Kaladia_Chaney

LA.6.4.1 Use appropriate available technologies to enhance communication and achieve a purpose (e.g., collaboration, video, presentation). LA.4.6.4.2 Determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. || 1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 4a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 4b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources. 4c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
 * < Daily Lesson GAME Plan 8/14/11 ||
 * Lesson Title: Research Presentations |||| Related Lessons: Digital Storytelling ||
 * Grade Level: Elementary 3-5 |||| Unit: Weathering and Erosion ||
 * ==GOALS== ||
 * Content Standards:
 * Florida Sunshine State Standards** LA.6.3.2 Recognize and identify production elements (e.g., graphics, sound effects, music) used to create media messages and create a media message for a specific purpose.
 * **ISTE NETS-S:**

Students will create and present their learning from inquiry research activities through digital storytelling. ||
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation**:
 * 1) Additional Computer lab time
 * 2) Construction paper, photo paper, handouts from Measuring Up Level D workbook
 * 3) Scissors, glue, markers, colored pencils, highlighters
 * 4) Digital cameras, extra laptops, microphone headphones, scanner ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 mins.

90 mins.

15 mins.

10 mins.

50 mins.

10 mins. |||| 1. Introduce digital storytelling by sharing other student examples including those from last year. 2. Review criteria for digital stories with students. This Includes a reflection piece where students will evaluate the process of creating their final product in the discussion section of their groups wiki page,

3. I will model the use of digital cameras for both photos and videotaping.

4. Students will join their groups and begin to collaborate how they plan to present their gathered information. (I will circulate the room to facilitate and ensure students are on task and using rubric to guide their work).

5. Groups will be called one at a time to collect all of the available materials and technology equipment.

6. Upon completing their work, students will upload them to a Voicethread which will they will embed onto their group wiki page. Students from first group will assist other groups as they are ready along with my assistance.

7. Students will independently write their reflections in their science I.S.N. titled evaluation.

8. The following day at the beginning of the lesson. Students will be gathered on the carpet and asked to share what they enjoyed and what was the most challenging about the process..

9. Digital stories will be presented.

10. Students will share their thoughts about the presentations || -Internet access -Projector -Laptop -Examples -Digital cameras -Laptops for groups -art materials -microphones -class wikispace || Shoulder partners during note taking activities during whole class discussion. Groups of four to create digital story || Digital story will be assessed using a rubric with a set of criteria Students will receive extended time as needed, technology will be provided to accommodate many barriers to expression, voicethreads will be used so that students who would prefer to type the script for their threads may do so oppose to reading them. Students will explore other natural disasters and compare and contrast them to what they have learned about sinkholes. their model from the first lesson and the actual size of the sinkholes on campus.
 * Note student groupings, environmental modifications needed, etc.
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations:**
 * Extensions:**
 * Science:**
 * Math** lessons for the Math block will include:
 * Measuring distance, converting customary to metric units of measure, and proportions related to

investigate and I found... hour to take out everything I want to keep...
 * Writing** prompts that will be used during writers’ workshop will include:
 * I woke up this morning, looked out my window, and saw this huge hole... *When I was walking through the woods one day, I saw the large hole in the ground. I started to
 * We just found out that our house is going to sink into a sinkhole. I was told I have a half an

Students will be using PowerPoint to create work so power outage would be the only concern. Students will then have limited options for expression such as creating posters, writing and singing a song, a skit, etc. || 25pts || __Introduction__ __ Includes inquiry question __ Minimum of 4 slides __Minimum of 2 visuals__ Software (PowerPoint, Voicethread, etc.) __Conclusions__ |||| Discussion 25pts || Reflection post __Posted feedback to at least__ __ 2other digital stories __ Thoughtful response to classmates post || 25pts || __ideas__
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * *I will **evaluate** students’ ability to create a presentation using digital tools that effectively convey their research using the grading rubric below.
 * The **lesson extension** will include students posting comments on at least 2 other groups’ threads and sending invites to primary sources who participated by providing information and comments on the sinkhole situation at our school, as well as all the grade level teachers at the school. They will check back to read comments and respond to them.
 * Grading Rubric** |||||||||| Digital Storytelling Grading Rubric ||
 * Digital Story 50pts ||
 * Organization
 * Collaboration 50pts ||
 * Contributions

creativity

__production || Interaction 25pts |||| -participate in discussions -attentively listens to peers -considerate when sharing -respectful of others ideas/comments || Lesson Reflections and Notes: This lesson was completed in conjunction to the Readers' Workshop lesson from the August 8th online collaboration lesson. Students created a powerpoint and poster presentation with an original song about sinkhole safety that they recorded with audacity. They will upload it to a vociethread.

