1. Research Project Remediation
Reworking the citations

2. Class Choice
On the next slides, The topics your class chose are provided.
As a class, we need to narrow down our choices to 5-7 topics.
On the note cards provided to you, please list the top 5 topics that you feel you and the rest of your peers will be able to discuss with the most ease.
After a few minutes, we will tally the results and begin researching said topics.
We will begin preliminary discussions tomorrow

3. Format for Discussion
The Pitch line for the discussion is still “How we effect the Environment”
This keeps our discussion “Informative” instead of “Argumentative.”
Keep this in mind as you think about the topics.
Each point you make starts off as “We/Humans affect the environment Positively/Negatively by….” or if you are agreeing or disagreeing, “I agree/Disagree with [point]. According to [citation]…”

4. Example
We affect the environment Positively by constantly developing Alternative Energy cars. (point) According to the Article Cars of the Future written by Tesla CEO Elon Musk, “As tesla and other revolutionary car companies continue to develop non-fossil fuel dependent cars, the world will see harmful chemicals in the atmosphere steadily decline. ” (Example) With this development, CO2 emissions would drastically decrease, limiting human destruction of the ozone layer. With negative impacts on the ozone layer decreasing, Green House effects will also decrease, thus potentially saving the polar ice caps, which saves penguins, and a world without penguins is a sad, sad world! (Explanation)

5. Period 2 Dead zones in Ocean Water Contamination Red Tide
Air pollution
Global Warming
Renewable energy Source
Over population
Green Building
Green Cars
Controlling wild fires

6. Period 2 Refined Topics
These are the top 5 topics this class voted on to have in discussion:
Air Pollution
Water Pollution
Renewable Energy
Over Population
Green Building

7. Period 3 Deforestation Green House effect Ban Animal Testing
Animal extinction
Plastic Waste in Oceans
Oil Mining
Food Waste in Landfills
Over Hunting
Vehicle fuel economy
Organic Fabrics
Nanotechnology
Invasive Species
Oil dependency
Urbanization
Organic foods

8. Period 3 Refined Topics
These are the top 5 topics this class voted on to have in discussion:
Organic Food
Alternate Energy
Animal Testing
Animal Extinction
Urbanization

9. Period 5 Genetically Modified foods Overhunting Invasive Species
Fossil Fuel Dependency
Forest Fires
Destroying Ecosystems for Cities
Keeping Wild Animals as pets
Global Warming
Water Pollution
Deforestation
Animal Testing

10. Period 5 Refined Topics
These are the top 5 topics this class voted on to have in discussion:
Genetically Modified Foods
Water Pollution
Animal Testing
Over hunting
Deforestation

11. Period 6 Deforestation Cellphones Mining (coal, oil) CO2 emissions
Pokémon Go
Over Hunting
Land fills
Cloning Animals
Plastic Island
Super Diseases
Invasive Species
Fossil Fuels
Global warming
Loss of Habitat
Water Pollution
Producing plastic
Alternate Energy
Dissecting Animals
Alternate Energy Cars
Zoos
Genetic Engineering
Exotic Pets

12. Period 6 Refined Topics
These are the top 6 topics this class voted on to have in discussion:
Global Warming
Cloning Animals
Zoos
Over hunting
Dissecting Animals
Genetic Engineering

13. Period 7 Deforestation Trophy Hunting Over Hunting
Alternate Energy Cars
Urbanization
Renewable Energy Sources
Fossil Fuel Dependency
Virus and Disease Control
Invasive Species
Global Warming

14. Period 7 Refined Topics
These are the top 5 topics this class voted on to have in discussion:
Invasive Species
Global Warming
Trophy Hunting
Alternate Energy Cars
Renewable Energy Source

15. Post Collaboration Reflection
What Worked?
What Didn’t?
Why?
What can be done better in the future?

16. Recap
Students were afforded the opportunity to create a list of topics they wished to discuss within the realm of Human effects on the environment.
Then, from that large list, students then voted for their top five topics that they believed would have the most information to pull from the internet about, thus making the conversations easier.
Next, students spent a day in class “researching” said topics, collecting citations from viable sources.
In the days leading up to the discussion, students were coached in proper response format/formula (P.E.E.)
On the days of actual discussion, Students were provided 2 sheets of paper containing examples, fill-in-the blank formula in which they could simply insert their answers and receive top marks.
While talking, the teacher would prompt them with questions in order to garner more information in their “Explanation” of the response.
Students were provided a simple means of providing feedback via Green, Yellow, and Red colored cards.

17. Did I missing anything?

18. Now then….
What went “well”? What in this assignment do you feel was successful?

19. And Then…
What didn’t work? What in this assignment did not go as planned?

20. Overall…
Do you think this was a success? Why or why not?

21. Change!
What can be changed in order to improve class discussions for the future?