Save the Ducks

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name: Fundamentals of Government and Public Administration

  Course Title: Fundamentals of Government and Public Administration

  Course Number: 8900500

  Course Cluster: Government & Public Administration

  CIP Number: 148900500M

  Course Type: Middle School

• Unit Outline

  
  

  This lesson is designed to be used with the case study, "Duck, Duck...Goose?". See CPALMS resource ID#222022.

• Career Connection

  
  

  With this lesson, students will demonstrate leadership skills that can be applied to a career in public administration.

• Learning Objectives

  
  

  Students will be able to:

  • Participate on a committee which has an assigned task and report to the class.
  • Conduct research solutions for a real-world local, state and national issue.
  • Use a computer to prepare a proposal.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Conduct research using a computer.
  • Collaborate with peers.
  • Edit slides for a presentation.

• Guiding Questions

  
  

  How are environmental issues addressed at the local, state, and national levels?

• Procedure

  
  
  1. To introduce the topic, have students begin the K and W sections of a KWL chart with the topic of “Ducks and Communities.” Have students share and offer input about what they know and want to know about ducks and their impacts on communities.
     • Teachers can create the chart on the whiteboard or display the attached Ducks KWL PPT.
     • To help guide student thinking, teachers can choose to ask the following questions.
       • What do you know about where ducks live, what they eat, and how they look/behave?
       • What do you know about the impact of large duck populations on a community? Where do you see ducks in your community?
       • What is the best environment for ducks? How do they contribute positively or negatively to the environment? (these can be questions you add to the "want to know" section).
  2. Once students have completed the K and W sections, introduce the case study, “Duck Duck... Goose?” (see CPALMS Resource ID #222022). Students will read the case study and discuss it using the "Guiding Questions" below. (See "Accommodations" for some suggestions arranged by class situation.)
     • How are the ducks affecting the local community?
     • How are the ducks affecting the state?
     • How are the ducks affecting other communities at a national level?
     • What information did the survey feedback give Josie and her group?
     • What information could Josie and her group include in their proposal?
  3. Once students have answered all questions (it should take about 10-15 minutes to read and discuss), students will complete the last part of the aforementioned KWL chart (what have you learned) to discuss what they have learned about the relationship between ducks and communities such as Josie’s. This can be done as a whole group with students raising their hand to offer input. You want to have at least 3 learned facts before proceeding.
  4. Next, divide students into groups 1, 2, 3. Depending on the class size, you can create groups 1A, 2A, 3A, 1B, 2B, 3B, etc. so the number of students in each group is 2-3 students. (If duplicate groups were created such as 1A, 2A, 3A,..., be sure to duplicate the presentation slides accordingly.) Each group will represent either the local, state or national committee.
     • Local community level = All Group 1s
     • State level = All Group 2s
     • National level = All Group 3s
  5. Once in groups, students will be asked to devise and present a proposal that will address the following prompt: Propose a solution for a concern presented in the case study at the (local/state/national) level.
  6. Each group will be given a handout to help guide them (see attached Committee Proposals PPT; print out slides 1, 4 and 7 as handouts). Students will conduct research in groups focused on the provided research questions and needed solution.
     • Teacher can provide students with the attached Additional Questions handout if students need additional guidance.
     • Students should also be provided the Committee Proposals PPT template, preferably through a collaborative digital platform if available (be sure to adjust for the number of groups created).
       • Students will use the template to create and present their proposal.
       • Teachers can post the template in the learning management system used by their district. Alternatively, teachers can also project it as a guide for students to create their own presentation using their own chosen digital software.
     • Allow students time to complete their proposals.
     • Allow each group 5 minutes to present their proposals to the class.
  7. To close the lesson, have students reflect on the following questions.
     • How did effective collaboration help your group meet the goals?
     • How can careers in government and public administration help address local issues?

• Teacher Notes

  
  
  • Depending on the number of students in your class, create groups of 2-3 students and label them, 1A, 2A, 3A, 1B, 2B, 3B, etc.
    • If duplicate groups for each community level were created such as 1A, 1B, 1C,..., be sure to duplicate the presentation slides accordingly.)
    • Each group will represent either the local, state or national committee level.
      • Local community level = Groups 1A, 1B, 1C,...
      • State level = Groups 2A, 2B, 2C,...
      • National level = Groups 3A, 3B, 3C,...
  • This lesson can be extended into two days if needed.