ken+unit+3

Sedimentary Rock Formations ||
 * = Daily Lesson GAME Plan Lesson 3 = ||
 * Lesson Title: A Fossils Story |||| Related Lessons: : Changes Over Time
 * Grade Level: 5 |||| Unit: Forces That Shape the Earth ||
 * == GOALS == ||
 * Content Standards:

Texas Essential Knowledge and Skill 5.7A Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to explore the processes that led to the formation of sedimentary rocks and fossil fuels ( [] ).

Texas Essential Knowledge and Skill 5.2A Foundations. The student uses data input skills appropriate to the task. The student is expected to use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen ( [] ).

Texas Essential Knowledge and Skill 5.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text (http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html#110.16). ||
 * ISTE NETS-S

1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts

Instructional Objectives: Students will create a digital story demonstrating their understanding of how fossils form and what they can tell us about the past. Writer fills the role of a fossil. The intended audience is a geologist, paleontologist or student Argonaut (http://www.jason.org) ||
 * == ACTION == ||
 * Before-Class Preparation: Obtain mobile lab cart, ensure laptop batteries are charged, and prepare a copy of student usernames and passwords. Bookmark digital story example. Obtain 100 copies of the storyboard template (6 per student). Arrange for librarian, counselor and technologist assistance for day 4 (ensure they have an understanding of the project). ||
 * During Class ||
 * Time

5 minutes

10 minutes

10 minutes

20 minutes

10 minutes

10 minutes

50 minutes

10 minutes

50 minutes

60 minutes

50 minutes

10 minutes |||| Instructional Activities

Day 1

Review fossil formation. Class discusses their learning through the creation of their Wiki pages.

Introduce digital storytelling. Explain that a digital story is created using computer technology and contains pictures, video, music, text or narration (http://digitalstorytelling.coe.uh.edu/) View example of a digital story, “Your Carbon Footprint” from ( [] )

Assign students their own digital story. They fill the role of an ancient creature that has become a fossil. Their audience is the geologist, paleontologist or Argonaut (http:www.jason.org) that discovered them. Students must include what they were, how they died, and the steps that led to their formation as a fossil. Explain that they are to use formal register and correct terminology in their project. In addition, learners must give credit for resources utilized. Provide students the rubric to guide their efforts. Expected length is 1 to 5 minutes.

Learners brainstorm how they want to approach their story. Students develop their story, identify key concepts, and sequence their ideas (if not complete assign as homework).

Students record their thoughts on the digital story project in their science journal.

Day 2

Provide students 6 copies of the Storyboard Template, 1 with directions. Model how to use the template to plan the presentation by projecting the template on the whiteboard.

Students use the storyboard template to plan their digital presentation. Remind students to refer to the rubric to ensure they meet the content area requirements (if not complete assign as homework).

Day 3

Model how to create a Power Point slide using text and copyright friendly digital images with the projector on the whiteboard.

Students will create their digital story using Microsoft Power Point software. Students must give credit for resources obtained from the internet and provide a reference page. Remind students to follow their previously constructed storyboard. Students save their presentation in their digital folder on the school network.

Day 4

Students are broken down into four groups to facilitate narration and minimize outside noise. The librarian will take one group to the library. The campus technologist takes one group to the computer lab. Our school counselor will take one group to his room and I will keep one group in the classroom. Students complete their slides, record narration, get input from group members, make final changes, save, and submit final copy to my drop box.

Day 5

Students present their digital stories to classmates. When complete, I create a DVD containing all of the stories and give to learners to take home.

Students reflect on the digital storytelling project in their science journals. || Materials and Resources

Laptop, projector, whiteboard, speakers, internet connection

Digital Story Rubric

Paper, Pencils

Journals

Storyboard templates, projector, document reader, pen, whiteboard.

Mobile Lab Cart, MS Office software, internet access, microphone

Library, Counselors Office, Computer Lab, Mobile Lab cart, Librarian, Counselor, Technologist, network access, microphones

Network access, laptop, projector, whiteboard, speakers, 17 DVDs.

Science Journals ||
 * == MONITOR == ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions: Small group collaboration and frequent check for understanding per 504 requirements.

