FRIT 8530: Technology Integration Unit

Debra Scott FRIT 8530: Applications of Instructional Technology Technology Integration Unit Summer 2011

FRIT 8530: Technology Integration Unit

Title of Ecology Unit Curriculum Earth Science Area

Grade Level Time Frame

6
3-4 weeks

Stage 1 Identify Desired Results

Technology Standard: Communication and Collaboration Students 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. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Content Standards: S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. S6CS6 Students will communicate scientific ideas & activities clearly. S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships.

Understandings
Students will understand: The importance of expressing their understanding of scientific concepts in their own words as well as creatively using graphs, charts, images, sound effects, and/or video to help clarify their thoughts. The earth s air, water, land, plants, and animals are all interacting with one another. Environmental conditions determine the characteristics of the life forms that will thrive. There are both long and short term consequences related to mankind s use of natural resources. Related Misconceptions: Personal choices and actions only have consequences for one s own life.

FRIT 8530: Technology Integration Unit

Essential Questions
Overarching Questions: What qualities characterize a good citizen? What is the value of being open to hearing various and sometimes conflicting ideas on a topic? How do your daily choices indicate a respect for nature and mankind? How can your current choices impact the lives of your children? Topical Questions: How have events that occurred millions of years ago impacted our quality of life today? Why do different environments contain different types of organisms? How do we know what the Earth s climate was like millions of years ago? What is the relationship between the amount of trash produced and the food chain? How is energy consumption related to Carbon emissions? What could be the consequence of significant global warming? What are fossil fuels? What can human beings do to reduce the level of CO2 released into the atmosphere?

FRIT 8530: Technology Integration Unit

Stage 2 Acceptable Evidence Performance Task(s) I. Recyclable Trash Collection

Goal: The goal is for students to recognize how personal choices impact the environment. Role: The student s role is to act and think like a responsible adult. Audience: The audience consists of fellow classmates. Situation: The student s challenge is to demonstrate an ability to choose and correctly utilize appropriate laboratory tools to gather required data. Product Performance and Purpose: The product will be a report which includes a chart & graph of the experimental results. The purpose is for students to extrapolate the weight & volume data from one week of trash collection, to one year, and then to 25 years. Standards and Criteria for Success: This performance task addresses the following standard(s): S6CS6 Students will communicate scientific ideas & activities clearly. S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships. Addresses the following facet(s) of understanding: Explanation based on scientific theory students will be able to explain the positive impact utilizing the principles of Reduce, Reuse, and Recycle can have on the environment. Application students will consider principles of ecology in a practical exercise that allows them to see how they can be either a part of the problem or a part of the solution. Perspective students will consider the concepts of Reduce, Reuse, and Recycle from a position of making a positive difference. Empathy- students will be able to relate to how human activities impact the habitats of other animals. Self-knowledge students will recognize that using knowledge of ecology will help them make better informed choices.

II. Graphic Organizers

Goal: The goal is for students to recognize the value of going through the process of literally collecting their thoughts and organizing them in a concise format using any available medium (words, images, sound effects, video, etc.) Role: The student s role is to think and act like a teacher as they identify connections between newly acquired and previously stored ideas. Audience: The audience for their organizers will be fellow classmates and an online community of learners. Situation: The challenge is to become more conscious of how living and nonliving things are constantly interacting in an environment.

FRIT 8530: Technology Integration Unit Product Performance and Purpose: A well designed chart illustrating the primary chemicals that make up the earth, atmosphere, and life forms can be used as a foundation on which to build an understanding of the chemical reactions occurring between them. Standards and Criteria for Success: The chart should be clearly labeled to display the similarities between environmental and life chemicals organized in a clear, logical, and concise format. The chart should be available in a digital format that can be uploaded to the worldwide web. This performance task addresses the following standard(s): S6CS6 Students will communicate scientific ideas & activities clearly. S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships. Communication and Collaboration Students 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. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Addresses the following facet(s) of understanding: Explanation based on scientific theory students will be able to explain that chemical reactions are constantly occurring between organisms within an environment. Application- students will understand that the same basic principles of chemical reactions are observed in the study of biology, geology, and ecology. Self-knowledge students will recognize the value of organizing concepts using visual aids to reinforce the connections.

