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Overview

For twenty-five years, Nature has swept us along with it on its journeys to record the amazing stories of our planet. In this lesson students will examine the role that nature and wildlife play in our society and in our personal lives. Students will give speeches about the importance of preserving our planet, and reflect on how wildlife and nature impact them on a personal level.

Grade Level: Grades 9-12

Subject Areas: Language Arts

Learning Objectives

Students will be able to do the following:

• Analyze how the program may have increased their appreciation and understanding of nature.
  
  
• Prepare and deliver a speech that supports a central idea.
  
  
• Reflect on the ways nature and wildlife hold their attention.

Materials:

• Computers with Internet access
  
  
• The video of the episode "The Best of Nature" from Thirteen's series NATURE
  
  
• "The Best of Nature" Viewing Organizer
  
  
• "Nature Speech" rubric
  
  
• "Time to Reflect" handout
  
  
• "Time to Reflect" activity assessment
  
  

Bookmark the following sites:

• About PBS News http://www.pbs.org/aboutpbs/news/200600629_georgepage.html
  This page contains information on George Page, the creator and host of NATURE on PBS.
  
  
• Tribute to George Page http://pbs.org/wnet/nature/bestofnature/tribute.html NATURE's online tribute to George Page, creator, host and narrator of NATURE.
  
  

STANDARDS
www.mcrel.org

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience's background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

9. Writes persuasive compositions that address problems/solutions or causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses counter arguments; backs up assertions using specific rhetorical devices [appeals to logic, appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect reasoning, comparison-contrast reasoning)

10. Writes descriptive compositions (e.g., uses concrete details to provide a perspective on the subject being described; uses supporting detail [concrete images, shifting perspectives and vantage points, sensory detail, and factual descriptions of appearance])

Standard 8. Uses listening and speaking strategies for different purposes

Level IV [Grade: 9-12]

1. Uses criteria to evaluate own and others' effectiveness in group discussions and formal presentations (e.g., accuracy, relevance, and organization of information; clarity of delivery; relationships among purpose, audience, and content; types of arguments used; effectiveness of own contributions)

3. Uses a variety of strategies to enhance listening comprehension (e.g., focuses attention on message, monitors message for clarity and understanding, asks relevant questions, provides verbal and nonverbal feedback, notes cues such as change of pace or particular words that indicate a new point is about to be made; uses abbreviation system to record information quickly; selects and organizes essential information)

4. Adjusts message wording and delivery to particular audiences and for particular purposes (e.g., to defend a position, to entertain, to inform, to persuade)

5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)

7. Uses a variety of verbal and nonverbal techniques for presentations (e.g., modulation of voice; varied inflection; tempo; enunciation; physical gestures; rhetorical questions; word choice, including figurative language, standard English, informal usage, technical language) and demonstrates poise and self-control while presenting

8. Responds to questions and feedback about own presentations (e.g., clarifies and defends ideas, expands on a topic, uses logical arguments, modifies organization, evaluates effectiveness, sets goals for future presentations)

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Procedures for Teachers

Introductory Activities

Time for Completion: 30 minutes for activity and 60 minutes to view the program

In this activity students will have an opportunity to practice their note taking skills as they watch "The Best of Nature" program. After viewing the program, students will examine how the program may have increased their appreciation and understanding of nature.

Pre-viewing

1. Pass out one or two copies of "The Best of Nature" viewing organizer to each student. Instruct students to record information, thoughts, observations, and questions under the appropriate heading as they view the program.
   
   

Post-viewing

2. Send students to the Nature website to read the "Tribute to George Page" article. Involve students in a brief discussion about the article.
   
   
3. Refer to the section of the program that mentions Nature's creator and long-time host George Page. Recall how they thanked George for opening their eyes and minds. Write the following quotation on the board: "Perhaps no one else in the United States has done more to increase our appreciation and understanding of the world and its inherent splendor and majesty." (Paula A. Kerger, president and chief executive officer of PBS and formerly chief operating officer at Thirteen/WNET) This quotation can be found at the following web address: http://www.pbs.org/aboutpbs/news/200600629_georgepage.html.
   
