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Project DESIGN: OVERVIEWpage 1Name of Project: Endangered Species and the Rosemond ZooDuration: 3-4 weeksSubject/Course: ELA, Science, Social Studies, LibraryTeacher(s): MacCollum, Wood, Horton, DerouchieGrade Level: 6Significant Content (CCSS and/or others)ELA RI:2 .Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.Writing:6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.Speaking & Listening:SL.1Engage effectively in a range of collaborative discussionsSL.2a Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate personally.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.5 Include multimedia components and visual displays in presentations to clarify informationScience 5-8 4.7.2d 7.2 Describe the effects of environmental changes on humans and other populations.7.2d Animals depend on conservation and protection of earth's resourcesSocial Studies 6.1d Issues and problems experienced in the regions of the Eastern Hemisphere have roots in the past.6.3.1 The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns. Human communities in the Eastern Hemisphere have adapted to or modified the physical environmentSS Practices:A. Gathering and Using EvidenceC. Comparison and ContextualizationF. Civic ParticipationAASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions.2.1.1 Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct understandings, draw conclusions, and create new knowledge.2.1.4 Use technology and other information tools to analyze and organize information.2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6 Use the writing process, media, and visual literacy, and technology skills to create products that express new understanding.21st Century Competencies (to be taught and assessed)Collaboration: Already taught but will be assessedLink: 3-5Link: 6-12XCreativity and InnovationCommunication: (Rubric)Link: 3-5Link: 6-12:xOther:Critical ThinkingProject Summary(include student role, issue, problem or challenge, action taken, and purpose/beneficiary)In an effort to raise awareness and support of endangered animals, a media presentation will be created to educate the public about the animal's habitat, characteristics, native site map, reason for becoming endangered, and raise money for the Rosamond Gifford Zoo.Driving QuestionHow can we as conservationist, raise awareness and support of endangered animals at the zoo?Entry Event ZOO to YOU by Rosamond Gifford Zoo (at Lyncourt)ProductsIndividual: Individual portion of Group Research on Endangered Animal they choseSpecific content and competencies to be assessed:Science: 7.2RI.6.2, 7W 6.2, 4, 5, 6, 7, 8SL 6.1, 2AASL 1.1.4; 2.1.1, 2.1.4, 2.1.5, 2.1.66.1, 3; SS Practices A,C,FTeam: Media Presentation (Movie) & Fundraising IdeasSpecific content and competencies to be assessed:SCIENCE: 7.2W 6.2, 4, 5, 6, 8SL 6.1, 2, 4, 5SS 6.1, 2; Practices A, C, FAALL: 2.1.4, 2.1.5, 2.1.6Project DESIGN: OVERVIEWpage 2Public Audience(Experts, audiences, or product users students will engage with during/at end of project)Zoo EmployeesGrades 3-5, administration, board members, members of the community?Resources NeededOn-site people, facilities: Auditorium for presentation and movieEquipment: iPads Materials: C.R.A.P Test FormCommunity Resources:Websites: (Amy Spath-BOCES)Reflection Methods(Individual, Team, and/or Whole Class)Journal/Learning LogFocus GroupWhole-Class DiscussionxFishbowl DiscussionSurveyxOther: Critical FriendsXNotes:FUNDRAISING?Adopting animals at zoo?Focusing on one animal?Meeting with zoo officials in small groups to further discuss/learn about their animal?aProject Design: student Learning GuideProject: Endangered Species and the Rosemond ZooDriving Question: How can we as conservationist, raise awareness and support of endangered animals at the zoo?Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsIndividual:Individual portion of Group Research on Endangered Animal they choseScience: 7.2RI.6.2, 7W 6.2, 4, 5, 6, 7, 8SL 6.1, 2AASL 1.1.4; 2.1.16.1, 3; SS Practices A,C,F21st Century Rubric: Communication& CollaborationRI.6:2. I can determine the main idea of a text and explain how it is supported by key details7. I can utilize media or graphics to develop a coherent understanding of a topicNote-Taking GuideExit TicketsVenn DiagramClass discussionsClose readingGraphic OrganizersModeling of note-taking for main ideaUsing SS and SCIENCE examples of Standard 7.W.6:2. I can write an informative piece, which examines a topic and convey ideas4. I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences.5. I can use guidance from my peers and adults to plan, revise, and edit my writing.6. I can use digital tools to produce and publish my work.6. I can use the internet to interact and collaborate with my peers on writing projects.7. I can conduct short research projects that use several sources to answer a specific question.8. I can gather information from multiple sources (print and digital) and assess credibility of those sources.Note-taking guidesPeer critique of rough draftTeacher/Student conferencingFormalized research summary of group findingBibliography“I CAN” Rubric for writing (Teacher and