III. What s in a Car?

Goal: Students will individually track their families mileage for a week and use basic mathematics to calculate approximately how much fuel their car(s) are burning for 1 week and extrapolate that to 1 year. In pairs, students will work together to research alternative cars, designed to be more environmentally friendly, that will be suitable for a family of 5. Role: The student s role is to think green and explore alternative energy sources. Audience: Their audience for their results will consist of fellow classmates. Situation: The student s challenge(s) are to: Compare their independent results to identify the biggest fuel consumers in the class as a whole. Go shopping on the internet in search of vehicles that will conserve energy by using less fuel, alternative forms of energy, or represent a more responsible management of the earth s renewable & nonrenewable resources. Product Performance and Purpose: The product(s) will be: Individual Activity - A chart & graph that extrapolates from the data approximately how much fuel a family consumes in one year. Class Collaborative Activity - A chart & graph that extrapolates from the class data how much fuel the entire classroom s families will consume in one year.

FRIT 8530: Technology Integration Unit Pair Collaborative Activity - A comparison chart & graph that shows how much fuel can be conserved by a family of 5 using an alternative environmentally conscious vehicle. Standards and Criteria for Success: The layout of the chart s & graphs containing the results should clearly illustrate relative values of their current fuel usage in comparison to using an alternative fuel source. The costs considered should include level of CO2 emissions, renewable and/or nonrenewable resources required, and level of pollutants released into the atmosphere during fuel production. This performance task addresses the following standard(s): S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. S6CS6 Students will communicate scientific ideas & activities clearly. S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships. Addresses the following facet(s) of understanding: Explanation based on scientific theory students will be able to explain how their choice of car impacts environmental sustainability. Perspective students will consider their choices as it relates to its impact on the earth s resources now and in the futures. Empathy- students will consider how their choices impact not only their lifestyle but also other animal habitats. Self-knowledge students will recognize that their individual choices do make a difference and impact more than just themselves.

IV. Group Presentation

Goal: Students will recognize the value of exchanging ideas and working together to communicate a common viewpoint by working in cooperative groups of 3-4. Role: The role of the student is to think like a marketing team selling the value of Reduce, Reuse, Recycle. Audience: Their audience consists of other secondary education students and an online community of learners. Situation: The student s challenge is to use scientific evidence related to ecology to communicate a convincing argument clearly illustrated in a campaign to promote Reduce, Reuse, Recycle. Product Performance and Purpose: The product will be a multimedia presentation designed by the group. The goal is to create a public service announcement that will call other students to action. Standards and Criteria for Success: The source of the evidence of the effect(s) of global warming must be cited and presented in a compelling way. The multimedia presentation should be available in a digital format which can be uploaded onto the worldwide web. This performance task addresses the following standard(s): S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather

FRIT 8530: Technology Integration Unit systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Addresses the following facet(s) of understanding: Explanation students will use scientific concepts to communicate their understanding of ecology. Interpretation students will be allowed great creativity in how they choose to share the ideas that individual choices do make a difference in a compelling way. ApplicationPerspective Students may choose to address the issue from the viewpoint of current or future impact to plant and/or animal life. Empathy- students may choose to attempt to convey the consequences of human actions from the position of the animal life that. Self-knowledge students will come to a greater realization that personal choices impact more than just themselves.

Other Evidence
(e.g. tests, quizzes, work samples, observations)
1. The results of weekly quizzes will help me to gauge the student s progress related to the established unit goals and objectives. Consequently I will alter the following instructional variables: pace of presenting new concepts; level of structure provided as it relates to product designed during performance tasks; assigning group roles versus allowing them to naturally develop; relative amount of individualized instruction. 2. At the start of the unit, students will be given an exam designed to evaluate their level of understanding of various foundational mathematics and scientific concepts previously introduced that will be reinforced during the Ecology unit. 3. At the close of the unit, students will be given a very similar exam designed to evaluate their level of understanding of various foundational mathematics and scientific concepts previously introduced and reinforced during the unit as well as evaluating how those concepts relate to understanding Ecology.