August 8, 2011 Collaborative Lesson = Daily Lesson GAME Plan = SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. SC.D.1.2.4.3.1 The student understands the processes of weathering and erosion. LA.4.6.1.1 The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task). LA.4.6.2.2 The student will apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information, noting the difference between opinions and fact. LA.4.2.6.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism). || 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 2b. Develop technology enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. 3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4a. Advocate,model, and teach safe, legal, and ethical use of digital information andtechnology, includingrespect for copyright, intellectual property, and the appropriate documentationof sources 4b. Addressthe diverse needs of all learners by using learner-centered strategies andproviding equitable accessto appropriate digital tools and resources. The students will seek precautionary safety measures to reduce or prevent the occurrences of sinkholes. They will seek to learn what constitutes action that can prevent potential hazardous incidents prior to major damage. || 1. Locate student friendly-search engines 2. Locate websites that contain safety procedures for sinkhole incidents. 3. Advise administration and faculty members directly affected by our campus sinkholes that students will be conducting email interviews with them. 4. Obtain copies of letters that were sent out at the end of last school year informing parents about the relocation of classes due to the sinkhole. 5. Schedule computer lab for internet research, composing and sending email interviews, and invite district contacts who respond to campus related structural damages to wikispace discussions or blogs, as well as other experts in the field. ||
 * Lesson Title: Researching Sinkhole Problems |||| Related Lessons: Sinkhole Safety ||
 * Grade Level: Elementary |||| Unit: Weathering and Erosion ||
 * ==GOALS== ||
 * **Content Standards:**
 * Florida Sunshine State Standards**
 * **ISTE NETS-S:**
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 mins.

10 mins.

5 mins.

35 mins.

10 mins.

5 mins.

35 mins.

5 mins.

10 mins.

25 mins.

5 mins.

70 mins.

10 mins. |||| **Throughout all of these lessons after instructions are given, I will be circulating the room to observe and facilitate student activities.**

1. Invite students to join a review of our learning about sinkholes by sharing what they remembered from the previous lesson. Revisit the KWL chart to identify unanswered questions that we still have about sinkholes.
 * Science Block – 60 min.**

2. Inform students that our learning about sinkholes will continue as we conduct an inquiry research activity to find solutions to the problems we identified associated with our encounter with sinkholes on our campus.

3. Share the GAME plan approach to learning and its critical role in performing inquiry research using a Smart Notebook to write on. Students will take notes as to what the GAME plan is and how to use it in their science interactive student notebooks (I.S.N.).

4. Students will number off 1 and 2 around the room to identify which research question group they will be working in. After all students are numbered I will allow students to write their question as their **goal** for learning. 4. Developing an **action** research plan for gathering information is the next step in our problem-based learning activity. Lesson 4 Develop a Research plan for Gathering Information handout from the Measuring Up workbook will be given to students to briefly discuss reliability of sources, the relevance of up-to-date information, how to determine the accuracy of information, author’s qualifications, unbiased information, and primary and secondary sources. Students will cut and paste these clarifications under the action section in their I.S.N. as they are discussed. After discussing each topic students will engage in “Think, Write, Share” about actions related to our inquiry research questions. These ideas will then be shared whole class as we develop our plan for research. Under the last topic I will share a list of student friendly internet search engines for students to write down for later usage during their computer lab time. 1. To begin carrying out our **action** plan students will be instructed that we will be doing email interviews as a primary source to locate information for their inquiry research. (Letters were sent out on official district letterhead to inform parents of the circumstances surrounding the situation. These will be requested for students to examine during this lesson). A definition of an email interview will be shared with students to write under primary sources in their I.S.N. I will activate background knowledge to get a quick assessment of students understanding of an email interview. Email examples will be included in the Smart Notebook presentation to share with students. 2. Students will be placed in groups creating 2 groups for question 1 and 2 groups for question 2. A NEO2 will be given to each group. Students will use the NEO2s to brainstorm who they think these emails should be sent to. As they think of a person they will type it into the NEO 2 under the heading Email Interviewees until they have each had at least 2 opportunities to list a person.
 * Writers’ Workshop – 60 minutes**

2. Each group will beam their list to the NEO share software projected on the whiteboard so that we may discuss them whole class. This will be added to our class plan of action as each student jots down these interviewees in their own list in their I.S.N. under **action** plan.