Back-Up Plan: If the digital tools are unavailable learners will write a story on paper in lieu of the digital format. ||
 * == EVALUATION == ||
 * Learners earn a grade IAW the student supplied Digital Story Telling: A Fossils Story Rubric. Learners must earn a minimum of 13 points. ||

 **Digital Story Telling: A Fossils Story Rubric **

Teacher Name: K Bedwell

Student Name: ________________________________________  Date Created: **Dec 18, 2010 at []** ** Storyboard Template  **
 * CATEGORY   || **4  ** || **3  ** || **2  ** || **1  ** ||
 * **Sequence ** || Describes fossil formation in correct sequence. Includes all pertinent information.   || Describes fossil formation in correct sequence. One or two steps are omitted or are out of sequence.   || Describes fossil formation with three or more steps omitted, or out of sequence.   || Does not describe how fossils are formed.   ||
 * **Role ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Successfully fills the role of a fossil telling it's story. It is very easy for the audience to tell which role the author is filling.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Fills the role of a fossil telling a story pretty well. Most audience members can identify the authors role.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Tried to fill the role of a fossil telling it's story, but it wasn't very successful. Much of the audience could not tell which role the author was filling.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Did not attempt to fill the role of a fossil telling it's story.   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Audience ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Storyteller is clearly addressing an audience consisting of a geologist, paleontologist, or student Argonaut (http://www.jason.org). Student uses formal register and correct terminology throughout.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Storyteller addresses an audience consisting of a geologist, paleontologist or student Argonaut (http://www.jason.org). Student uses mostly formal register and correct terminology.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Storyteller addresses an audience consisting of a geologist, paleontologist or Argonaut (http://www.jason.org). Student writes using informal register.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Storyteller does not address the assigned audience, or use formal register.   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Format ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation quality is excellent. Student successfully uses a combination of graphics, text, and voice to tell their story.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation quality is adequate. Student chooses two from graphics, text, or voice to tell their story.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation quality is fair. Student uses graphics, text, or voice to tell their story.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student is not successful in telling their story.   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Sources ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Source information collected for all graphics, facts and quotes.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Source information collected for most graphics, facts and quotes.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Source information collected for some graphics, facts and quotes.   || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Very little or no source information was collected.   ||

|| ** __ Author __ ****  :  **  || || || ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; text-transform: uppercase;">Frame/event description ** ** Here  ** you describe: · what will appear on the screen (picture, clip, graphic or other kind of visual) · what listeners will hear (music, narrative, sounds) · your comments about what you are trying to communicate… ||      **  Here  ** you list the specifics of every piece of media you will need; this will help you gather materials before beginning story construction; it also serves as a “works cited list” for copyright purposes… · Music, songs, sounds, voice recordings <span style="margin: 0in 0in 0pt 24.2pt; mso-list: l0 level1 lfo1; tab-stops: 15.2pt list 24.2pt; text-indent: -0.25in;"> · Pictures, graphics, diagrams <span style="margin: 0in 0in 0pt 24.2pt; mso-list: l0 level1 lfo1; tab-stops: 15.2pt list 24.2pt; text-indent: -0.25in;"> · Video clip <span style="margin: 0in 0in 0pt 24.2pt; mso-list: l0 level1 lfo1; tab-stops: 15.2pt list 24.2pt; text-indent: -0.25in;"> · Text, titles, transitions   || ** __<span style="font-family: 'Arial','sans-serif'; text-transform: uppercase;">narration __ **** <span style="font-family: 'Arial','sans-serif'; text-transform: uppercase;">: ** Write out what you intend to say || ** __<span style="font-family: 'Arial','sans-serif'; text-transform: uppercase;">narration __ **** <span style="font-family: 'Arial','sans-serif'; text-transform: uppercase;">: ** ||
 * ** __ Page __ **** :   **  ||  ** __ Date __ ****  :   **  ||  ** __ Project name __ ****  :  **
 * <span style="height: 111.1pt; margin-left: 15.45pt; margin-top: 23.7pt; mso-position-horizontal-relative: text; mso-position-vertical-relative: text; position: absolute; width: 157pt; z-index: 1;"><span style="mso-next-textbox: #_x0000_s1026;">   || <span style="display: block; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Here  **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> you do a quick sketch of what will appear at this point in your digital story… you can also paste a graphic or photo here…do whatever works to remind you of what ‘s going on …
 * ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; text-transform: uppercase;">Media list **  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 5pt; text-transform: uppercase;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 5pt; text-transform: uppercase;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 5pt; text-transform: uppercase;">

http://www.jasonohler.com/pdfs/storyboard_template.pdf