Ken+Unit+2

Sedimentary Rock Formations ||
 * = Daily Lesson GAME Plan-Lesson 2 = ||
 * Lesson Title: Fossils on the Playground, Part 2. |||| Related Lessons: Changes Over Time
 * Grade Level: 5 |||| Unit: Forces That Shape the Earth ||  ||


 * == GOALS == ||
 * Content Standards:

Texas Essential Knowledge and Skill 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: (A) collect, record, and analyze information using tools including computers (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html#112.16).

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

Texas Essential Knowledge and Skill 5.8 Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects and (C) participate with electronic communities as a learner, initiator, contributor, or mentor ( []  ).

Texas Essential Knowledge and Skill 5.11 Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, and Internet documents ( []  ). . || 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
 * ISTE NETS-S

Instructional Objectives: Learners previously located resources to help explain why their playground area contains fossils of sea creatures, even though we are located over two hundred miles from a beach. In this second lesson, groups create knowledge through a wiki project. || Create Class Wiki at http://www.wikispaces.com/content/for/teachers Create student accounts for Wiki (use school network username and passwords) Reserve Lab Cart ||
 * == ACTION == ||
 * Before-Class Preparation:
 * During Class ||
 * Time

10:00 minutes

15:00 minutes

10:00 minutes

15:00 minutes

10:00 minutes

Day 2

5:00 minutes

30:00 minutes

10:00 minutes |||| Instructional Activities

Review the research problem: Why does our playground area contains fossils of sea creatures, even though we are located over two hundred miles from a beach? The question is relevant to students because the problem is based on their frequent questions about our local environment.

Introduce the class Wiki. Model by projecting my computer screen on the whiteboard. Have learners power up their laptop, login to the school network, and use Safari web browser to access http://www.wikispaces.com. Guide learners through the login process using their school login and password.

Demonstrate how to create and name a page. Model the edit process. Students practice by creating and naming their group page.

Provide learners a copy of the Wiki rubric. Group members state the problem being addressed on their page and list the guiding questions. Collaborative groups gather information from resources identified in lesson one and create group pages (learners must credit sources). Digital images of fossils from our playground may be taken with digital cameras and utilized on the wiki page.

The class logs off of all accounts. Learners refer to the class master KWHL chart and discuss progress. The chart is updated.

Review previous days learning.

Learners access their wiki page and complete construction. Students refer to the pages of other groups and provide comments through the discussion page.

Log off of accounts. Reflect on learning via student journals. || Materials and Resources

Master KWHL chart from lesson 1

Teacher laptop, projector, whiteboard, internet connection, mobile lab cart, digital camera, student group list, previously created resource list ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Student journals, group participation, resource list, group wiki grade IAW student supplied rubric
 * Ongoing Assessment(s): Student journals, group participation, resource list, group wiki grade IAW student supplied rubric

Accommodations and Extensions: Small group collaboration and frequent check for understanding per 504 requirements, digital journaling via the Jason Project ( [] ).

Back-Up Plan: In case of failure to access the internet, groups can create a presentation using MS Power Point software. ||
 * == EVALUATION == ||
 * Student journals will be reviewed as a non-graded, informal assessment to ensure learners stay on target.

Student learning is assessed IAW the student supplied wiki rubric. Minimum acceptable score is 14. In addition, the wiki history is utilized to determine student contribution. Non-contributors will not be given credit for group work. ||
 * |||||| === Wiki Rubric === ||   ||


 * CATEGORY || **4 ** || **3 ** || **2 ** || **1 ** ||
 * Content || Addresses guiding questions in-depth with detail and graphic examples. Subject knowledge is excellent. || Includes essential knowledge regarding the guiding questions. Subject knowledge appears to be good. || Includes essential information regarding the guiding questions, but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * **Organization ** || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * **Attractiveness ** || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Originality ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Product reflects a large amount of original thought. Ideas are creative and inventive. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Product reflects some original thought. Work demonstrates original ideas and insights. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Uses other people's ideas (giving them credit), but there is little evidence of original thinking. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Uses other people's ideas, but does not give them credit. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Created 12 December, 2010 using Rubistar (http://rubistar.4teachers.org) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<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.   ||