   
4. Ask students to reflect on "The Best of Nature" program and choose five examples of ways in which the program increased their appreciation of the world, and five examples of ways that the program increased their understanding of the world. Ask students to refer to their notes for this activity.
   
   
5. After students have written their five examples, provide time for students to share what they wrote with the class.
   
   

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Steps

Activity One

Time for Completion: One homework assignment and one or two 50-minute class periods. This time may vary according to the number of students in your class.

The purpose of this activity is to provide students with an opportunity to practice their public speaking skills as they analyze the importance of preserving the planet.

1. Refer to the section of the program where Lynn Sherr talks about George Page, Nature's creator and long-time host. Ask students to recall when she said, "George envisioned a weekly, natural history series for public television, one that would, in his wordsÖ'recognize that the preservation of our beautiful little planet and Öall its life in all its forms is the single most important issue facing us.'"
   
   
2. Tell students that they are going to prepare a three to five minute speech that addresses Mr. Page's statement that the preservation of our planet and all its life in all its forms is the single most important issue facing us. Explain that if students don't agree that this is the single most important issue facing us, they are free to disagree and explain what they think is the single most important issue facing us.
   
   
3. Pass out a copy of the Speech Rubric to each student. In preparation for the speeches, review the contents of the rubric to help students understand the requirements for the speech. Ask students to refer to the rubric while writing their speeches. Remind students to use examples from the program in their speeches.
   
   
4. Provide time for students to give their speeches. Tell students to ask if anyone in the audience has any questions or comments after they have finished giving their speech. You may choose to have every student fill out a rubric for each speech that is given. The speech may be written as a homework assignment.
   
   
5. After students have completed their speeches, give them a copy of their rubric. Ask students to write three things that they could have done to improve their speech.
   
   

Activity Two

Time for Completion: One 50-minute class and one homework assignment

The purpose of this activity is to encourage students to reflect on what nature and wildlife mean to them on a personal level.

1. Refer to the section at the beginning of the program where Lynn Sherr poses the question, "What is it about nature and wildlife that so holds our attention?"
   
   
2. Tell students that they are going to reflect on the different segments from the show, as well as personal experiences, as they answer the questions and complete the activities in the "Time to Reflect" handout.
   
   
3. Pass out the "Time to Reflect" handout and have the students answer the questions and complete the activity. Remind students that they may want to use the "Best of Nature" viewing organizer when answering the questions. This portion of the activity may be completed as a homework assignment.
   
   
4. Explain that after answering the questions in the "Time to Reflect" handout, they will create an object that expresses the wonder of one of the segments that they wrote about. Ideas for this object might include, but are not limited to, a poster, tee shirt, poem, song, sculpture, painting, short story, collage, etc. Tell students that upon the completion of their object, they will write a paragraph that explains how the object expresses the wonder of nature or wildlife.
   
   
5. Provide time for students to share their object with the class. After every student has shared his or her object, have each student complete the "Reflecting on Nature Assessment" handout.
   
   

Assessment Suggestions

The "Speech Rubric" will be used as an assessment tool in Activity One. The "Reflecting on Nature Assessment" handout, along with the object and written paragraph, may be used as an assessment tool for Activity Two.

Extension Activity

Share the Excitement
Ask students to find a children's book that they think would get a young child excited about nature. Visit an elementary school classroom and have the students share the book they selected with a student from the classroom.

About the Author

Laurel Blaine is founder of Digital Narratives LLC, a curriculum design company. In addition to content development, Digital Narratives also works with young people to enhance their literacy skills as they explore the power of digital storytelling. Over the past decade, Laurel has created educational materials for a diverse range of clients including The Kennedy Center, Oakland East Bay Symphony, Learning Matters/Listen Up! and Smithsonian's Cooper-Hewitt Museum.