3. Students will repeat the activity using the NEO2s to create a list of questions using the six reporters’ question words (who, what, when, where, why, and how). These will also be beamed to the NEO share software so that I may check it against their post in the wikispace at a later time. A representative from one of each group will post their questions onto the group wiki page which I will have created ahead of time in the class wiki already created. The other students will begin to formulate their email introducing themselves and why they are writing (inquiry research). Then a representative from the other 2 groups will go to the wiki to post their questions noting that they may have asked the same question by previous posted questions.

4. As a whole class we will review and finalize the questions to include in the emails on the wikispace pages.

5. Through the NEO Share software we will review and finalize the 4 email introductions created within the groups. Saving them to a file on the network that will be accessible in class or the computer lab.

6. In their I.S.N.s students will individually reflect on what they learned from creating an email interview using the six reporters’ questions.

1. To continue carrying out our **action** plan, students will locate more information from online newspaper articles, news media footage, and websites as secondary sources. A brief discussion brainstorming examples of these secondary sources and clarifying what they are to be noted in the science I.S.N. as presented from the class wikispace containing visuals.
 * Readers’ Workshop – 2 hours**

2. A screencast will be presented to review how to validate sources as students are instructed to refer to their notes from the Measuring Up lesson handout. A discussion will follow to give students guideline reminders on time constraints, internet safety and etiquette.

3. Examples for citing sources will be presented. Students will receive copies to paste inside their science I.S.N.

3. **Monitoring** our research is necessary process of any effective plan if we are to accomplish our established goals. Students will be required to monitor their progress and note occurrences while engaging in online research at least three to five times as a group.

4. Students will be escorted to the computer lab.

5. Students will work with their group partners with 2 group members creating the email from within the wikispace. These will be reviewed and approved by me prior to students being given an email address to send them two. Approximately 8 emails will be sent out to include the three teachers and the principal and at least 4 district contacts to include a public relations representative. (This will allow every 2 students to create an email to send out.

5. The other 2 group member will be researching at least 2 links and posting their findings as partners on the wikispace. Source information must include article title, website name, URL address, date of article, footage, or posted information, and author.

6. These 2 sets of partnerships will shift work to give each other an opportunity to collaboratively contribute to both aspect of the research. These partnerships will be sitting next to their group members for face-to-face collaboration while they collaborate with the other group using the wikispace pooling information together and avoiding redundancy. Students will need to alternate the computer usage allowing each person the opportunity to hands on the computers. Students will be informed that only one person from the two groups can be in the wikispace making changes one at a time.

7. Students will submit emails to me from within the wikispace.

8. Students will then post their monitoring progress logs, and respond to a reflection question under the discussion tab sharing what they enjoyed the most and what was most challenging about the collaborative research experience. || -Projector -Mimio -laptop -whiteboard -KWL Anchor Chart information from previous lesson written on inquiry research page within the class wikispace -science I.S.N. -pencils -Measuring Up Lesson 4 Develop a Research Plan for Gathering Information handouts -scissors -glue sticks -student friendly search engines list

-NEO2 keyboards (1 per group) -projector -laptop -Mimio -whiteboard -NEO Share software -class wikispace -email interview examples -I.S.N.s -class desktop computers -internet access,

-Projector -laptop -class wikispace -online secondary source examples -link to screen cast -link to class blog on internet guidelines -examples for citing sources || Whole class for introductions and note taking; groups of 4 to 5 for brainstorming and creating of interview questions; individual and partners for posting information to wiki; partners to create email and complete online research; individual reflections. || Students' collaborative participation in cooperative activities will be assessed to include collaborative writing using the writing process and contribute to the wiki page. Students' ability to engage in online research, monitor progress and evaluate the research process will also be assessed. Instructions and information will be posted to the wikispace for students to review as needed. Copies of examples and handouts with some notes will be given to students to glue in their interactive notebooks (I.S.N.). Students who need a keyboard to type their notes will be given a NEO2 keyboard. ESE students will have the resource teacher to assist them during her time in the room. Math lessons for the Math block will include: -Measuring distance, converting customary to metric units of measure, and proportions related to their model from the first lesson and the actual size of the sinkholes on campus.
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * Ongoing Assessment(s):**
 * Accommodations:**
 * Extensions:**

Writing prompts that will be used during writers’ workshop will include: -I woke up this morning, looked out my window, and saw this huge hole... -When I was walking through the woods one day, I saw the large hole in the ground. I started to investigate and I found... -We just found out that our house is going to sink into a sinkhole. I was told I have a half an hour to take out everything I want to keep...

