Week one: Lesson Two

Lesson: Create a brainstorming web, using the information found online from the students
Houghton Mifflin Science textbook.
b!ecti"e: Students will be able to take the information that the# ha"e ac$uired b# online
research and create a brainstorming web with a grou% of students. Students will be able to
%resent their findings with their grou%, to the whole class in an oral %resentation.
Common Core Standards&Content Standards:
Content standards: Histor#'Social Science
(.) Students demonstrate an understanding of the %h#sical and human geogra%hic features that
define %laces and regions in California
Common Core Standards: Science
Life Science
*. Li"ing organisms de%end on one another and on their en"ironment for sur"i"al. +s a basis
for understanding this conce%t:
*.a. Students know ecos#stems can be characteri,ed b# their li"ing and nonli"ing com%onents.
*.b. Students know that in an# %articular en"ironment, some kinds of %lants and animals sur"i"e
well, some sur"i"e less well, and some cannot sur"i"e at all.
Common Core Standards: Language +rts
-eading Standards for .nformational Text
.ntegration of /nowledge and .deas
0. .nter%ret information %resented "isuall#, orall#, or $uantitati"el# 1e.g., in charts, gra%hs, diagrams, time
lines, animations, or interacti"e elements on Web %ages2 and ex%lain how the information contributes to
an understanding of the text in which it a%%ears.
Writing Standards
3roduction and 4istribution of Writing
5. With some guidance and su%%ort from adults, use technolog#, including the .nternet, to %roduce and
%ublish writing as well as to interact and collaborate with others6 demonstrate sufficient command of
ke#boarding skills to t#%e a minimum of one %age in a single sitting.
Common Core Standards: 7isual +rts
8.* Construct diagrams, ma%s, gra%hs, timelines, and illustrations to communicate ideas or tell a stor#
about a historical e"ent.
Technolog# Standards
9. Communication and collaboration
Students use digital media and en"ironments to communicate and work collaborati"el#, including at a
distance, to su%%ort indi"idual learning and contribute to the learning of others.
a. interact, collaborate, and %ublish with %eers, ex%erts, or others em%lo#ing a "ariet# of digital
en"ironments and media
b. communicate information and ideas effecti"el# to multi%le audiences using a "ariet# of media
and formats
d. contribute to %ro!ect teams to %roduce original works or sol"e %roblems
8. 4igital citi,enshi%
Students understand human, cultural, and societal issues related to technolog# and %ractice legal and
ethical beha"ior.
a. ad"ocate and %ractice safe, legal, and res%onsible use of information and technolog#
b. exhibit a %ositi"e attitude toward using technolog# that su%%orts collaboration, learning, and
%roducti"it#
6. Technology operations and concepts
Students demonstrate a sound understanding of technolog# conce%ts, s#stems, and o%erations.
a. understand and use technolog# s#stems
b. select and use a%%lications effecti"el# and %roducti"el#
Materials:
Houghton Mifflin Science textbook online htt%:&&www.edu%lace.com&kids&hmsc&(&
: i3ad
: htt%:&&www.mindmeister.com&
:Smart;oard
: "erhead 3ro!ector
: -eflector a%%
: .'nigma a%% 1<- code2
Lesson 3re%aration: ;e sure that the Smart;oard and o"er head %ro!ector are on. 3lease go to the
website htt%:&&www.mindmeister.com& and login to m# account 1username: m# name, %assword:
school name2. Click on the link that sa#s ;iomes 1s%end a few minutes ex%lore #ourself, so that
#ou will be familiar with the website before #ou ha"e to share with students2.
3lease also make sure all i3ads are turned on and ha"e the a%% i'nigma dis%la#ed so students can
access the <- code 1i3ads can be found in the crate in the back of the classroom2. 3lace an i3ad
on each student=s desk, once the# are u% and running 1according to the number on the back and
the students number found on their name tag2.
3lease also go to Microsoft Word and %ull u% the document entitled 1Houghton Mifflin <-
code2. 4is%la# on the board for after #our demonstration so students can access the <- code.
The Mind Meister website address, username and %assword will also be dis%la#ed in this
document.
+ntici%ator# Set: 4is%la# the exam%le of the biomes brainstorming web on to the Smart;oard so
that all students will be able to see. +sk students: can an#one tell me what this> 1Students should
answer and sa# either a gra%hic organi,er or a brainstorming web26 7er# good, this is a gra%hic
organi,er. Toda# #ou, along with #our table mates, will create one of these brainstorming webs.
