All activities and the performance task have the fluidity to be completed in hetero/homogenous groups or as an independent study, according to the students’ personalized needs, as per IEP and teacher-observed needs. Extended time is also allotted to students in need of such accommodations. Scaffolded graphic organizers, sentence stems and tiered-reading assignments based on students’ Lexile levels will be incorporated for the purpose of helping students achieve their optimal zones of proximity. Students are given choice and are assessed based on the modality in which they feel most comfortable (verbal, written, small group, whole class, etc.).

Students who’ve demonstrated exceptional aptitude and/or interest in the documentary and supplemental readings included in this lesson may choose to elaborate on their learning by engaging in independent study on any of the topics explored in the essential/guided questions or on their own. Students can demonstrate the synthesis of their learning via the creation of Padlets, YouTube movie trailers, visual illustrations or reflective essays. It is recommended that teachers work with students one-on-one or in small groups to create a form of study that furthers their specific needs/interests.

Suggested Activities/Adaptations:
Create a Public Service Announcement (brochure and digital commercial) informing community members about:

• The impact of off-shore drilling to our clean water supply
• The impact of not having clean water on all life forms, particularly nature and women who are pregnant and/or with small children.

Write an argumentative essay for or against off-shore drilling that is presented in the form of a mock trial, Socratic seminar, or fishbowl discussion that is recorded and aired at a school function where the community is invited to weigh-in (Town Hall).