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Goal-directed Instructional Design Plan – Tectonic plate movement Author – Scott Cox Web-quest site used http://teacherlink.ed.usu.edu/tlresources/units/HodgesSpring2005/JohnCampbell/ index.html A problem or a need Too often as an educator, I am extremely reluctant to relinquish power to my students. I feel the need to be the one that tells them all they need to know. It puts me at ease knowing they have at least heard the necessary information from me once. I need to learn to give some of the power I love to have to the students and allow them to learn material without me spoon feeding it to them. Statistics show that students learn better from each other than they do from a teacher. So why not facilitate collaboration among the students in my classroom? We also know that technology is not going away anytime soon and we would be doing our students a great disservice if we did not expose them to as many different kinds of technology as we could. Here they will be utilizing search engines to compile research about the theory of tectonic plates and then creating a digital video outlining what they have learned throughout the WebQuest. A real-world performance Being an educated citizen of this planet, we have a duty to know how the world works and why it looks the way that it does. Most processes that occur on the earth’s surface are a direct result of what lies beneath. The growth of majestic mountain ranges, the horrific devastation of earthquakes, the massive explosions of volcanoes, and the tremendously powerful tsunamis are all direct evidence that Earth is alive and spewing with energy! Most people have a dream of owning their own home at some point in their adult life. Most people are faced with the decision of where to buy that home. Should I buy in Colorado? Should I buy in California? How about purchasing a home in Florida? Before making that crucial decision, don’t you think it would be nice to know what kind of natural disasters are prone to that area? Would having knowledge about tectonic plates affect your travel destinations? How about purchasing a vacation home? I know I would not want to buy a vacation home located within the Ring Of Fire. An instructional objective By the end of the WebQuest, students will be able to do the following: 1. 2. 3. 4. 5. 6. 7. Explain the theory of plate tectonics Indicate some of the evidence that supports the theory of plate tectonics Explain how the theory of plate tectonics has shaped the surface of the Earth Describe the driving force for plate movement Describe how far plates move annually Explain some of the ways that plate tectonics affect humanity Create a digital video using Windows Movie Maker E.SE.06.51 - Explain plate tectonics movement and how the lithospheric plates move centimeters each year. E.SE.06.53 - Describe layers of the earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. E.SE.06.52 - Demonstrate how major geological events (e.g., earthquakes, volcanic eruptions, mountain building) result from these plate motions. A set of essential content The students will explore a multitude of ways to search the Internet for accurate information. They will also utilize Windows Movie Maker as a way of presenting their findings from the WebQuest. Throughout the WebQuest process, the students will be evaluated on the following skills: The first skill will be to correctly cite where their information came from. For each question, the student should cite the website or websites they found each answer. Second, they will be evaluated on how accurate each question was answered. The third skill that will be evaluated will be the students ability to create a written script of the information for the audio portion of the digital video. The final skill that will be evaluated is how well the student is able to convey the findings of the WebQuest in a 1-2 minute digital video. The students are expected to find pictures or videos relevant to tectonic plates and create a video while they narrate the findings from the WebQuest. To sum up the skills being evaluated, they will need to demonstrate that they are able to research a topic, collect accurate data on that topic, formulate their results into a script, and create a digital video displaying the research results in an organized, well thought-out presentation. An evaluation consisting of a test or observation At the end of the WebQuest, students will take the information that they have researched and create a 1-2 minute digital video presentation using Windows Movie Maker to explain their findings. Rubric Parts Points Poss Student has completely answered each question in their digital video. 1.5 points per question (PPQ) 24 Student's answers are given in well-developed, complete sentences with minimal pauses in their digital video. 1.5 PPQ 24 Student has given where they found the information in each of their answers within their digital video. 16 Student linked pictures/video that correlate to assignment in digital video. 16 Student utilizing class time efficiently during time devoted for web-quest. 16 Extra credit/ Creativity 14 Total Points Your total 110 A method to help participants learn Introduction - What is the importance of knowing what makes the earth look the way it does Instruction/explanation – I will instruct them on what they are to be doing (searching on guided sites to find answers to posed questions) Demonstration - I will then demonstrate proper Internet research and how to make a movie, add pictures, add audio and edit in Windows Movie Maker. Practice – The students will practice proper Internet research techniques to answer the series of questions posed to them. The students will practice writing and editing scripts for their movie. They will also rehearse the script. Feedback – I will provide them with feedback regarding their research, scripts, and their movies as the students make them. Conclusion – The students will turn in a final edited digital video with all questions answered completely and without mistakes. Motivation Meaningfullness – This lesson helps me to become a facilitator in my classroom and allows the students to become the teachers and take a lead role in their own learning. The information the students takes away can be applied anytime there is a current event that is related to tectonic plate movement (tsunami, earthquake, volcano, etc). They can also apply it when they choose where to start a career, go on vacation, buy a home, etc. Pleasant consequences – Students will be learning material in an entirely different format where they have freedom within the learning process. They will also have the knowledge of creating videos and can apply this skill to their personal and social lives. Novelty – If you bought a home in the “ring of fire”, you may always have warm feet!! Socialization Students may work in groups to create their digital videos and will be able to collaborate numerous times throughout the assignment. Audience Age - 7th Grade Skill Level - Novice earth science learner (students will have a variety of technology levels) ○ Prerequisite Knowledge - What volcanoes, earthquakes, tsunamis are. How to save files to jump drives/google docs Technology Needs ○ ○ Use of the net-book computers with wireless Internet capability, as well as use of movie maker, google docs, windows recorder, and headsets.