In case of internet outage, I will copy notes into a Smart Notebook file so that much of the instruction may continue to take place. Information is automatically saved on the NEO2s so information could be verbally shared, discussed and finalized for the emails. Students can hand write these letters and they can be sent through interoffice mail perhaps requesting that responses be emailed to me as a backup with hard copy responses sent to my teacher inbox in the mail room. Copies of news articles should be obtainable through the local library on microfiche if they still have this resource. I could do research ahead of time and print off articles and safety procedural guidelines so that students can locate information through hard copy print. These lessons will less likely be completed all in one day so as to not have every lesson be directly about the sinkholes. || Inquiry Research Grading Rubric for Action and Online Collaboration || 10pts || *Followed letter format to include __heading__ greeting __body__ closing __signature__ || Content 20pts || introduced group __identified purpose for writing__ developed 6 reporters’ questions __requested a prompt response__ thanked interviewee || 10pts || __complete sentences__ fluency __word choice__ spelling __capitalization__ || Time 10pts || posted questions to the wiki by the end of lesson period __submitted email to me by the end of__ __lesson period__ ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **LESSON REFLECTIONS AND NOTES:**
 * **Evaluation that will be used in this lesson is as follows:**
 * Emails to Interviewee 50pts ||
 * Organization
 * Grammar
 * Wikispace 50pts ||
 * Organization

25 pts || *Titled sections on the group wiki page following the GAME plan Goal (inquiry question for problem base learning) __Action (links to websites__ __previewed, notes )__ Monitor (note progress of research) __Evaluate (note success and__ __challenges of research efforts and__ __reflect on strategies used to find__ __solutions to the problem__ || Discussion    25pts  || -3 reflection post

-clearly responded to questions

-3 reponses to different classmates post

-thoughtful response to classmates post || 25pts || Email
 * Collaboration 50pts ||
 * Contributions

__Group activities__ __brainstorming__ __6 reporters’ questions__ __Links/notes__

Wikispace || Interaction 25pts || -participate in discussions -attentively listens to peers -considerate when sharing -respectful of others ideas/comments ||

July 31, 2011 Problem Based Learning SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. SC.D.1.2.4.3.1 The student understands the processes of weathering and erosion. SC.H.1.2.5.3.1 The student uses sketches, diagrams and models to understand scientific ideas. Information Managers 01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Effective Communicators 02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. || 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. 3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. The students learn ways that sinkholes are formed as well as the effects of sinkholes on humans and the natural environment. || 1. Locate websites or other media which contain pictures of underground Florida and sinkholes that occurred at our school and around Plant City. 2. Get shoeboxes, one per group and balloons 3. Get paper to draw sinkholes and large chart paper to write list (anchor chart) 4. Divide the students into groups of two or three 5. Schedule computer lab for research which will occur during a proceeding lesson for problem-based learning ||
 * ===== Daily Lesson GAME Plan ===== ||
 * Lesson Title: Sinkhole Safety |||| Related Lessons: Weathering and Erosion ||
 * Grade Level: Elementary 3-5 |||| Unit: Inquiry Research ||
 * =====GOALS===== ||
 * **Content Standards:**
 * Florida Sunshine State Standards**
 * Florida Process Standards:**
 * **ISTE NETS-S:**
 * Instructional Objectives:**
 * =====ACTION===== ||
 * **Before-Class Preparation:**
 * During Class ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 mins.

10 mins.

5 mins.

20 mins.

5 mins.