FRIT 8530: Technology Integration Unit

Student Self-Assessment and Reflection

Journal entries will be used as a method of student self reflection. For example, during instruction for the graphic organizers performance task we will discuss how charts are commonly valued for concisely and logically organizing data. Organizing data is often helpful for making clearer associations between previously acquired ideas and new information. Students will be asked to reflect on at least 2 methods they use regularly to help them remember new ideas in relationship to previously stored knowledge. Following each performance task, students will be asked to enter a reflection in their journal (at least one paragraph related to each of the following areas): challenges, new idea(s) learned, things they still question or don t quite understand about the topic, technology skills learned or mastered, and a specific example of how creating a similar product could be useful in understanding concepts currently being studied in another class. Students will have an opportunity to peer review the final group presentations using the rubric provided during a practice presentation delivered before the final presentation.

FRIT 8530: Technology Integration Unit

0
Overall

1
Demonstrates an ability to explain how trash consumption relates to ecology.

Score

Recyclable Trash Data Collection Scoring Rubric

1
Could not independently choose appropriate tools for gathering data. Laboratory Skills

Cannot explain how trash consumption relates to global warming.

2
Demonstrated proper etiquette and basic laboratory skills. Unsuccessful in determining a strategy for gathering at least one type of data.

3
Demonstrated ability to choose appropriate laboratory tools to formulate a reasonable strategy for obtaining all required data.

Score

1
Results Chart Experimental results are simply listed.

2
Chart is poorly organized and data is not clearly labeled.

3
The chart is well organized and contains labels which identify data content by category.

4
Chart is well organized and contains an appropriate use of scientific notation (e.g. chemical symbols & units of measurement.

Score

0
Lab Report Submitted no written report.

1
Report is poorly written and does not include 2 of the 4 report sections.

2
Report is fairly well written but does not include one of the 4 report sections.

3
Report is logically written. It includes the following sections: Materials, Method, Results, and Discussion.

Score

0
Grammar /Spelling Numerous errors found in grammar, spelling or usage that distract the reader.

1
A few errors found in grammar, spelling or usage that distract the reader.

2
No errors found in grammar, spelling or usage that distract the reader.

Score

Total Score

/13

FRIT 8530: Technology Integration Unit 0

Overall

1
Demonstrates an ability to explain how burning fossil fuel relates to ecology.

Score

What s In a Car? Scoring Rubric

1
Could not independently choose appropriate tools for gathering data. Laboratory Skills

Cannot explain how burning fossil fuel relates to global warming.

2
Unsuccessful in determining a strategy for gathering at least one type of data.

3
Demonstrated ability to formulate a reasonable strategy for obtaining all required data.

Score

1
Results Chart Experimental results are simply listed.

2
Chart is poorly organized and data is not clearly labeled.

3
The chart is well organized and contains labels which identify data content by category.

4
Chart is well organized and contains an appropriate use of scientific notation (e.g. chemical symbols & units of measurement.

Score

0
Internet Research Off task, no research was reported.

1
Remained on task with supervision. Reported information related to at least 1 alternative of an environmentally friendly car.

2
Independently completed internet research. Reported information related to at least 2 alternatives of an environmentally friendly car. Information presented in chart or graph format.

3
Independently searched and reported information related to 3 or more alternative environmentally friendly cars. Information creatively presented in both chart and graph format.

Score

0
Written Report Submitted no written report.

1
Report is poorly written and does not include 2 of the 4 report sections.

2
Report is fairly well written but does not include one of the 4 report sections.

3
Report is logically written. It includes the following sections: Materials, Method, Results, and Discussion.

Score

0
Grammar /Spelling Numerous errors found in grammar, spelling or usage that distract the reader.

1
A few errors found in grammar, spelling or usage that distract the reader.

2
No errors found in grammar, spelling or usage that distract the reader.

Score

Total Score

/15

FRIT 8530: Technology Integration Unit

0
Overall

1
Exhibits a willingness to independently experiment with software tools to express ideas more creatively.

Score

Graphic Organizers Scoring Rubric

1
Technology Use Provided content but did not utilize software tools to produce a chart or graph.

Unwilling to independently experiment with software tools to express ideas more creatively.

