Margo Holthouse Lesson PlanETC 545 Title/Topic:

Making an Impact!

Grade/Level: Related Content Standards/Objectives:

Grade 3

S3:C1:PO2Describe the beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides). 3.W.7Conduct short research projects that build knowledge about a topic.

Related Technology Standards/Objectives:

S3:C2:PO1Conduct a search using keywords to narrow or broaden a search. S4:C2:PO2Generate alternative solutions using collected resources and data.

Instructional Activity:

This lesson is part of a larger conversation on responsibilityboth for our bodies and the world around us. The first day of these activities will see a discussion about effects, making sure students understand the meaning of beneficial and harmful. During this lesson, students are asked to identify beneficial and harmful impacts of natural disasters and human activity. However, students are asked to take their research one step further and identify ways to minimize the harmful impacts. We will also review how to do internet searcheswhat keywords are and how to get specific without narrowing the search too much. Students are then broken up into groups of four. I will make sure that each group has at least one student who has shown proficiency using computers, so that there is present the working knowledge required to complete the assignment. As for general academic ability, the groups will be largely homogeneous. The nature of the activities allows students to achieve different levels of thinking, so as long as the group can demonstrate that they are making connections, it will be sufficient. Not every group has to reach the same level (Johnson, 2011, para. 6). After the groups have been assigned, the natural disaster/human activities will be listed, and groups can choose which they will research. Each group will research a different topic. After they know their topic, groups will take a few minutes to discuss what they already know about the topic. This is oral only. Groups will then use a computer search to discover the impacts of their topic. During this time, students will create a Piece o Pizza organizer, or they can use a graphic organizer of their own making. I would recommend the Piece o Pizza, in which students write each component of the topic on individual slices, so that when the pizza is put together, there is a snapshot of the various impacts of the groups event. This activity is useful because it allows students to stay neutral on the components until they have the whole picture, and then they can make value judgments and separate the pieces into harmful and beneficial. Students can use the Web 2.0 tool bubbl.us (https://bubbl.us) to create a graphic organizer or concept map of their findings. Students then come up with ways they can minimize the harmful impacts of their topic, and if applicable, maximize the benefits. These solutions can come from brainstorming as well as research. Students are encouraged to use their

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Margo Holthouse Lesson PlanETC 545

resources! However, creativity in solutions is also encouraged. Students will present their results in front of the class. This can be traditionally, through PowerPoint, or using Biteslide (http://www.biteslide.com) As long as the results are presented in an engaging manner that is easy to understand, it is okay. Depending on the results we can split suggestions into two categories: Things society can do to alleviate harmful impacts, and Things we can do TODAY and in our everyday lives. (e.g. Not build houses on floodplains vs. walk on established trails to minimize erosion.) This would take place during the debrief at the end of the lesson. Assessment for this project will be outlined through an analytical rubric that students can access through the web page developed for the project. Students then understand the expectations for the project, and they will be gauge their own learning based on the rubric. (Butler & McMunn, 2006, p. 96) Four criteria will be assessed: participation/ability to work in a group, impacts identified, solutions proposed, and presentation of results and solutions.

Support for Diverse Learners:

Support for diverse learners will be in the form of collaborative groups and flexible organizational tools. An activity such as Piece o Pizza requires that a student put their ideas into words or pictures, but it does not require complex language. This activity also allows for collaboration between the students, meaning that English language learners will hear the language modeled and will also be given a chance to practice their oral language skills in a nonthreatening environment. (Vogt & Echevarria, 2008, p. 148) Powerpoint, Bubbl.us, Biteslide Google, which students will search. The media specialist will be available as well, since this will take place during the classs time in the computer lab.

Resources:

References:

Johnson, B. (2011, August 2). Student learning groups: Homogeneous or heterogeneous? Retrieved from http://www.edutopia.org/blog/studentgrouping-homogeneous-heterogeneous-ben-johnson Butler, S., & McMunn, N. (2006). A teachers guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco, CA: Jossey-Bass. Vogt, M., & Echevarria, J. (2008). 99 Ideas and activities for teaching English language learners with the SIOP Model. Boston, MA: Pearson.

This Lesson Plan Template was adapted from the template provided by Dr. Stephen Mills in Using the Internet for Active Teaching and Learning (2006, p. 13-14) and TaskStream (http://www/taskstream.com).

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Margo Holthouse Lesson PlanETC 545

Research Report : Making an Impact! Rubric

Teacher Name: Margo Holthouse Student Name: CATEGORY Internet Use ________________________________________ 3 Usually able to use internet links and keyword searches to find information and navigates within these sites easily without assistance. Has identified 6-8 impacts of the topic but the explanation of the effects is unclear. Identified 2-3 ways to minimize harmful impacts, but one may not be relevant. Presentation is mostly engaging but some parts are difficult to follow/see. Thought and effort has been put into presentation 2 Occasionally able to use internet links and keyword searches to find information and navigates within these sites easily without assistance. Has identified and explained fewer than 6 impacts of the topic. Identified only one way to minimize harmful effects and/or Ideas are not relevant to the topic. Presentation is mostly confusing or not engaging. It appears that little thought/effort has been put forth to the presentation 1 Needs assistance or supervision to use internet links and keyword searches and/or to navigate within these sites. Has identified fewer than 4 impacts of the topic, and/or has not explained the effects. Did not identify any way to minimize harmful impacts. Presentation does not explain the project at all.

Research Results

4 Successfully uses internet links and keyword searches to find information and navigates within these sites easily without assistance. Has identified 6-8 impacts of the topic and explained their effects. Identified 2-3 relevant ways to minimize harmful impacts.

Analysis

Presentation

Presentation is attractive and engaging. It is clear that thought has been put into the project.

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Margo Holthouse Lesson PlanETC 545 materials. materials.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves \" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Date Created: Jul 31, 2013 11:07 pm (CDT)

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.