Kimberly+Parks

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Kimberly Parks

Title: Digital Storytelling about Recycling
Should you Recycle? What should you Recycle? || Related Lessons: Problem-Based Learning Activity Collaborative Blogging || Recycling || This lesson directly stems from our 2 prior lessons involving PBL lesson and online collaboration about recycling. Students have gained a wealth of information about pollution, water cycle, and recycling. With this prior knowledge, my students are ready to embark to the next step and help inform others. This particular activity will cement what they have learned while also allowing them to educate other. || ** Content Standards: ** ** Science: ** // Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 //// st //// century. // ** GLE 0407.T/E.5 ** Apply a creative design strategy to solve a particular problem generated by societal needs and wants. ** GLE 0407.2.1 ** Analyze the effects of changes in the environment on the stability of an ecosystem. x Creativity and innovation x Communication and collaboration o Research and information fluency || x Critical thinking, problem-solving, & decision-making x Digital citizenship x Technology operations and concept || __** Instructional objective(s): **__ ** TTLW communicate through digital storytelling about recycling. ** ** TTLW create an informative essay persuading others about the importance of recycling and educating them on what can be recycled. ** ** TTLW gather information, brainstorm and come across solutions for recycling. ** ** TTLW complete Summative Assessment on Recycling. **  Þ ** Students were given a character (consumable/non-consumable item) and have already ** ** conducted research on their role. **  Þ ** Students have already assembled their costume (consumable/non-consumable items) ** Þ ** Set up digital camera ** Þ ** VoiceThread account will be set up ** Þ ** Teacher’s assistant will be involved to assist as needed ** || Time: 45 minutes daily for two weeks || Resources ||
 * Lesson Title:
 * Grade: 4th || Unit:
 *  GOALS
 * ** ISTE NETS-S **
 * ACTION ||
 * ** Before-class preparation: **
 * During class
 * || Instructional Activities || Materials &
 * || *Teacher will review how to write an informative essay using Promethean board and concept mapping.

* During Teacher’s review, a “word wall” will be started to help think of and have access to words of impact. Students will be able to refer back to the words throughout this project.

*Students will be able to review other VoiceThreads related to recycling for ideas of what to do and what not to do.

*Students will share with the class the part (consumable/non-consumable item) they are portraying in the recycling storytelling project. Then students will show teacher their research of their role and teacher will edit.

*Students will be grouped heterogeneously, but will work independently, although collaboration for support and ideas is encouraged. Students will write their own informative parts based on their characters (consumable/non-consumable item) and how it relates to recycling.

*After students’ narration has been completed, the whole class will compose a script based on the students’ characters encouraging others the importance of recycling and also what can and cannot be recycled.

*When script s completed, students will dress in costume and teacher will record the students delivering their digital storytelling project on recycling by answering the questions “Should I recycle?” and “What should I recycle”. Each character will be presented and they will speak about whether they are a consumable or non-consumable item and how to properly dispose of or give an example of an alternative item that would best preserve the Earth.

*When project is complete, the whole class will participate in downloading to VoiceThread account and then will also place the voicethread on the class’ website and school’s website.

*Students will then be given the summative assessment. After its completion, the class as a whole will collaborate and vote on the next digital storytelling project stemming from the information on the summative assessment. || · Laptops · Projector · Teacher Laptop · Promethean Board · Concept Mapping · Internet · Word Wall · Digital video camera · Student’s costumes · Voicethread Paper/pencil · Summative Recycling Assessment · Rubric for Students’ Collaborative Work Skills || Notes: Student groupings, environmental modifications needed, etc MONITOR

__**Ongoing assessment(s)**__: Rubrics will be given to each group to ensure that they are aware of the criteria and level of expectancy. Teacher monitoring will be ongoing throughout all phases of the lesson. **__ Accommodations and extensions: __** Students are grouped together according to mixed abilities, but are suppose to be working independently, although collaboration is accepted. My assistant and I will provide assistance to students on an as needed basis. **__ Extensions: __** After students complete the Summative Assessment on Recycling, then a vote on how the class would like to deliver the information stemming from the summative assessment. This could be another digital storytelling project or an online collaboration project. **__ Backup plan: __** We will be able to complete all of our digital storytelling project except for downloading our voicethread and also placing it on our class and school website. If Internet is down, then this will be completed another day and students will move directly to summative assessment.