2
Utilized software tools to produce either a chart listing or a graph that clearly illustrates the proportion of elements in 1 of the following areas (air, water, land, and life).

3
Utilized software tools to produce both a chart listing and a graph that clearly illustrates the proportion of elements in 2 of the following areas (air, water, land, and life).

4
Creatively utilized software tools to produce both chart listings and/or graphs that clearly illustrates the proportion of elements in the following areas (air, water, land, and life).

Score

0
Internet Research Off task, no research was reported.

1
Remained on task with supervision. Reported information related to at least 1 alternative of an environmentally friendly car.

2
Independently completed internet research. Reported information related to at least 2 alternatives of an environmentally friendly car. Information presented in chart or graph format.

3
Independently searched and reported information related to 3 or more alternative environmentally friendly cars. Information creatively presented in both chart and graph format.

Score

1
Effectively Conveys Message Presented organized information using text only.

2
Presented organized information using text and at least one of the following: images, sound effects, and video.

3
Demonstrated the ability to creatively present coherent ideas using limited text and at least two of the following: images, sound effects, and video.

Score

0
Grammar /Spelling Numerous errors found in grammar, spelling or usage that distract the listener/viewer.

1
A few errors found in grammar, spelling or usage that distract the listener/viewer.

2
No errors found in grammar, spelling or usage that distract the listener/viewer.

Score

Total Score

/13

FRIT 8530: Technology Integration Unit

1
Exhibits a willingness to collaborate with others to work on challenging tasks.

Score

Group Presentation Scoring Rubric

1
Resistant to working in class in a group or with a partner but willing to collaborate within an online community. Group Presentation

Exhibits an unwillingness to collaborate with others to work on challenging tasks.

2
Observed group members frequently off task during preparation. All members of the group seemed unprepared.

Overall

3
Observed all members of the group interacting and on task during preparation. The group presentation was disorganized and at least one member seemed unprepared.

4
All members of the group had a clearly defined role that contributed significantly to the effectiveness of the presentation.

Score

0
Off task, no research was reported.

1
Remained on task with supervision. Referenced a single internet source of information related to Reduce, Reuse, and Recycle.

2
Independently completed internet research. Referenced 2 internet sources of information related to Reduce, Reuse, and Recycle.

3
Independently researched and referenced multiple internet sources of information related to Reduce, Reuse, and Recycle.

Internet Research

1
Unable to clearly present any evidence to promote Reduce, Reuse, and Recycle. Evidence

2
Identified accurate scientific evidence to promote Reduce, Reuse, and Recycle.

3
Provided compelling and accurate scientific evidence promoting Reduce, Reuse, and Recycle. Exhibited an ability to explain their understanding of its relationship to ecology. Creatively promoted Reduce, Reuse, and Recycle.

Score

1
Illustrates concepts using text only that exhibits very little creativity. Digital Visual Aid

2
Used at least 1 graphic image and exhibited a creative use of text.

3
Final draft takes into account feedback from peer review session. Utilizes both images and audio. Shows attention to detail.

Score

Score

FRIT 8530: Technology Integration Unit

Numerous errors found in grammar, spelling or usage that distract the listener/viewer. A few errors found in grammar, spelling or usage that distract the listener/viewer. No errors found in grammar, spelling or usage that distract the listener/viewer.

