." World of Criminal Justice. Gale, 2002. Biography in Context. Web. 4 Apr. 2014.
Document URL
http://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowst
ate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighligh
ting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPP
T&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a
47e6669aa13ca3be53d4329a85b
Biography in Cont

Gale Document Number: GALE|K2425100169

21