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This web-based learning project was specifically designed for 6th grade science students. This project can be self-paced by students, but should take no more than 6 block periods to complete. It incorporates science, library media, language arts, & technology outcomes and indicators (noted below).
The basic daily plan follows below:
| Day #1 |
Teacher will pose Essential Questions to class.
Students select a partner.
Students select an endangered animal from the list.
Students get a list of vocabulary words to define.
Students create research questions with their partners.
Students set up notecards.
Students begin to take notes. |
| Day #2 |
Students brainstorm sources of information.
Students research in print sources to find answers to their questions.
Students write bibliographic citations for useful resources. |
| Day #3 |
Quiz on vocabulary words. (Formative assessment)
Students continue research using both print and digital sources.
Students write bibliographic citations for useful resources. |
| Day #4 |
Students finalize research.
Students see visual exemplars.
Students sort their information with their partner.
Students plan their visual with their partner.
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| Day #5 |
Students see an exemplar persuasive presentation on video.
Students plan persuasive presentations with partners.
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| Day #6 |
Group presentations today. (Summative assessment)
Students "vote" on which animal to save.
Students self-assess their work. (Formative assessment)
Students assess their partner(s) contribution to the project. (Formative assessment)
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Day #7
(optional) |
Students will respond in writing to one Essential Question |
This project was designed to allow the students to discover facts, & information on their own. The teacher will guide and monitor students who may veer off topic. Since this project is delivered via the web, students could complete it as an out-of-school project.
Printer-friendly version of the Project Timeline
Printer-frindly list of Endangered Animals.
Printer-friendly version of the vocabulary.
Printer-friendly version of Great Presentation Tips.
Printer-friendly version of the Student Scoring Tool.
Printer-friendly version of the Voting Ballot.
Printer-friendly version of the Standard Bibliography Form
Science Outcomes & Indicators
Students will describe how organisms interact with each other and with their environment.
Students will explain the structure of an ecosystem including: habitats, population, species, & niche.
Students will describe the characteristics and give examples of: symbiotic relationships, such as competition, adaptations, competition, limiting factors, etc.
Library / Media Outcomes & Indicators
| 1.3 |
Identify a wide range of information sources. |
| 1.5 |
Acquire information from varied sources. |
| 2.3 |
Select appropriate information. |
| 3.1 |
Record pertinent information. |
| 3.2 |
Organize information to achieve clarity. |
| 3.3 |
Synthesize information. |
| 3.4 |
Communicate results. |
| 4.4 |
Use information products and technology responsibly. |
| 7.1 |
Work cooperatively with others to meet information needs. |
Language Arts Outcomes & Indicators
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1.7.1
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Strategic reading. |
| 1.7.3 |
Comprehension and interpretation of informational and procedural text. |
| 3.7.1 |
Organization & focus of writing. |
| 3.7.2 |
Research process. |
| 3.7.3 |
Revision & evaluation of writing. |
| 3.7.5 |
Writing to inform. |
| 6.7.1 |
Organization & speech delivery. |
| 6.7.2 |
Oral presentations. |
Technology Outcomes & Indicators
| 6.0 |
Use electronic reference/resource techniques to enhance learning |
| 7.0 |
Utilize Internet resources to increase knowledge base by accessing resources. |
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