 * ~ EVALUATE AND EXTEND ||

**__Lesson reflections and notes__**: Lesson discussion will be conducted with the class to gather their thoughts and comments, as will I to determine what aspect of the lesson could be improved upon and the extend of my students’ learning. **__ Extend: __** Students will monitor the blog created from last lesson and update its information based on newly learned materials, fun facts, or even personal events that relates to recycling. Additionally, this unit could be extended to Rainforest and its conservation.

** Summative Recycling Assessment: ** ** A. Answer the following questions based on your recycling research. ** ** 1. ** Which type of waste takes up the most space in landfills around our country?

** 2. ** About how long does food and yard waste remain in a landfill before it decomposes? _

** 3. ** About how much of the trash in our landfills is material that does not decompose, such as plastic? _

** 4. ** What happens to trash from your town that is not recycled?

B. Answer the questions about recycling in our community from when we Skyped with our Memphis recycling location. ** 1. ** What items are recycled?

** 2. ** When and where are recycled items collected?

** 3. ** How must they be sorted before recycling?

** 4. ** About how many pounds of each item does the community recycle each year?

__ *BONUS:__ On another sheet of paper, draw a diagram of the water cycle.** __

Student's Collaborative Work Skills Rubric:



Kimberly Parks

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
Lesson TWO: Online Collaboration Activity = Title: Blogging about encouraging other students to start recycling = How can we improve our environment? || Related Lessons: Problem Based Learning Activity Digital Storytelling Activity || Recycling ||
 * Lesson Title:
 * || Unit:
 * GOALS

Students will skype the recycling center to learn about the importance of recycling and different careers. Students will begin a blog encouraging other 4th graders and elementary students to begin recycling by giving advice in how to start. || __ ** Content Standards: ** __ ** Science: ** // Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. // ** GLE 0407.T/E.3 ** Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.

** GLE 0407.5.2 ** Describe how environmental changes caused the extinction of various plant and animal species. o Creativity and innovation x Communication and collaboration x Research and information fluency || x Critical thinking, problem-solving, & decision-making x Digital citizenship x Technology operations and concepts || ** Instructional objective(s): ** ** TLW learn how pollution in their environment is affecting environmental changes and the ecosystem. ** ** TLW research to formulate solutions to this grave problem. ** ** TLW collaborate with other sources via skype. ** ** TLW work collaboratively to create a blog in order to make a difference in other students’ lives and the environment. **  Þ ** Create 4th grade environmental awareness classroom blog using kidblog.com ** Þ ** Review how to log in and also the importance of being respectful with each other both in person and ** ** via internet (groups, skype, blog) ** Þ ** Students will participate in reviewing positive and negative; productive and nonproductive comments ** ** and questions ** Þ ** Set up skype among recycling personnel ** || Time: 40 minutes daily for two weeks ||
 * ** ISTE NETS-S **
 * ACTION ||
 * ** Before-class preparation: **
 * During class
 * || Instructional Activities || Materials & Resources ||
 * || *Students will be placed in homogenous groups to research proven and effective ways for young students to recycle.

*Oral discussion on appropriate and respectful participation, comments, and questions will be reviewed

*Students will create a list of questions to ask our guest speakers via skype pertaining to recycling solutions stemming from previous group research.

*Students will create a list of questions when in groups related to education of the careers of guest visitors.

*Students in their groups will collaborate their ideas for other 4th graders to recycle and then blog this ideas. || · Laptops · Projector · Teacher Laptop · Internet · Microphone · Video camera · Skype account · Classroom blog, provided by  kidblog.com · Dashblog, so I can view all blogs at once, netvibes.com · Paper/pencil · Websites-bookmarked · Websites bookmarked: · [|http://www.cityofmemphis] [| .org/framework.aspx?page=666] · [|http://articles.directorym.com] [|/Recycling_Memphis_TN-] [|r615-Memphis_TN.html] || Notes: Student groupings, environmental modifications needed, etc. Students will be placed in groups when actively engaged in activities on the computer during researching/ websites, and blogging or brainstorming questions. During oral discussions and during skyping, this will be a whole group activity.

