Ken's+Unit

Sedimentary Rock Formation ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title**:** Fossils on the Playground: What can we Learn From Them? |||| Related Lessons**:** Changes Over Time
 * Grade Level: 5 |||| **Unit:** Forces That Shape the Earth ||
 * == GOALS == ||
 * Content Standards:

Texas Essential Knowledge and Skill: Science 5.7 Earth and Space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to: (D) identify fossils as evidence of past living organisms and the nature of the environments at the time (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html#112.16).

Texas Essential Knowledge and Skill: Technology Information acquisition. 5.4 The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies (http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126a.html#126.3). ||
 * ISTE NETS-S

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results (http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx) ||  ||   || Instructional Objectives: Learners will utilize a Problem Based Learning (PBL) approach to discover why our playground area contains fossils of sea creatures, even though we are located over two hundred miles from a beach. In this first lesson of a three-lesson unit, students will work in groups to develop appropriate questions related to our problem, and identify digital resources that will help answer their questions. The question is relevant to students because the problem is based on their frequent questions about our local environment.
 * == ACTION == ||
 * Before-Class Preparation: Have a selection of student gathered fossils ready for learners to observe in case of inclement weather. Reserve a mobile lab cart. Have alternative text based resources available in case of internet outage. ||
 * **During Class** ||
 * Time



:10 minutes







Students form into heterogeneous groups of four. Groups go to the playground field and search for fossils. Learners will return to class and share findings.

Introduce the concept of PBL to students and provide the problem: Why are fossils of sea creatures on our playground?

Review the characteristics of an appropriate, researchable question. Groups develop a list of things they must learn in order to address the problem. Using group input, the class will develop a master KWHL chart to guide learning.

Students utilize laptop computers to access the internet and locate at least 4 reliable resources that contain information related to their questions. Groups will create a digital list of those resources in MS Word, and place the list in my digital drop box. (Each group member must contribute at least one reliable resource).

Utilizing science journals, class members record their thoughts on the problem, what they have learned so far, and what still needs to be accomplished.

As a class, review the day’s events, summarize main learning points, and share select journal entries. || Materials and Resources

Playground

Chart paper, markers

Chart paper, markers

Mobile lab cart, MS Office, internet connection, local network

Science journals, pencils

Master KWHL chart ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Student journals, group participation, resource list.
 * Ongoing Assessment(s): Student journals, group participation, resource list.

Accommodations and Extensions: Small group collaboration and frequent check for understanding per 504 requirements, digital journaling via the Jason Project (http://www.jason.org/public/whatis/start.aspx).

Back-Up Plan: Utilize fossils found on the playground instead of locating new ones. Utilize paper based resources in the library instead of digital resources. ||
 * == EVALUATION == ||
 * Student journals will be reviewed as a non-graded, informal assessment to ensure groups are on the desired path.

Group resource list will be evaluated for completeness and appropriateness IAW student supplied rubric. Groups must meet a minimum, score of 12. || **__ PBL Digital Resources Rubric __**

 **Publisher** ||  4 or more sources have the author or publisher displayed on the web page. ||  3 sources have the author or publisher displayed on the web page. ||  2 sources have the author or publisher displayed on the web page. ||  1 source has the author or publisher displayed on the web page. ||  No source has the author or publisher displayed on the web page. ||
 *  ** CATEGORY ** ||  **4**  ||  **3**  ||  **2**  ||  **1**  ||  **0**  ||
 *  **URL Extension** ||  4 or more of the sources have an extension of; .edu, .gov, .mil, .k12 or .ac  ||  3 of the sources have an extension of; .edu, .gov, .mil, .k12 or .ac  ||  2 of the sources have an extension of; .edu, .gov, .mil, .k12 or .ac  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 1 of the sources have an extension of; .edu, .gov, .mil, .k12 or .ac  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> None of the sources have an extension of; .edu, .gov, .mil, .k12 or .ac  ||
 * <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **Content** || 4 or more sources answer the student’s research questions. || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 3 sources answer the student’s research questions.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 2 sources answer the student’s research questions.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 1 source answers the student’s research questions.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> None of the sources answers the student’s research questions.  ||
 * <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **Author/**
 * <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **Links** || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 4 or more sources have links that function, and go to a relevant, content related site.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 3 sources have links that function, and go to a relevant, content related site.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 2 sources have links that function, and go to a relevant, content related site.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> 1 source has links that function, and go to a relevant, content related site.  || <span style="display: block; layout-grid-mode: char; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> No sources have links that function, and go to a relevant, content related site.  ||

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:
 * 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

45:00 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. ||


 * || === <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 14pt;">Wiki Rubric === ||   ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Created 12 December, 2010 using Rubistar (http://rubistar.4teachers.org) **
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 11pt; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">4 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">3 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">2 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Content ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Addresses guiding questions in-depth with detail and graphic examples. Subject knowledge is excellent. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Includes essential knowledge regarding the guiding questions. Subject knowledge appears to be good. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Includes essential information regarding the guiding questions, but there are 1-2 factual errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Content is minimal OR there are several factual errors. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Organization ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Content is well organized using headings or bulleted lists to group related material. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Content is logically organized for the most part. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">There was no clear or logical organizational structure, just lots of facts. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Attractiveness ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">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: 11pt;">Sources ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Source information collected for all graphics, facts and quotes. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Source information collected for most graphics, facts and quotes. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Source information collected for some graphics, facts and quotes. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Very little or no source information was collected. ||