Touro University, Gibbs Web Quests and Edmodo as a Collaborative Learning ToolTeacher Name: Mary MyersProject Title: Quake Rattle and Roll in ShakevilleProject Subject(s): Earth ScienceGrade Level(s): 6Goals & Objectives: The students will be able to explain what causes earthquakes, where they occur and what people can do to protect themselves if they live in an earthquake zone.Emerging Trend: Edmodo as a collaborative learning tool.Essential Question: What are earthquakes and why do they happen?Scaffolding Questions: 1. What causes earthquakes to happen? 2. How do scientists study earthquakes? 3. Where do earthquakes happen? 4. What have been some significant earthquakes in history? 5. What can people do to prepare themselves for an earthquake?Approximate Length of Unit (days, weeks)6 weeksUnit Summary and Sequence of Events – give daily details: Quake Rattle and Roll in ShakevilleThis is a research web quest that uses Edmodo in the classroom.This plan is based on having about 45 minutes per day, 3-4 days a week plus out of classtime for research. It can be modified and days combined depending on different needs.Days 1-2: 1. Introduce project by showing a clip of a news team reporting on a recent earthquake. http://www.youtube.com/watch?v=Ly_AXQjFgz0&feature=related 2. Hand out copies of the project and discuss with class. Either assign students to groups or have them select their own groups. 3. Allow time for students to discuss the different jobs and which roles they would like to assume. 4. Students will write out and hand in a description what final format they want to use to present project and who will do each role. 5. Explain where and when the research will take place: home or class time depending on situation. 6. On Edmodo, create the “Newscast Groups” and “Professional Groups” and “invite” the students to join both their groups.Days 3-4: 1. Have students meet with others who are doing the same role from other groups, their “Professional Groups”. Their job is to come up with a list of questions that
Touro University, Gibbs they will need to answer in the role they have chosen. Have some questions ready to help each group get started or brainstorm as a class about what questions they had about earthquakes after watching the newscast. 2. As a group they should develop about 4-6 questions that cannot have yes or no answers. This will form the basis of their research so be sure to check questions before starting research. 3. Students will compile list of questions to be researched and post on Edmodo for teacher review. In the following weeks, students will individually add information to these questions, which they will then “store” in their backpack on Edmodo. *Depending on the students, it is sometimes necessary to add to the research questions.Weeks 2-3: 1. Students will work in their “Professional Groups” to discover and share sources of information. These sources should be added to the Professional Group site as well as individual backpacks. 2. Students should post weekly updates on the information they are gathering as well as any new questions, revisions or help they may need. Class time can be used to continue research, share ideas or work on individual presentations as needed. 3. At the end of this time, students should start to plan out the content of their presentation. They should start developing a paper outline, or storyboard of the different sections of their report. This should include factual information as well as photographs, drawings, diagrams, etc. 4. At the end of this phase, each group should identify the most important and relevant knowledge that they have learned. They should develop a quiz (about 10 questions) that they will give to members in the other groups after they have “taught” it to them. The quiz and the answers should be submitted to the teacher via Edmodo by posting in their “professional group” page only.Weeks 4-5: 1. During this week, students will return to their “Newscast Groups” and start combining their information into the final presentation. They will need to decide the order of presentation and the logistics of planning and finishing the project. 2. PowerPoint presentations: PowerPoint presentations should be completed using one project rather than trying to combine multiple, individual PowerPoints into one presentation. Students should have a storyboard of their slides as well as a written script to accompany their project. 3. Newscast Video: Students should have a storyboard of their part as well as a written script to accompany their project. Videos can be filmed separately and then combined using Flip Share, iMovie or other software. 4. Students should “rehearse” a minimum of 5 times (thereby teaching each other the information). A pre-quiz can be given at this point using the student generated questions as well as any added by teacher. If more information is required, all group members should participate in the research. 5. Projects should be posted on Edmodo. Review before sharing with the class!!!
Touro University, GibbsWeek 6: Show Time!!! (And final test if desired.)Each group should present their final product. If you want, provide a peer reviewform/rubric and have students evaluate the other groups projects. Another idea is to havestudents provide feedback on the class page on Edmodo. Parents can also access this siteto see what their student has created.Accommodations for Differentiated InstructionLearning Challenged Students will be working in groups to find information. Pair upStudent: with partner. Provide specific questions and appropriate links to help student find necessary informationGifted Student: Students can extend their learning by creating an “interview” with a resident who experienced the earthquake . Actually creating an earthquake survival kit. Other extend activity created by student.ELD Student: ELD students should be paired with another student who is more fluent and they can work together.IDENTIFY STANDARDS – Select two or three standards from eachcategory and copy/paste them into this documentSpecific CA Content Standards:Plate Tectonics and Earths Structure1. Plate tectonics explains important features of the Earths surface and majorgeologic events.As the basis for understanding this concept, students know:a. the fit of the continents, location of earthquakes, volcanoes, and mid-ocean ridges, andthe distribution of fossils, rock types, and ancient climatic zones provide evidence forplate tectonics.b. the solid Earth is layered with cold, brittle lithosphere; hot, convecting mantle; anddense, metallic core.c. lithospheric plates that are the size of continents and oceans move at rates ofcentimeters per year in response to movements in the mantle.d. earthquakes are sudden motions along breaks in the crust called faults, andvolcanoes/fissures are locations where magma reaches the surface.e. major geologic events, such as earthquakes, volcanic eruptions, and mountain buildingresult from plate motions.f. how to explain major features of California geology in terms of plate tectonics
Touro University, Gibbs(including mountains, faults, volcanoes).g. how to determine the epicenter of an earthquake and that the effects of an earthquakevary with its size, distance from the epicenter, local geology, and the type of constructioninvolved.Specific ISTE Tech Standards for Teachers:1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences thatadvance student learning, creativity, and innovation in both face-to-face and virtual environments.Teachers:a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems usingdigital tools and resourcesc. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding andthinking, planning, and creative processesd. model collaborative knowledge construction by engaging in learning with students,colleagues, and others in face-to-face and virtual environments2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporarytools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudesidentified in the NETS•S. Teachers:a. design or adapt relevant learning experiences that incorporate digital tools andresources to promote student learning and creativityb. develop technology-enriched learning environments that enable all students to pursue theirindividual curiosities and become active participants in setting their own educational goals, managing their ownlearning, and assessing their own progressc. customize and personalize learning activities to address students’ diverse learningstyles, working strategies, and abilities using digital tools and resourcesd. provide students with multiple and varied formative and summative assessmentsaligned with content and technologystandards and use resulting data to inform learning and teaching3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global anddigital society.Teachers:a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsb. collaborate with students, peers, parents, and community members using digital toolsand resources to support student success and innovationc. communicate relevant information and ideas effectively to students, parents, and peersusing a variety of digital-age media and formatsd. model and facilitate effective use of current and emerging digital tools to locate,analyze, evaluate, and use information resources to support research and learningSpecific ISTE Tech Standards for Students:1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes usingtechnology.Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.
Touro University, Gibbs2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others.Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.3. Research and Information FluencyStudents 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.4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informeddecisions using appropriate digital tools and resources.Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.Students: b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.
Touro University, GibbsFormative Assessment Plans (Checking for Understanding)
Touro University, GibbsSummative Assessment (Paste rubric or create with table tools)REFERENCES – List websites, books, magazines, and other resourcesused to collect content information for this unitYou may link to Delicious or online portal