MONITOR

Ongoing assessment(s): I will assess students’ learning based on teacher observation, anecdotal notes which will become their participation grade. __ Accommodations and extensions: __ Students are grouped together according to mixed abilities. My assistant and I will provide assistance to students on an as needed basis. For those groups who are completed with the activity in its entirety, they will be allowed to add clipart __Backup plan:__ If the internet is down, then our activity would shift to the classroom discussion portion of the lesson as well as the pencil/paper portion which includes brainstorming for questions. __ Lesson reflections and notes: __ After completed lesson, reflection will be completed for both students and teacher. Since this will be the first time attempting a lesson which is heavily relying on online collaboration and social networking, any type of feedback will be noted and adjustments will be made as needed for the next similar lesson.
 * EVALUATE AND EXTEND ||



Kimberly Parks = =

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
Lesson ONE: Problem-Based Learning

Daily Lesson Plan Template
A Standard-Based Approach using: //Problem-Based Learning//

= Title: Problem-Based Learning about Recycling = What is Recycling? || Related Lessons: Collaborative Blogging Digital Storytelling Activity || Recycling || Students will learn how by not recycling effects their environment and ecosystems. Upon conducting research, students will begin to formulate solutions to this great problem and how to help. || // Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 //// st //// century. //
 * Lesson Title:
 * Grade: 4th || Unit:
 * GOALS
 * Content Standards: **
 * Science: **

** GLE 0407.2.1 ** Analyze the effects of changes in the environment on the stability of an ecosystem. ** GLE 0407.8.1 ** Recognize the major components of the water cycle.

o Creativity and innovation x Communication and collaboration x Research and information fluency || x Critical thinking, problem-solving, & decision-making x Digital citizenship o Technology operations and concepts || ** TTLW identify the important message in a story. ** ** TTLW use articles and websites to gather information. ** ** TTLW gather information, brainstorm and come across solutions for recycling ** ** TTLW generate 5 steps for improving their own environment using recycling **
 * ** ISTE NETS-S **
 * Instructional objective(s): **

Þ ** I will check out the student laptop cart ** Þ ** I will gather various articles and conduct a quick search for websites ** Þ ** Review Recycling section in science textbook ** Þ ** Review project and the grading rubric ** Þ ** Create heterogeneous groups ** || Time: 40 minutes daily for two weeks ||
 * ACTION ||
 * ** Before-class preparation: **
 * During class
 * || Instructional Activities || Materials & Resources ||
 * || *Students will create a KWL ‘caring for Earth’ chart after reviewing information from recycling section in the science textbooks.

*Students will listen to the book __Michael Recycle__ by Ellie Bethel.

*Students will begin to research articles and websites within their group and gather information on the need for recycling.

*Students will brainstorm in their groups to determine if there is such a need to focus on recycling.

*Students will then break from group work and redirect attention to teacher in which I will introduce []

*Students will be able to explore the site and prepare 5 solution steps to help students and adults increase their recycling in order to improve the environment. || · Laptops · Projector · Teacher Laptop · Internet · KWL chart · Articles · Paper/pencil · Book: Michael Recycle by Ellis Bethel · Websites bookmarked · Websites bookmarked: · [|http://www.epa.gov] [|/recyclecity/] · The Water Cycle extension activity · Rubric || Notes: Student groupings, environmental modifications needed, etc.

MONITOR

**__ Extensions: __** After completed lesson, students will have the opportunity to complete a center activity “The Water Cycle” which will further their knowledge of the water cycle. **__ Backup plan: __** If the internet is down, then our we will focus on articles, discussion and extension activity
 * __Ongoing assessment(s)__:** Rubrics will be given to each group to ensure that they are aware of the criteria and level of expectancy. Teacher monitoring will be ongoing throughout all phases of the lesson.
 * __ Accommodations and extensions: __** Students are grouped together according to mixed abilities. My assistant and I will provide assistance to students on an as needed basis. For those groups who are completed with the activity in its entirety, they will be allowed to move to the center activity in extension section.

EVALUATE AND EXTEND

**__Lesson reflections and notes:__** Lesson reflections will be completed after the lesson is completed; did students learn, interest level of lesson, difficulty of lesson, improvement for teacher to consider. **Extend**: online collaboration, blogging and digital storytelling.




 * __Extension:__**






 * __Rubric:__**