10 mins. |||| 1. Introduce the topic of sinkholes. Compare sinkholes to other natural disasters. Devise a KWL chart. At this time, record what the students already know about sinkholes and what they want to know about the topic. 2. Discuss what it looks like underground in Florida. Show photos or pictures from the web sites. Discuss the causes of sinkholes and ways to determine if a house or building is beginning to sink. 3. Have the students take a piece of paper and fold it in half and draw what the underground looks like on one half of their paper. (Save papers for later.) As the students draw, I will circulate through the room and add comments and feedback to assure that the drawing are correct. 4. Divide the class into small groups of two or three. The groups will then create a simulated sinkhole. Have each group cover the bottom of their box with two inches of sand. 5. Give each group a balloon and have one person blow it up and tie it. 6.Place the balloon in the center of the shoebox on top of the sand. 7. Fill the box with enough sand to cover the balloon and lightly pack it down. Place the cup or house/building on top of the sand, over the balloon. 8. Use a straight pin to pop the balloon. The results of this activity should be similar to what happens when a sinkhole is formed. However, the simulation occurs much faster than a real sinkhole. 9. Return to the papers of the underground that the students completed earlier. Have them illustrate, on the other half of the page, what the ground would look like if a sinkhole formed. Again, I will circulate around the room to check for accuracy in the student's drawings. 10. As a culminating activity, I will complete the KWL chart by listing the positive consequences of a sinkhole, and of the negative aspects as well. Students will take notes to use in the assessment portion of the lesson. || -Anchor Chart, markers -Projector, laptop, internet access, pictures and information on sinkholes from websites and pictures placed under Elmo -Paper, pictures placed at group tables, pencils -Oblong balloons (one per group) - Sand -An empty plastic cup or mini house or building (one per group) -Straight pins (one per group) -Shoe boxes (one per group) || Whole class, individual activity to draw the what the underground looks like and what the ground would look like if a sinkhole formed, and groups of two or three to create the simulated sinkhole. || 1. Have the students turn over their illustrations of the underground and the sinkhole and write a paragraph about how and why a sinkhole is formed. The paragraph should include such information as: Sinkholes are formed from cracks in the layer of limestone that is under the soil. They often occur when the water level is either too high or too low. As the limestone cracks, the soil seeps into the crack, forming the hole on the surface. They usually happen slow and increase in size over a period of time. One thing to be aware of in a house or building, is doors and windows that suddenly won't shut correctly. Also look for indentions in the earth around the foundation of the house. The students should understand that the Earth is in a constant state of change, therefore, shifts in the land can produce many new features such as sinkholes. These will also be read over their uploaded pictures using voicethreads inviting feedback from a fifth grade class. I will collaborate with the the fifth grade teacher asking her to require her students to randomly select a name of my students through a drawing to ensure that each of my students receive feedback. 2. The students will describe their models of the sinkhole and describe how it worked to members of another group. By doing so they can better understand how a model is not the real thing but can help you to better understand the real thing. Instructions will be read and explained to students who need it. Students who may need notes prewritten for them to study with. Students who need a keyboard to type their notes will be given a NEO2 keyboard. ESE students will have the resource teacher to assist them during her time in the room.
 * Note student groupings, environmental modifications needed, etc:
 * =====MONITOR===== ||
 * **Ongoing Assessment(s):**
 * Accommodations:**


 * Extensions:** Writing prompts that will be used during writers’ workshop will include: I woke up this morning, looked out my window, and saw this huge hole... When I was walking through the woods one day, I saw the large hole in the ground. I started to investigate and I found... We just found out that our house is going to sink into a sinkhole. I was told I have a half an hour to take out everything I want to keep...

I should be able to implement this lesson with know problems unless the internet is down which has occurred from time to time. I will save any pictures, articles, or media footage I find on the internet﻿ to my laptop as well as print out the articles and make several copies that may be shared as partners at each table. As students begin to explore preventive and precautionary measures regarding sinkholes they will need access to the internet so as to research and email persons to get information. We will have to reschedule time for students to complete their research in the event the internet is down. Scheduling for computer lab use will be done ahead of time. Books will be on reserve at the library for students to collect information from as well. || This will be an introduction to students seeking out ways to reduce the occurrences of sink holes now that they have learned what causes them. They will be determining what safety measures should be taken and what constitutes action that can prevent hazardous incidents prior to major damage. (2 classrooms at our school are being demolished and repairs to another one as a result of a “soft depression"). || Observational Checklist Performance Assessment Grading Rubric Quiz ||
 * Back-Up Plan:**
 * =====EVALUATE AND EXTEND===== ||
 * **LESSON REFLECTIONS AND NOTES:**
 * **Evaluation that will be used in this lesson is as follows:****﻿**