Download Goal-directed Instructional Design Plan – Tectonic plate movement

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.