1Show students how to create a brainstorming web, b# selecting a main %oint and at least six
different sub'%oints to be used for their web, using information from their notes2. Take about ten
minutes and go through the website and add boxes, text, color, and %ictures. +sk $uestions to be
sure that students full# understand how to na"igate the website before ha"ing them work in their
grou%s.
?uided .nstruction: ;efore #ou can create #our own brainstorming web, #ou must first work in a
small grou% 1#our table grou%2 and using #our Houghton Mifflin Science
textbook online 1<- code %ro"ided'show students the code online2 locate
im%ortant information about each biome. Show students first how to access the
online website, before sending them to work in their grou%s. 3lease be sure to
dis%la# the <- code u% on the Smart;oard so that students can access the code.
@ach table grou% will be assigned one biome to research and locate more
information. 14raw numbers to determine which grou% gets which biome2. Students will need to
write down the information into their @"ernote a%%, using their i3ad. 3ick one student from each
grou% to come u% and access the <- code 1onl# one i3ad %er grou% will need to be used for the
assignment2.
.nde%endent +cti"it#: nce students ha"e finished gathering all the information, students will
then use the resource Mind Mesiter 1dis%la# website online so students can access it and dis%la#
the username and %assword2 to create a brainstorming web of all the im%ortant information the#
ha"e !ust read about 1allow students about *A minutes to create their web2. Students ma# also use
their @"ernote notes from the %re"ious da# as a reference for adding information to their
brainstorming web. nce students ha"e com%leted their brainstorming web, one at a time, each
table grou% 1%lease %ick grou%s at random2, will walk u% to the Smart;oard, %ro!ect their i3ad
onto the Smart;oard, using the reflector a%% 1students know how to access this from their i3ads2
and share their brainstorming web with the whole class. 4uring this time, the other students ma#
use their i3ads to write down notes from each biome %resentation. Students should %resent for
about two to four minutes. Students ma# answer three $uestions or comments from the other
students, once their %resentation is com%lete. nce com%lete students will need to email their
brainstorming web to m# work&district email for grading.
Rubric: Brainstorming Web Total Points: 35
CAT!"R# $cellent 5 %atis&actory ' A(erage 3 )nsatis&actory *
+otes,*5 points Botes are
com%lete and
ha"e all the
information
from the "ideo
%resented.
Botes are %artial
and not full#
com%lete.
Student left out
im%ortant
information.
Student wrote
onl# one %age
of notes and did
not include all
of the
information.
Student did not
take notes.
Content-Accuracy,
*. points
Student
addressed all of
the im%ortant
information into
the
brainstorming
web. Web is
com%lete with
all biomes being
addressed.
;rainstorming
web includes ('
8 biomes. The
web is not
com%leted.
;rainstorming
web is %artiall#
com%lete.
Student onl#
addressed 9'*
of the six
biomes.
;rainstorming
web is not
com%lete.
Student onl#
included one
biomes
information.
.nformation is to
"ague and does
not su%%ort all
im%ortant details.
%pea/s Clearly S%eaks clearl#
1)AA'C8D2
the time, and
mis%ronounces
no words.
Student
addressed all the
necessar#
information.
S%eaks clearl#
1)AA'C8D2
the time, but
mis%ronounces
one word.
Student did not
%resent all of the
information.
S%eaks clearl#
1C('E8D2
of the time.
Mis%ronounces
no more two'
four words and
does not
address all the
information.
Student
mumbles or
cannot be
understood
and does not
address an# of
the im%ortant
information.
Wor/ 0i(ision ?rou% members ?rou% members ne grou% nl# one
di"ided
s%eaking time
e$uitabl#.
di"ided
s%eaking time
but not
e$uitabl#.
member
dominated the
s%eech, but
other
member1s2
%artici%ated
member of the
grou% s%oke
during the
%resentation.
%tudent Wor/-"utcome: Students biome brainstorming web should look a little something like
this. Students will of course, ha"e more text, %ictures, color and dis%la# more information from
one biome. +t the end of this lesson, students will know how to create an online gra%hic
organi,er, learn to collaborate with classmates, as well as learn to access information online. .
will assess student learning of biomes and the abo"e information b# grading their brainstorming
webs as a grou% and asking students on an indi"idual basis to %ro"ide information "erball# about
what the# ha"e learned. Students will also be graded on an indi"idual le"el when the# are
%resenting their biome to the class 1rubric is %ro"ided abo"e2.
;iomes
14esert2
3lants
Climate
+nimal
s
Location
s