Students)CoachingResearch/Writing time in libraryModel whole group graphic organizerParagraphingWriting ProcessVisual for where they are in the writing processSL.61. I can prepare for a class discussion and participate by referring to my findings during discussion.2. I can interpret information presented in diverse formats and explain how it contributes.4. I can present claims and findings by sequencing ideas logically and using important facts and descriptions.5. I can include multimedia projects or visual displays when they will be helpful in clarifying information.See Communication Rubric (Self assessment) WeeklyResearch timeJigsaw of researchModeling of Peer critique and synthesizing all the ideas into oneScience: 7.2I can describe the effects of environmental changes on humans and other populations.I know how animals depend on conservation and protection of earth's resources.SS:6.1d I can explain issues and problems experienced in the regions of the Eastern Hemisphere and compare them with the current issues of ecology in the US.6.3.1 I can explain how the human communities in the Eastern Hemisphere have adapted to or modified the physical environment and how those modifications due to population and industrialism effect the ecology of endangered species in that region.A. I can gather and using evidence when I research.C. I can compare and contextualize information.F. I can participate in civic activities.Venn DiagramAALL1.1.4 I can find, evaluate, and select appropriate sources to answer questions.2.1.1 I can use multiple resources and develop questions to guide and revise my research.2.1.4 I can use technology and other information tools to analyze and organize information.2.1.5 I can collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6 I can use the writing process, media, and visual literacy, and technology skills to create products that express new understanding.Web Site Source Evaluation Criteria FormNote-taking Guide21st Century Collaboration Rubric (Self-Assess) Weekly1. Using advanced search skills and the CRAP Test each student will find and evaluate at least one website for their group. (The websites MUST be different.) Fill out the CRAP Test form. If the website passes the test, add it to your Bibliography List. You must explain how it passed the test in the annotation box.Project Design: student Learning GuideProject: Endangered Species and the Rosemond ZooDriving Question: How can we as conservationist, raise awareness and support of endangered animals at the zoo?Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsTEAM:Media Presentation (Movie) & Fundraising IdeasSCIENCE: 7.2W 6.2, 4, 5, 6, 8SL 6.1, 2, 4, 5SS 6.1, 2; Practices A, C, FAALL 2.4, 2.5, 2.621st Century Skill:COMMUNICATION&COLLABORATION Science: 7.2-I can describe the effects of environmental changes on humans and other populations.-I know how animals depend on conservation and protection of earth's resources.W.6:2. I can write an informative piece, which examines a topic and convey ideas4. I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences.5. I can use guidance from my peers and adults to plan, revise, and edit my writing.6. I can use digital tools to produce and publish my work.6. I can use the internet to interact and collaborate with my peers on writing projects.8. I can gather information from multiple sources (print and digital) and assess credibility of those sources.SL.61. I can prepare for a class discussion and participate by referring to my findings during discussion.2. I can interpret information presented in diverse formats and explain how it contributes.4. I can present claims and findings by sequencing ideas logically and using important facts and descriptions.5. I can include multimedia projects or visual displays when they will be helpful in clarifying information.Slide checklist for storyboardrubric (persuasive, effective, error free, appropriate for audience)teacher has to sit with group to review slides before recordingYouTube videos (SPCA video)~Students generate what should be included in the videos~students brainstorm ideas for fundraisingPeer critiqueCritical friends of Storyboards and preliminary final video.SSA. I can gather and using evidence when I research.C. I can compare and contextualize information.F. I can participate in civic activities.AALL2.1.4 I can use technology and other information tools to analyze and organize information.2.1.5 I can collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6 I can use the writing process, media, and visual literacy, and technology skills to create products that express new understanding.~Teach students the C.R.A.P Test (Currency, Reliability, Authority, Purpose/Point of View)~Introduce/Review Library Databases~Teach Searching by Google Advanced ~Use information obtained through research to prepare and evaluate storyboards and videos.21st Century Skills:I can collaborate effectively with my group.I can communicate my research effectively.21st Century Rubrics for Collaboration and CommunicationPeer critiqueCritical friends of Storyboards and preliminary final video. ................
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