Grammar /Spelling

Total Score

/16

FRIT 8530: Technology Integration Unit

Stage 3: Plan Learning Experiences

Week 1
1) Pre-Test (1/2 hr) Introduce Topic: Ecology The Web of Life Hook-Show video of The Great Pacific Garbage Patch to prompt debate about whether or not students think having a garbage dump in the ocean twice the size of Texas is responsible or irresponsible behavior. Present challenge to students to collect recyclable trash for 1 week. Activity- Students write a journal reflection on their emotional reaction to the video. Whereto Provide an overview of what tools (internet, textbook, newspaper, science journals) will be used to search for scientific evidence related to understanding the impact of man s activities on the environment. Assign required reading. 2) SQ3R (Survey, Question, Read, Recite, Review) Discuss assigned readings and explore factors related to global warming. Present the challenge to students to track their family s gas mileage for 1 week. Model individual aspects of the SQ3R (Survey, Question, Read, Recite, Review) study method. Students will be allowed ample time to review all headings and pictures in assigned readings, predict what they think will be covered in the section. The objective is to encourage students to make better use of visual cues, realizing that in a text, ideas are communicated through much more than just words. Tailor: Work independently and/or Computer Assisted/Pairs 3) Graphic Organizing of Key Science Terms Tailor: Work independently and/or Computer Assisted/Pairs Materials: Access to MS Word & Excel. (Exploring MS Word) Students will be encouraged to record ideas creatively with as few words as possible using any tools available (i.e. graphs, charts, clip art, graphic images, etc.) 4) Jeopardy game for reviewing key terms & concepts (Assign roles: host, time keeper w/buzzer; score recorder) 5) Weekly Quiz. Ongoing Project -Career Exploration - Interview with a Scientist (at least 1 per quarter) Provide students with list of professionals in the community that work in an area related to energy efficiency. Class Activity - Write invitation letters. (Reinforce basic writing skills) Group Activity-Brainstorm questions: Ask about education, salary, job description, etc. Tailor- Assign roles based on strengths (interviewer, recorder, writer, newsletter layout design) Distribute final interview in the class e-newsletter. Provide students 10 minutes of quiet time to enter a weekly reflection on their personal shortterm & long-term goals in their journal.

FRIT 8530: Technology Integration Unit Week 2

1) Lab Performance Task Recycling Collection Materials: collected trash, scales, various sized medium to large boxes. In cooperative groups of 3-4 students will be tasked with determining both the weight and volume of all the trash collected by the class. They will then be tasked with extrapolating the weekly weight & volume to approximate for one year and finally for a 10 year period. 2) Lab Report Workshop (Materials, Methods, Results, Group Discussion as well as self reflectiondiscuss what did or did not go well). Rethink & Equip Use MS Word and Excel. Students will be encouraged to draw pictures, diagrams, charts, and graphs. Of particular importance in science is using data to predict behavior using graphs and charts therefore data collection and interpretation is one of the big ideas that should consistently be reinforced. Journal Activity Based on this week s discussion, complete a journal entry sharing what different choices you will commit to making in order to reduce the amount of trash produced in your home? 3) Discuss assigned readings and as a class compile a list of man s activities that contribute to the greenhouse effect. Independently or working in pairs develop graphic organizers related to the Greenhouse Effect and its relationship to ecology. Students are encouraged to use diagrams, graphic images, etc. to interpret idea(s) using as few words as possible. Research-students are tasked with using internet or textbook resources to begin preparing a graphic organizer that illustrates the chemical basis of the constant interactions occurring within the environment. Students are expected to begin to recognize the name and symbol for chemical elements and compounds such as CO2. 4) Performance Task - What s in a Car? Materials: computer and internet access. Class Activity: compile results of make & model of car and fuel usage per family for the entire class in a chart format. Extrapolate the weekly fuel consumption to a year. Calculate the approximate amount of CO2 emissions. Working in pairs: Research more fuel efficient and/or more environmentally friendly alternatives. 5) Continue working on What s in a Car task (Evaluate & Tailor) Give students the option to take an oral or written key concept quiz on this week s key concepts.

FRIT 8530: Technology Integration Unit Week 3

1) Group Presentation Performance Task - Working in cooperative groups of 3-4: Prepare a public service multimedia presentation promoting Reduce, Reuse, and Recycle. Materials Computer and Internet Access Students are required to use Microsoft office software to produce the final multimedia product. 2) Continue working on projects in cooperative groups. 3) Preliminary group presentations. Evaluation by peers. 4) Make finishing touches to presentations based on feedback provided by peer review. 5) Final Presentations

Week 4
1) Journal Activity Self Reflection on task. Post-test