Debating+Hydrofracking

= **Title:** Debating Hydrofracking=


 * Author: ** Patti Sweeney
 * Grade Level: ** 7, 8

//For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org.//

**Summary:** Students will walk through the research process by investigating the scientific and societal implications of hydrolic-fracturing. Students will evaluate sources of information as they learn to identify bias and determine accuracy of information. Students will together work through 6 steps of the research process as they explore the topic of hydrofracking. They will learn the background knowledge and be exposed to vocabulary and science content to deepen their understanding of natural gas exploration. Students will then be given a "character role" in the debate surrounding this issue. Using their research, students will then create a persuasive informational media presentation that represents their character's point of view. All of this will be facilitated through use of a virtual classroom, ie. edmodo.com .

**Objectives:**
 * Students will learn and put into context some basic earth science concepts and reinforce scientific terms as they learn about the process of extracting natural gas from shale.
 * They will also learn about the environmental impact of industry.
 * Students will actively walk through and learn the steps of the research process.
 * Students will complete persuasive expository writing.
 * Students will learn to identify bias in informational sources.
 * Students will learn to rate and evaluate media resources for credibility.
 * Students become fluent in using a virtual classroom platform (edmodo.com) for communication and collaboration with instructor and each other.
 * Students will learn how to create a media presentation to communicate what they have learned about Hydrofracking and a specific perspective.
 * Students will become conscious of their audience and principles of media construction and their intended message as they produce media.
 * Students will learn the importance of being an informed citizen.
 * Students will learn how information has a powerful impact on outcomes.

**Lesson Steps:**
 * 1) Students use research strategies and virtual classroom tools (Edmodo.com) to find and share information about natural gas exploration or hydraulic fracturing.
 * 2) Students take notes on 3 important topics about hydrofracking put forth by the teacher. For example, the pros and cons of hydraulic fracturing? How does hydraulic fracturing work? What does the process look like? Students fill out graphic organizer that break down each topic and guide them in selecting the most important information for their [[file:concept_map.pdf]]
 * 3) Students take a second look at their sources. Are they bookmarked (backpack in Edmodo)so that they can easily cite them? Are they biased? If so, where is the bias and does that preclude the source from being used?
 * 4) Lead a lesson in analyzing media bias through decoding different Hydrofracking media documents using the [[file:lsta2011/Key Qs For Analyzing-2.pdf|Key Qs For Analyzing-2.pdf]]. Lead students through decoding pictures of Hydrofracking from //Google Images// and watching clips from //Gasland// and //Empire State Divide//. See [[file:Tips for Decoding.pdf]] for leading media analysis lessons.
 * 5) Students are given a point of view. They must present their argument for or against hydrofracking in a written persuasive letter, a public service announcement or an interactive poster. Roles-playing parts: Mayor of Binghamton, Potential Shaleianare, small landowner, Broome County Executive, Owner of a local pipe making business, Owner of Tioga Downs Casino, Owner of a diner, Owner of a trucking company, Alpacha Farmer, Fly Fishing Guide, Park Ranger.
 * 6) Students will have the choice of creating a interactive poster, (glogster.com) to accompany an oral presentation to voice their "character's" point of view. Or, students can forgo the oral presentation and create a video/documentary or Public Service Announcement or Commercial using animoto.com to communicate their "character's" point of view on the issue of hydrofracking. Animoto is relatively easy to use and flashy but you can't use music and voice together. Movie Maker or iMovie are more complex but versatile tools for this project.
 * 7) Students begin to write script for their documentary / text boxes for their glogs. Upload to Edmodo for teacher review.
 * 8) Students look for pictures to use in their presentation.
 * 9) Students document their sources using MLA citation maker.
 * 10) Students use rubric to guide them through project, to check their work to ensure the quality of their presentations.
 * 11) Students orally present their point-of-view presentations using their media presentations.

**Materials:** ** Videos ** : []

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 * Pro Drilling**

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 * Anti Drilling**

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 * The Empire State Divide**

[|http://www.brainpop.com]
 * Brainpop videos on Alternative Energy and Fossil Fuels**

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 * Persuasion Map:**

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 * Local news stories about fracking:**

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 * Emodo.com**

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 * Example of finished product**

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 * Rubric for evaluating final media project**

Tips for Decoding (Project Look Sharp)

//This lesson was produced during 2011-2012 as part of a collaboration between Project Look Sharp at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services.// //To view additional lessons from this series go to: www.projectlooksharp.org.//